Week 24 (20-24January '25)

Exhibition Theme

PYPx ‘ 2025
Umbrella Central Idea:
Diversity shapes our understanding of the self
Learning Engagements:
Designed central idea, lines of inquiry and key concepts for the PYP Exhibition
Learners engaged in discussions to explore various inquiry topics
They finalized their choice of subjects and areas of personal interest
Learners identified relevant global and social issues to focus on during their
inquiry
Learning Outcome:
Participate in collaborative learning, considering multiple perspectives and
working with peers to co-construct new understanding
Engaging Parent Mentors:
Partnering in Learning
This week, we engaged our parent body in a mentor session to discuss their
vital role in supporting our learners. Parents were guided on mentorship and
enthusiastically chose central ideas to mentor, reflecting their commitment to
our collaborative learning community.
English Language:

Learning Engagement:
Reading & Writing
Understand the main idea and supporting details of ‘Fastest
Ground transportation of the world”
Used the main idea to write summary of the paragraph

Dialogue Writing:
Understand the use of speech marks in writing Learning Engagement:
Used primary and secondary sources to understand the form and function of paraphrasing
Applied the learnt information in paraphrasing sentences and paragraph

write dialogues on the scene as a prompt for writing.

Watched a video to understand the key features of summarising using the MIDAS touch
Language Focus: Adjective and adverbial phrases, active to passive voice
Learning Outcome: Use appropriate paraphrasing to organise ideas
Strand: Reading and Writing
Vocabulary: phrase, paraphrase, main idea, supporting details,

Learning Outcome:
Use appropriate summarizing to organise ideas
Use appropriate punctuation to support meaning

Strand: Reading and Writing

Vocabulary: summary, main idea, supporting details

Mandarin

Learning Focus:
Learners focused on developing their oral communication skills by practising self-introduction in
Mandarin and sharing details such as their name, age, country, and hobbies.
They engaged in pair and group activities to practice pronunciation, fluency, and confidence in
spoken Mandarin.
Learning outcome:
use oral language to communicate during classroom activities, conversations
Vocabulary:
名字 (míngzi) – Name
岁 (suì) – Years (of age)
国家 (guójiā) – Country
爱好 (àihào) – Hobby
学习 (xuéxí) – Study
住 (zhù) – Live (place of residence)
从 (cóng) – From (location)
喜欢 (xǐhuān) – Like/Enjoy
做 (zuò) – Do (as in occupation or activities)
说 (shuō) – Speak
 Visual Arts Drama

Learning Focus:
Learning Focus: Learners created new facial Learners used movement, dialogue, and
expressions by cutting and pasting features from symbolism to explore and develop connections for
different prints, and experimenting with combinations the PYP Exhibition creatively.
and placements. Through this mixed-media activity, Learners worked together to generate, refine, and
the students demonstrated their creativity and ability express ideas through dramatic techniques,
to think outside the box, resulting in unique and promoting inquiry and creativity.
imaginative artwork.
Strand: Creating
Strand: responding
Learning outcome:
Learning outcome: Work to develop each other’s ideas during

critique and make informed judgments about Vocabulary:

artworks. Central Idea, lines of Inquiry, role-play, symbolism,
collaboration, creativity, reflection, improvisation,
Vocabulary: exploration, selection, detail, facial perspective, dramatization
features, expressions, experimentation, combination,
placemen, mix media

Music ATL
Learning Engagement: Learning Engagement:
Learners created a class playlist by sharing their favourite Learners discussed their favourite superhero and
songs and explaining why they liked them. They then their superpowers. They categorized the
participated in a Karaoke session and reflected on how extraordinary human abilities and supernatural
music helps express emotions and impacts how they feel. strengths in the given chart.
Learning Outcome: Explain the role and relevance of Learning Outcome :
music in their own culture, its uses and associations synthesizing, evaluating, interpreting and
through place and time. communicating through a graphic organizer.
Vocabulary: diversity, cultures, process, structures, song Vocabulary: supernatural, ability, compassion.
bank.

Mathematics Mathletics Task

Learning Engagement:
Learners practised plotting and interpreting points on the Cartesian plane
1. Measurement>time>Time
by completing a worksheet.
Learners applied addition, subtraction, multiplication, and division of conversions:Whole
fractions through a worksheet involving problem-solving tasks. numbers 2
Learning Outcome: 2. Measurement>time>time
Learners will be able to accurately plot and interpret points on the Cartesian mentals
plane using ordered pairs. 3. Skill Quest>The
Model addition, subtraction, multiplication and division of fractions cartesian plane>Plotting
Strand: data handling, numbers
coordinates on the grid
Vocabulary: X- axis, Y –axis, plot, scale, origin, coordinates, location, upward,
downward, decreasing, points, numerator, denominator

Your paragraph
djfdi text
Physical Education Nazra
‫ردو‬ ‫ُا‬
Learning Focus: Learning engagement/s to understand:
-Decision making & quick reflexes Reading with phonics surah al-shua’ra makkia (Ayat
Learners applied a range of fundamental movement # 1 till 53) from para number 25
skills across various activities, focusing on enhancing )53 ‫ تا‬1 (‫متعلمین کو قرآن کریم کی سورۃ الشورٰی مکیہ آیت نمبر‬
their decision-making abilities and quick reflexes. ‫ میں سے تالوت کروائی گئی‬25 ‫سپارہ نمبر‬
Strand: Active living ‫ُاردو تقویتی پروگرام‬
Learning Outcome: use and adapt basic movement Learning Outcome: Ability to read, recite with
skills (gross and fine motor) in a fluency, correct pronunciation and rhythm
variety of activities Vocabulary:
Vocabulary: flip, upside down, teamwork, individually ‫عربی‬/Arabic
, ‫ حفیظ‬/noun ,‫عدل‬/justice
, ‫میزان‬/balance
, ‫نصیر‬/noun

Robotics/Coding
Learning Engagement:
Learners were introduced to the purpose and functionality of the "Go to x: y:" and "Glide
1 sec to x: y:" blocks in Scratch. They practised using these blocks to move a sprite to
specific coordinates on the stage. Finally, they applied their learning by creating simple
movement animations for the sprite
Learning outcome:
Learners understood the purpose and functionality of the "Go to x: y:" and "Glide 1 sec
to x: y:" blocks in Scratch. They used these blocks to create simple movement
animations for a sprite.
Vocabulary:
"Go to x: y:","Glide 1 sec to x: y:", Coordinates,Stage,Sprite, Movement Animation,
Smooth Transition

LIT & Design

Learning Engagement: Learners were introduced to the principles of design

thinking process. They discussed the examples of different central ideas which has
the potential to include design thinking cycle for their exhibition.
Learning outcome: Present feasible design ideas, which can be correctly
interpreted by others
Vocabulary: human-centric, critical thinking, problem-solving, empathize, ideate,
prototype, test, implement, approach, etc.
 Social Studies
‫معا شرتی علوم‬

Learning Focus:
Learners played a game (untangle your pair) that focused on understanding
diversity and tolerance. Later, they made comic strips to share their understanding
of the topics.

‫متعلمین نے ایک کھیل کھیال (اپنے جوڑے کو سلجھائیں) جس میں تنوع اور رواداری کی اصطالحات کو‬
‫ انہوں نے موضوعات کے بارے میں اپنی سمجھ کو بانٹنے کے لیے‬،‫سمجھنے پر توجہ مرکوز کی گئی۔ بعد میں‬
‫کہانیاں بنائیں۔‬

Learning outcome:
Understand the terms diversity and tolerance.
‫تنوع اور رواداری کی اصطالحات کو سمجھیں۔‬
Vocabulary:
staying , ‫ تعاون‬collaboration , ‫ قبولیت‬acceptance , ‫ تنوع‬diversity , ‫ رواداری‬tolerance
‫ پرسکون رہنا‬calm

:‫اسالمیات‬
:Learning engagement/‫ہفتہ وار جائزہ‬
‫متعلمین نے زکٰو ۃ اور صدقہ میں فرق کےبارے میں جانا۔ زکٰو ۃ کے فوائد جانے۔ متعلمین نے جانا‬
‫زکٰو ۃ مسلمانوں کے لیے کیوں ضروری ہے۔‬
The learners learned to differentiate between Zakat and Sadqa. They learned about the
importance of paying Zakat and its impact on the life of a Muslim.
:‫تدریسی نتائج‬/Learning Outcome
The learners will learn about the importance of Zakat and Sadqa.
‫متعلمین زکٰو ۃ اور صدقہ کی اہمیت کے بارے میں جان سکیں گے۔‬
Vocabulary:
mislead/‫گمراہ‬,enhance/ develop/‫ حکمت‬,‫ پروان چڑھنا‬/wisdom, ‫بالغ‬/adult, ‫عاقل‬/wise

Islamiyat home task/ ‫اسالمیات کا کام‬

Zakat is an important part of Islam that helps us take care of others in our
community. Lets research and list down in your copies, who are eligible to receive
Zakat according to Islamic teachings.

‫زکٰو ۃ اسالم کا ایک اہم حصہ ہے جو ہمیں دیگر افراد کا خیال رکھنے میں مدد دیتی ہے۔ آئیں تحقیق کریں اور‬
‫اپنی کاپی میں لکھیں کہ اسالمی تعلیمات کے مطابق (مصارِف ذکوۃ) زکٰو ۃ کے مستحق کون ہیں۔‬

crucial
 ‫اردو‬

‫تدریسی اہداف‪ :‬ریڈر عزت مآب چیتا کی پڑھائی(روانی ‪،‬تلفظ اور فہم)نئےذخیرٔہ الفاظ‪ ،‬تخلیقی‬
‫لکھائی‪ ،‬عملی کتاب میں تفہیمی سواالت‪ ،‬مکالمہ کی دہرائی‪ ،‬خوشخطی‬

‫متعلمین کو تخلیقی لکھائی کے لئے کچھ عنوانات دئیے گئے۔ جیسے اگرآپ ایک دن کے لئے غائب ہو جائیں تو آپ‬
‫کیا کریں گے۔‬
‫اگر آپ کو موقع ملے کہ آپ مستقبل ؍ماضی میں چلے جائیں تو آپ کس وقت میں جائیں گے۔‬
‫میں بڑے ہوکر ۔۔۔۔۔۔۔‬
‫متعلمین نے ریڈر ’ عزت مآب چیتا ‘ کی بلند خوانی کی گئی۔ نئے ذخیرہ الفاظ کے معنی کی معلمہ نے وضاحت‬
‫کی۔ اس کے بعد متعلمین نے عملی کتاب کےصفحہ نمبر ‪ ۱۴‬پر تفہیمی سواالت کے جوابات لکھے ۔ اس کے عالوہ‬
‫اس صفحے کے آخر میں دئیے گئے سواالت کے جوابات متعلمین نے اپنی کاپیوں میں کئے۔‬
‫عملی کتاب کے صفحہ نمبر ‪ ۱۱‬پر دی گئی عبارت کو غور سے پڑھ کر متعلمین نے اس کے کرداروں خرگوش ‪،‬اور‬
‫عقاب کے درمیان مکالمہ(بات ‪،‬چیت )کی تحریری مشق کی۔ اس کے دوسرے حصے میں بھی انہوں نے خرگوش‬
‫اور اس کےبادشاہ کے درمیان مکالمہ کی ؔتحریری مشق کی ۔‬
‫متعلمین نے عملی کتاب کے صفحہ نمبر ‪ ۱۳‬اور ‪ ۱۶‬پر خوشخظی کی عملی مشق کی ۔‬
‫نوٹ ‪ :‬تخلیقی لکھائی کے ہدف میں نکھار النے کے لئے متعلمین کو نصابی اور گیر نصابی کتب کا‬
‫مطالعہ کرنا بہت ضروری ہے۔‬

‫‪https://www.youtube.com/watch?v=pLqaH6HF478‬‬ ‫مکالمہ لکھنے کے چند اصول‬

‫تقویتی پروگرام ‪:‬‬

‫ان متعلمین کو ان کے درجات کی کتابوں میں پڑھائی ‪ ،‬لکھائی کی عملی مشق کرائی گئی۔‬
‫درجہ سوم کے متعلمین کو ان کی درسی کتاب سے سبق ؍ نظم کی پڑ ھائی ( جن متعلمین کو دقت پیش آتی‬
‫ہے تو ان کو صوتیات کی مدد سے پڑھائی کی ترغیب دی گئی)متعلمین اپنی کتابوں پر دئیےگئے سواالت کے‬
‫جوابات کتاب پر ہی حل کئے گئے۔ قواعد کی رو سے اسم ‪ ،‬فعل ‪ ،‬اسم صفت ‪ ،‬مذکر مونث کی عملی مشق کی‬
‫گئی۔‬
‫درجہ دوم کے متعلمین نے بھی جملہ سازی کی عملی مشق کی۔‬
‫درجہ اول کے متعلمین نے حروِف تہجی کی آدھی اشکال اور نئے ذخیرہ الفاظ کی عملی مشق کی۔‬

‫‪https://www.youtube.com/watch?v=otSb3HMftTg&t=83s‬‬ ‫ا تا ے نئے ذخیرہ الفاظ‬

 UNIT OF INQUIRY Task Task to be
done online on
Task: Creating a Resource Bank for google
document
PYP Exhibition Inquiry Process
Learning Outcome: Learners will develop a comprehensive resource bank that supports
their inquiry process, enhancing their research and understanding of the topic they have
chosen

Task:
During this week the learners have been discussing their inquiry focus. They have finalised
their choice of subjects, areas of interest and global and social issues they want to explore in
their Exhibition journey. Keeping this in mind learners need to answer the given questions.

Instructions:
Identify Relevant Places for Inquiry:
Question: Which place will help in our inquiry process and how?
Task: Research and identify physical locations or venues relevant to your topic. Explain how
visiting or exploring these places will contribute to your inquiry process. Provide details on
the resources available at these places.

Explore Audiovisual Materials:

Question: What audiovisual material like photographs, documentaries, movies, or audio files
will help in learning?
Task: Search for and compile audiovisual materials (photographs, documentaries, movies,
audio files) that are pertinent to your central idea. Explain how each resource contributes to
a deeper understanding of the topic and cite the sources.

Recommend Books and Literature:

Question: Name the books and related literature that will help in building on learning.
Task: Create a list of relevant books, articles, and literature that provide in-depth insights
into your central idea. Include a summary of each resource, specifying how it will contribute
to your research and understanding.

Curate Online Resources:

Question: List the website, application, and software that will help culminate the process.
Task: Curate a list of websites, applications, and software that offer valuable information
and tools related to your topic. Briefly describe each resource and explain how they can be
utilized in your inquiry process.

Submission Guidelines:
Compile your findings into a well-organised Google document.
Include proper citations for all sources used.
Reflect on how each resource contributes to your overall understanding and inquiry
process.
Share your Google document link with your homeroom teacher.