Grade 2

This week, the students finished all their Unit 2 tasks. As we begin Unit 3, they are already showing great inquiry skills by asking many questions about what we will be learning next.

这周，学生们完成了第二单元的任务。随着我们开始第三单元的学习，他们已经展现出很强的探究能力，对接下来要学的内容提出了很多问题。

Grade 3

With Unit 3 now underway, the students began their learning journey with an open-ended inquiry, exploring both a silent gallery and a sound gallery. The aim of these galleries was to encourage individual responses and interpretations of what the unit might involve.

随着第三单元的到来，学生们开始了他们的学习之旅，进行了一次开放式的艺术形式探究，探索了无声画廊和有声画廊。设置这些画廊的目的是鼓励学生对该单元可能涉及的内容进行感知和反馈。

Grade 4

Having learnt a lot about myths over the course of Unit 2, students chose among a number of mythical creatures commonly found in myths and independently explored their histories, before sharing their interesting discoveries with the class.

在第二单元中学习了大量神话知识后，学生们从众多神话故事中常见的生物里选择了一种，独立探索它们的历史渊源，并在课堂上与同学们分享了自己有趣的发现。

Grade 5

Students have been exploring artistic expression, which is a fundamental aspect of human creativity and communication. Artistic expression allows individuals to convey their thoughts, emotions, and experiences through various mediums such as painting, sculpture, music, dance, and literature.

在五年级，学生们持续探索艺术表达这一人类创造力与交流的基本维度。艺术表达使个体能够通过绘画、雕塑、音乐、舞蹈及文学等多种媒介，有效传达其思想、情感与经验。

Grade 6

Students have begun independent research on the Elizabethan period—an era renowned as the golden age of English arts. They have been exploring how society was structured back then, discovering what life was really like during this remarkable chapter in history.

学生们已经开始对伊丽莎白时期进行独立研究——这是一个被誉为英国艺术黄金时代的时代。他们正在探究当时社会的结构，发现那个非凡历史时期的真实生活面貌。

Music

This week, students truly embodied independent inquiry as they prepared for next week's Winter Celebration. Whether mastering a dance sequence, perfecting a vocal harmony, or fine-tuning an instrumental part, they took initiative in identifying challenges, researching solutions, and practicing with focused determination to enhance their individual and collective performance.

本周，学生们在为下周冬季庆典的准备过程中，真正展现了独立探究的精神。无论是掌握舞蹈动作、完善和声演唱，还是精心调整乐器演奏部分，他们都能主动发现问题、探索解决方法，并以专注的决心投入练习，从而提升个人与集体的表演水平。

ICT

This final week of our media unit has truly showcased the students' growth as independent inquirers, as they now drive the process of editing and refining their projects based on their own creative goals. The teacher's role has shifted from instructor to facilitator, observing as students actively seek solutions and make critical decisions to bring their unique visions to completion. It's rewarding to see their confidence and ownership solidify as they apply the skills explored throughout the unit to create something personally meaningful.

这是我们媒体单元的最后一周，真正展示了学生作为独立探究者的成长，因为他们现在根据自己的创作目标推动编辑和完善他们的项目。我的角色已经从讲师转变为促进者，观察他们积极寻求解决方案，并做出关键决定，以实现他们独特的愿景。当他们运用在整个单元中探索的技能来创造一些对个人有意义的东西时，看到他们的信心和所有权得到巩固是值得的。

Mandarin

Ms. Carol: Students demonstrated strong skills as 'Independent Inquirers' during their study of 'The Beautiful Lesser Khingan Mountains'. Students closely examined the text to independently identify and analyse its most vivid descriptive sentences, then determined the central idea of each paragraph by locating and interpreting key sentences. Through self-directed exploration and small-group discussions, they deepened their appreciation of the natural scenery and strengthened their ability to extract meaning and structure from literary texts independently.

Ms. Nicky: Grade 4 students participated in a narcissus planting project that combines planting, observation, and journaling with the goal of fostering independent inquiry skills. Through this project, students explored how a garlic-like bulb grows and blooms over time. Working in groups or individually, they took turns caring for the plants and conducted observations, measurements, and recordings two to three times per week. In the end, students gained not only a potted plant and a set of journals, but also a meaningful, hands-on experience in scientific inquiry.

Ms. Carol: 本周，三年级学生在学习《美丽的小兴安岭》时，展现了“独立探究者”的优秀素养。学生们通过细读文本，自主发现并赏析文中的优美语句，同时通过找出并理解段落中心句来把握各段主旨。在自主探究与小组交流中，他们不仅加深了对自然景色的审美体验，更提升了从文学文本中独立提取意义与结构的分析能力。

Ms. Nicky：四年级学生通过参与水仙花种植与观察记录活动，将“种植—观察—日记”这一过程与“独立探究者”培养目标相整合。该项目引导学生思考：一个形似“蒜头”的球茎如何逐步生长并开花？在活动中，学生以小组或个人形式轮流照料水仙花，每周定期进行2–3次观察、测量与记录。最终，学生所收获的不仅是一盆植物或几篇日记，更是一段完整而深刻的科学探究实践历程。

Chinese Maths

Ms. Leaf: In the teaching of "Parallel and Perpendicular Lines" in Grade 4, students were encouraged to observe physical objects in the classroom, such as the edges of doors and windows or the borders of the ceiling, to discover phenomena related to parallel and perpendicular lines. They were also guided to use tools like set squares and protractors to verify their findings, exploring under what conditions two lines never intersect (parallel) and under what conditions they intersect at right angles (perpendicular). Through this inquiry process, students not only grasped the fundamental concepts but also developed independent thinking skills such as observation, verification, and generalisation, effectively connecting mathematical knowledge to the real world.

Ms. Carol: Students developed their skills as keen observers and flexible thinkers. Students learned to observe the same picture from different perspectives and discovered that each viewpoint reveals unique information. They then applied addition and subtraction to solve problems based on these different sets of information, understanding that a single scenario can lead to multiple valid mathematical questions and solutions.

Ms. Leaf:在四年级“平行与垂直”的教学中，学生开展独立探究。让学生观察教室中的门窗边线、天花板边框线等实物，自主发现平行与垂直的现象；鼓励他们用三角尺、量角器等工具动手验证，探索两条直线在什么情况下永远不会相交（平行），什么情况下相交成直角（垂直）。通过这样的探究过程，学生不仅能掌握基础概念，更能培养观察、验证与归纳的独立思考能力，将数学知识与真实世界联系起来。

Ms. Carol: 本周，一年级学生培养了敏锐观察与灵活思考的能力。同学们学习了从不同角度观察同一幅图画，发现每个视角都能获得独特信息，并运用加减法基于不同信息解决问题。通过这个过程，学生们理解到：同一个场景可以引出多个合理的数学问题和解决方法。

P.E.

Physical education courses transform students from passive participants into active explorers. By gathering data and analysing their own performance from the Sports Day, students developed a deeper understanding of movement principles and bodily feedback. This approach fosters scientific exercise awareness and enhances problem-solving skills, making physical education a journey of discovering personal potential.

体育课程将学生从被动的参与者转变为主动的探索者。通过收集数据和分析自自身表现，学生们对运动原理和身体反馈有了更深入的理解。这种方法培养了科学的运动意识，提高了解决问题的能力，使体育成为发现个人潜力的旅程。