11th Feb to 15th Feb

Unit of Inquiry

To further deepen their understanding of the ongoing unit on ‘Stories’, visible thinking strategy of ‘Zoom in’ was used to build understanding of a story setting in class. The smart board was used to reveal photos in small sections from a story book  titled ‘Baba Yaga, the flying witch’. As parts of each photo were revealed, further probing questions were asked

  • What do you see?
  • What do you think is going on?
  • What do you think might be in the rest of the picture?
  • How has the picture changed
  • What do you think you will see next?


To further strengthen their understanding, students inquired into Chinese culture; greeting each other using a simple  phrases in chinese language like ‘Huanying’.

To explore the world and its many cultures, students used world map to mark China and realized how big the world is compared to the country.

Through the use of audio visual clips students embarked on an adventure trip to China exploring  language, festivities, food, music, art, architecture, philosophy, traditions, medicine, martial arts and much more .



Music was integrated with the unit where students listened to Chinese music.

Students were also narrated a short story ‘The Greatest Treasure’




Reinforcement of phonic sounds was done using water colors where students enjoyed manipulating the brush using paints on letters.

Students were also introduced to the sound ‘w’ through a story ‘This is the letter W’. They later brainstormed and found out other objects beginning with the same sound and came up with words like window, water, watch, etc. They also practiced writing ‘w’ in correct zones and illustrated related vocabulary words in their process journal.


Introduction to ‘an’ family words was done in class where students were given a picture to identify the initial, middle and end sound to form a word (can, pan, tan, van, ran, man)


Students were introduced to the sound ‘k’ through picture cards. They further made illustrations related to the same in their process journals. As a follow up, they traced letter ‘k’ on sand paper and practiced writing it in their process journal.


Reinforcement of ‘Time’ was done through an activity where students were given a time and they illustrated a minute and an hour hand on the clock.


To build number sense with respect to place value; students examined tens and ones block and discussed that a tens block has ten ones put together. Later they used base ten blocks to represent number on a chart to count the blocks.

Students were given a task to show number 14 with place value blocks. They represented the number of tens and ones on place value mats and answered the following questions:

  • How many ones are there?
  • How many groups of ten?

(i.e., the 1 in 18 is a ten and 8 is a one).


To enhance the understanding of the concept of time, students listened to a rhyme – ‘The clock’: https://www.youtube.com/watch?v=xJBek5XCexw



Students practiced writing swar ‘a’ and vyanjan ‘ra’ in their process journals. They illustrated the objects and vocabulary associated with the same.

Circle time:

As a part of early year’s skill building program, students focused on:

  • Timeline activity to learn the sequence of events in class.
  • T-shirt folding to strengthen fine motor skills.

Information technology:

Information technology was integrated with the unit, where students explored Tux Paint and illustrated their favorite character. Students enjoyed making stories with their virtual characters.


The students listened to the story of  ‘Who sank the boat?’ by Pamela Allen. By the seaside, there once lived a cow, a donkey, a sheep, a pig, and a tiny little mouse. They were very good friends. One warm, sunny morning, for no particular reason, they decided to go for a row in the bay but the boat sank. Who sank the boat? was the question on their minds. To their surprise, the most unlikely person amongst them sank the boat ; the teeny tiny mouse. The story created inquisitiveness amid the listeners.



The students learned about notes and scales and played the C major scale on the xylophone. They also sang ‘Hello to all the children of the world’.


The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced in the classes for a better understanding of performance.



The students explored painting with respect to primary and secondary colors filled within geometric shapes which are to be developed into masks. They indulged in a similar kind of art on a bigger surface  using larger brushes too.

Physical education:

Students are practicing manipulative skills on trampoline thereby developing their body balance, coordination and spatial awareness to control their body movements.



4th Feb to 8 Feb

Unit of Inquiry

The ongoing theme ‘Stories’ has paved the path for lots of rigorous learning and research by  students. Moving further, the students have been introduced to stories from different places that depict human values and traditions.

To foster social interaction, creativity, communication skills , and imagination; stick puppets were created  for a Russian story ‘The magic millstone’. Students were able to summarize, identify the moral in the story and analyze the characters from the story.



Another story by Hindi litterateur Munshi Premchand titled ‘Idgah’ was shown to the students, thereby laying emphasis on the cultural tradition and human values.


To motivate students to take ownership of their learning, students engaged in a thumbs-up activity where they were given a choice to select any one story associated with either Chinese, Indian, Russian or Korean culture.

Students from the early years programme engaged in unstructured play to mark Global School Play day on February 5 ans 6 , 2019 , Several station packed with material , paint , rides cardboard boxes saw students explore , create , pretend and imagine through different kinds of play .


Introduction to phonic sound ‘j’ was undertaken through a fun filled game where students brain stormed words beginning with phonetic sound ‘j’. They also practiced writing ‘j’ in its  correct zone and illustrated related vocabulary words in their process journal. With some assistance, students tried to comprehend, read, write and associate pictures of ‘at’ family words too.

Reinforcement of CVC words with ‘a’ as medial sound was also undertaken.


To review subitizing (rapid recognition of number sets) student tried glancing at the number of dots and guess their number.

To reinforce daily routine and  sequencing, students were engaged in a sorting activity where they were given set of cards with images of boy/girl to sort and place  at the correct time of the day.

Students were introduced to the concept of time through manipulatives where they made their first clock by arranging the numbers written on stones and placed the minute and an hour hand to denote time.


Some students were able to write numbers on the face of the clock and could denote time independently.



A new vyanjan ‘ra’ was introduced. Students were shown picture cards and some new words starting with the  sound.

The students enjoyed tracing ‘ra’ on Sand paper card.

As a craft activity, they pasted ‘rassi’ to denote vyanjan ‘ra’.

Circle time

As a part of early year skill building program, students focused on:

  • Analogue clock to understand the concept of time.
  • Transfer of pom pom balls using chopsticks to enhance fine motor skills
  • Reading a story ‘Give a little love, get a little love’ to emphasize the learner profile of being ‘caring’.



Information technology

Information technology was integrated with math wherein students worked on a tracing app. They also learned how to count and trace numbers from 1 to 20 and honed their numeracy skills.

Dance: The students stressed on basic dance routines based on directions and levels. The concept of focusing on beats were also introduced through which they developed a better understanding of music.

The students sang ‘Hello to all the Children of the World’ by Martin KerrThey also learnt about the seven natural notes of music.



28th January to 1st February

Unit of inquiry:

A new unit of inquiry began with the:

Transdisciplinary theme: Where we are in place and time

Central Idea: Stories help us learn about cultures and enrich our beliefs and values

Lines of Inquiry:

  • How to construct an effective story
  • Stories reflect culture of different places
  • Stories that influenced me

Provocation: Some story books, story cards and a puppet corner was set up for students led inquiry. They were asked thought provoking questions like‘how do you feel when you look around?’, ‘what do you think about the presence of puppets?’ etc.

Students were narrated a story ‘Baba Yaga the flying witch’ and were apprised that characters, setting, problem, and solution are essential elements of a story. Students also were madefamiliar with key words like first/beginning, next, then, later, after that, finally/ending).

As a follow up, students indulged in retelling the story, thus organizing and recognizing their thoughts  during story narration. Students used character names, described the setting, included the events and the plot (beginning, middle, and end), thereby discussing the main problem and its solution  .

The Assembly started with a special message to mark the occasion. The children were told about the importance of Sankranti and its distinct name in every region Uttarayan which marks the days in the Hindu calendar when winter begins turning to summer, known as Makar Sankranti.

Students enjoyed watching kite festivals around the world( kites of all shapes and sizes that are flown around the world).

A kite flying fest was organized to celebrate the festival of Makar Sankranti, the harvest festival, at the school campus. It was a memorable afternoon, with the colourful kites soaring in the clear winter sky. It was an amazing sight to see the colourful kites in the sky and teachers trying hard to keep their kite flying high. One could also see that special bonding between the teachers and their students while flying their kites, it was like ‘My teacher is the best’. Some teachers even re-lived their childhood days. Students thoroughly enjoyed this activity to the fullest and returned to class exhausted.


The letter-sound consolidation already undertaken in the class was reinforced with a Spalding session.

The students were introduced to sound ‘z’ through a floor game where they jumped on the objects (zip, zero, zebra, zebra crossing, zigzag pattern) called out to them thereby  identifyingthe beginning sound of the word.


Students further developed an understanding of forming ‘z’ through the use of a sand paper card. They also created a zebra pattern with black and white lines. Students practiced writing letters ‘e’ and ‘z’ in their process journals.

Pre-synthesizing of sounds with a vowel was introduced through a bouncing blends game (hoopla game), where the students jumped into each loop with a letter, shouting out the sounds and when they bounced out of the final loop they blended the sounds  saying the word  aloud.

Students practiced writing the blends (ba, ta, ca, ma, sa) in their process journal.


Students built effective communication and listening skills through the ‘Take and talk’ activity. It encouraged emotional development as they shared their interests, home lives, joys and sorrows with their peers. In addition, this socially rewarding experience helped them to solidify important home-school connections, as it was aligned with the curriculum.


Students were introduced to swar ‘a’ through flash cards.

They understood the directionality and formation of the vyanjan while writing in sand.


Reinforcement of odd /even was done using the concept of  subitizing where students rolled the dice, counted and found out if the number was odd/even. To conclude, they coloured the quantity with blue for even numbers and red for odd numbers.


To understand place value, students wrote numbers from11 to 20 in their process journals under tens and ones hierarchies using  blue and green colours respectively.


Reinforcement of daily routine was done with  sequencing the events using picture cards.

Circle Time:

As a part of early year skill building program students focused on:

  • Creating a story using  puppets to enhance their communication skills
  • Listening to a story ‘ Why do I feel scared? To promote their social and emotional health.

Information technology:

This week students continued learning programming through Code-a-Pillar.  They had fun learning directions. They have gained knowledge on the basics of coding. They are challenging themselves whileexploring each level.



The students can now differentiate between beat and rhythm. They  played and created a rhythm on the tambourine using a steady beat. Students also sang ‘nanha munna rahi hu’.


Dora’s Christmas Parade from the favourite ‘Dora the explorer’ series was read by students. The story  about a young girl Dora and her best friend Boots who were celebrating Christmas with their families found favour.Someone special was missing ;Dora’s grandmother was sick so she stayed at home as  Dora wished  her grandmother could be there to celebrate with them. Dora and Boots decided to use their new musical Christmas presents for a parade to grandmother’s house to wish her Merry Christmas and to make her Christmas a special one.  In the story Dora displayed the learner profile attributes of being a thinker and caring grandchild.



We stressed on basic dance routines based on directions and levels. The concept of count were also introduced in the classes, through which we developed a better understanding of rhythm.


Students are working on their flexibility by agility by doing shuttle run activity . By doing this activity they will understand the body co-ordination and develop body movement control.

16th January to 25th January

To rejuvenate the motivation to explore and learn, an ice breaking activity ‘chalk talk’ in which they shared their experiences and memories which had accumulated during their holidays. They shared their stories with their peers and displayed the attribute of being a communicator.

Unit of Inquiry

Students revisited the yearlong unit under transdisciplinary theme ‘How we express ourselves’, they discussed the festivals which they celebrated during the holidays. While sharing they came up with the harvest festival ‘Lohri’. Students then inquired into harvest festivals around the world and brainstormed ‘what is it called in various parts of the world?’ The story of Lohri, Mid-Autumn festival or the Moon Cake festival in China, Spas– Harvest festivals in Russia, one of the main Harvest Moon festival in Korea were read to them through various mediums such as online, books, puppets etc to understand how they are celebrated.


Reinforcement of phonic sounds was done through a paper plate ring toss activity where students listen to the phonic sound and toss the ring on the cone which has the phonic letter. Students also practiced their writing skills by tracing all of the phonic sounds with paint and cotton swab in the process journal. Students also listened to a song story ‘walking through the jungle’ and imagined that they are exploring the jungle while the suspense builds – What will you see? What sound do you hear?

Students were also shown picture cards of the story ‘The enormous turnip’ and predicted what the story would be about. New vocabulary related to the story was introduced such as enormous, huge, big, and small. As a follow up activity, students performed role play to demonstrate their understanding of the story.

Students also traced vowel ‘e’ and illustrated objects associated with the sound in their process journal.


To develop a deep understanding of numbers and their quantities, students performed hands on activities to understand quantity association with the numeral. They also practiced writing number in their process journal.

Students were introduced to place value and did activities related to the same. They wrote numbers from 10 to 15 under tens and ones in their process journals.



Reinforcement of vyanjan ‘ba’, ‘sa’, ‘na’, ‘la’ and ‘gh’ was done through hands on activity. Students chose picture cards from the mixed pool and identified the objects and said their beginning sounds.

The students were further assessed on their prior knowledge on swar ‘a’ through a balloon passing game where students identified the pictures pasted on the balloon and said their beginning swar.

Circle time

As a part of early year’s skill building program, students focused on:

  • Folding a napkin to develop co-ordination of movement and concentration.
  • Students practice buttoning frame to enhance fine motor skills.
  • The screwing and unscrewing nuts and bolts to strengthen the wrists and fingers movements.
  • Offering a glass of water to demonstrate grace and courtesy.
  • Reinforcing the learner profile attribute of being principled through a story.
  • Rhymes recitation to enhance oratory skills.


We stressed on basic dance routines based on directions and levels. The concept of counting was also introduced in the class, through which the students developed a better understanding of rhythm.


Students were read- road adventure book, an informative book that dived into the world of trucks, tankers, tip-up trucks, log-trucks, garbage trucks. The book had lovely illustrations and it also featured an information vocabulary page which made them enjoy learning and naming the parts of the vehicles.


Information Technology

Students were introduced to programming through Code –a-Pillar. They had fun learning directions and gained knowledge on the basic fundamentals of coding. Students also practiced tracing of letters through an app.


The students understood the beat and rhythm in a song and learned differentiate between the two. They also clapped and tapped a steady beat on the tabla while a rhythm was being played in the background. The students also sang ‘nanha munna rahi hu’.


Physical Education

After a long exciting vacation students are concentrating on their fitness by doing different rotational and stretching exercises. By doing this they are making themselves more flexible and getting strength to do more activities.


This week, the students explored art, drawing and coloring flora and fauna of the water world. They illustrated a fish, turtle and sea plants.










17th December to 20th December


Unit of inquiry:

To further deepen their understanding of the on-going unit on transport and to enhance student understanding of railway as a form of transportation, students were taken on a field trip to National rail museum. Students were amazed to see a huge engine at the entrance  that awed the tiny tots with its sheer size. Students were enthralled to see the exhibits of wagons, coaches and engines displayed in the exhibition hall.  There was a lot of hands-on learning experience in the museum. They experienced the interiors of an old steam locomotive cabin, a guard’s van, and an old wooden refreshment carriage. The toy train ride was thoroughly enjoyed  particularly  when the train passed through the tunnel. Students were delighted to see the new inclusion, a miniature model of India, which included old and new townships with various modes of transport – road ways, rail ways, metro and air transport.


Integrating Math with the unit of inquiry, students discovered the difference between a bus and a car with the help of a Venn diagram. They also inquired into how fuel can be saved when they compared public transport vs private transport. They were inspired to begin using carpool post this activity.



Integrating English with UOI- students presented take and talk on different traffic signals. This helped in building oral communication skills, self-confidence and fluency in the language.

Summative assessment was undertaken to assess students understanding on transport where they were given different scenarios and were asked to illustrate the mode of transport and  give reasons for choosing the particular transport.

Revisiting the year long unit on ‘celebration’, sstudents’ developed their communication skills by explaining the significance of light festivals celebrated across the globe (Thailand-Loy Krathong,  Israel-Hanukkah and India-Diwali). Students demonstrated the similarities and differences among celebrations. They used a variety of resources, making each festival come to life through their  food, clothing, artefacts and music.

Students also expressed personal thoughts and feelings on their understanding of festivals. They also participated in the Christmas assembly and ushered in the true yuletide spirit with their colourful performance. The assembly  included Christmas songs and concluded with a discussion on Christmas and its significance.



Assessment of phonic sounds was done through play where students listened to the sound and jumped on the correct letter and also identified the object and wrote them in the process journal

The students also participated in a discussion on Christmas with a story to further develop their communication skills and confidence.


Reinforcement  of  number sequencing was done through number line . Reinforcement of concept before and after numbers was done in the journal .  Students where assess on the concept of odd and even numbers where the students were given random numbers of counters ranging from 1-9  using paring strategy.



An assessment was undertaken through a hopscotch game where  students identified the pictures and associated them with the correct vyanjan.

Writing of vyanjan ‘gh’ in the process journal was accomplished.


Circle Time:


As a part of early year skill building program, students focused on:


  • Developing their numeracy awareness with the Montessori Spindle box
  • Enhancing their listening skills with the help of Montessori Sound box
  • Developing language skills by singing Christmas carols



The students stressed on basic dance routines based on level. The concept of posture and dancing statue were also introduced for a better understanding of performance.

Information Technology:

Students further explored more stamps in Tux Paint and drew some beautiful illustrations on transport and Christmas. Some of them had fun in doodling their favorite characters.


10th December to 14th December

Unit of inquiry:

To further deepen their understanding of the current unit ‘how we organize ourselves’, an experiment was conducted to demonstrate the functioning of a submarine. Students explored and observed whether a particular mode of transport sank or floated in water. As an extension to it, they acquainted themselves with the factors (weight and shape) that influence buoyancy. 

A survey asking teachers about what mode of transport they use (self drive, carpool, public transport, school, bus) while coming to school was conducted. Students also discussed the type of fuel (diesel/petrol/CNG)used in the vehicle they travelled to school in.

Provocation to the 3rd line of inquiry ‘How transportation has changed over time’, was done by posing questions on quadrant while creating a graphic organizeron things that enable us to travel. Building further on this, students used their thinking and communication skills and came up with an interesting discussion to understand the timeline of transport.


Assessment was undertaken where the students identified  the picture and associate with the correct sound.

The assessment of sounds was undertaken through bingo game , where students listened to the sound and identified it.


Introduction to greater than and lesser than as undertaken through manipulatives  where  students associated number with quantity. They also indicated which number is greater by using a paper crocodile mouth.

A reinforcement of the concept, greater than and lesser than was undertaken in process journal with an activity where the students picked up two chits with dots on them and counted them. They identified which number is greater using signs (> or <).


Introduction of the vyanjan ‘gh’ was targeted with a poem ‘Sabse sundar ghar hai hamara’ and flash cards.

To understand the formation and directionality of vyanjan ‘gh’, sand tracing was undertaken by the students.

An assessment was attempted where the students arranged the pictures in the correct sequence and narrated the story in their own words

Circle Time:

As a part of early year skill building program, students focused on:

  • Enhancing social etiquettes by offering a pencil to their peers
  • Developing eye-hand coordination and fine motor skills using dressing frame- Pressing studs
  • Representing number with quantity with Number Rods and Cards manipulative material
  • Enhancing their listening skills through a story to emphasis the learner profile attribute of being principled


The students sang ‘Jingle Bells’ and ‘Santa Claus is coming to town’. They also learned the Hindi version of the famous Christmas carol ‘Silent night, holy night’.Carol singing during free play time and at dispersal sees the  young learners participate in festive singing to ring in Christmas at school.


We stressed on basic dance routines based on level. The concept of pointed and flex feet was also introduced in the classes, through which we developed a better understanding of posture.


This week the children continued the drawing exercises which included both free hand observational drawings and other exercises  like joining dots and stenciling


ICT was integrated with UOI where students created a beautiful illustration of Santa Claus using Tux Paint stamps. They used various stamps to decorate their Christmas tree and gifts.

Physical Education

Students are working on PE discipline. They are learning how to make different formations like soccer file, circle, triangle, straight line, 2-line formation, single line formation. They are also learning how to take 1-hand distance and 2-hand distance to keep proper gap in line.

Library has closed down for the term to take stock of books and prepare for term 2However children continue to read personal books from the class library


3rd December – 7th December

Unit of inquiry:

Probing further into the current unit ‘how we organize ourselves’, students inquired into different parts of a car and a school bus like the fuel tank, bumper, head lights, tail lights, wiper, windshield, rear view mirror, engine, steering wheel, odometer, window frame, wheel, brake, spare wheel etc. They learned the importance of the PUC certificate and a driving license. They also observed the logo and were curious to know where the fuel is filled in a vehicle.

Students were asked to discuss with their parents about different fuel variants they use in their cars and also find out the company logo on the cars they use.

A formative assessment was undertaken for students where they identified different modes of transport and pasted the cut-outs of vehicles in appropriate categories (land/air/water).

An assembly was conducted by students   were they enacted various roles  depicting that the  wild animals should not be hunted , secondly plastic should  not be thrown in the ocean / seas which enhancing pollution . Students were made aware that 4th  December is the Wild Life Conservation Day , which is celebrated all over the world , to observe the protection of the wild animals and wild plants . They were told about the endangered animals which are extinguished in the coming years , and why they are been killed.



The students were introduced to sound ‘g’ through picture cards.

An assessment was undertaken where they arranged the pictures in a correct sequence and narrated the story in their own words.


To assess students understanding of odd and even numbers and patterns a formative assessment was undertaken.

Introduction of zero was done through a game where the students were invited as a small group to play a game.

Students learned number sequencing from 0 to 9 and recorded it in their process journals. They also received cut outs of numbers in a mixed pool, from which they picked the numbers and sequenced in their journals.


The students developed an understanding of formation of vyanjan ‘la’ through paper crushing and pasting activity.


A formative assessment was attempted by the students- they identified the initial sounds of the objects and associated them with the respective vyanjans.

Students presented take and talk to promote oral communication skills and to build self-confidence and improve their fluency in the language .

Circle Time:

As a part of early year skill building program, students focused on:

  • Enhancing their communication skills by singing a song ‘We are going to the zoo’
  • Enhancing their hand eye co-ordination and gross motor skills through pressing in and pulling out velcro
  • Enhancing their visual discrimination by suing the primary Colour box that differentiated between red, blue and yellow.
  • Stretching bands on the Geo board to enhance their fine motor skills and understanding of patterns


The students sang ‘Jingle Bells’ in English and Hindi and ‘Santa Claus is coming to town’. They also learned how to apply dynamics like ‘piano’ (meaning soft) and ‘forte’ (meaning loud) while singing.


The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced through which they developed a better understanding of performance.


This week the children explored drawing various organic forms using geometric shapes. They were encouraged to explore drawing by observation as well as drawing by joining dots.

Information Technology

Students explored various stamps on Tux Paint and made beautiful illustrations about various types of transport and accessorized them with road, tree, bird and buildings. They also learned how to increase and decrease the size of the stamps.


Students made illustrations of all the gifts they wish Santa to bring for them at Christmas, on a given sheet of paper.They further interpreted what they drew. Many of them wanted candies or chocolates, toys, dolls however, some expectations of gifts were very unique like trucks, machines, robots, and a real baby sibling.

Physical Education

Students are working on their body balance , spatial Awareness and coordination of leg movement  and hand movement by practicing bouncing and crossing the hurdle at the same time .