Message from the Principals 11/14/2025

Today's Topics:

1: Important Reminders

2: Action Ambassadors Class

3: House Points

4: Learning Highlights

1: Important Reminders

• Nov 21 - NO SCHOOL (Teachers' work Day to prepare report cards)

• Nov 26 - Sports Day

• Nov 27-28 - NO SCHOOL (Thanksgiving)

• Dec 1-5 Student MAP testing - school as usual

• Dec 18th - 1/2 day. Dismissal at 1pm.

• Dec 19th - PTC

  • PTC registration will start next week!

2: Action Ambassadors Class

Last year, our school’s culminating Celebration of Learning event was called “Action Ambassadors Project.” The goal of the event was to highlight the UN Sustainable Development Goals (SDGs), research what can be done to implement SDGs, and then take practical action.

The event proved to be a success, and our staff talked about how we could make this concept of “Action Ambassadors” continue after the event was finished. The idea for an “Action Ambassadors” class was born, and this year it is now an official class in our Middle School Program, taught by Ms. Anja. Below is what action in happening in each class:

G6 is focusing on the SDGs 6 - Clean Water and Sanitation. After learning about clean water as a human right and that it is crucial for our physical health, healthy communities, and the environment, they are working on a wastewater purification model that demonstrates how we can easily clean water without many chemicals or machines. The goal is to raise awareness of the issue and to teach others how to simply purify water.

G7 is focusing on the SDGs 1 and 2 - No Poverty and Zero Hunger. They learned why people in this world suffer from hunger and what it means to be poor in wealthy and less-wealthy countries. In particular, we looked into the situations of children of single mothers and fathers in Japan to raise awareness that even in industrialized nations, poverty prevents children from being treated equally and having the same opportunities as children from richer families. The next project will be organized by the learners, starting in January 2026.

G8 learners have chosen the SDGs 13, 14, and 15 - Climate Action, Life Below Water, and Life on Land. They got into groups and decided on a project. Examples are making bird houses for the Chatan community, designing a project that helps to reduce air pollution, or plastic pollution. Currently they are designing their projects, considering materials or things they need, who to involve, locations etc. Projects should start in February 2026.

We are excited to see our learners take action in making our world a better place!

3: House Points

Basilisk: 2746

Hydra: 2489

Dragon: 2312

Phoenix: 2308

4: Learning Highlights

Prep Class

IPC Science – Unit: The Earth: Our Home

Learning Goals:

1.22 – Be able to sequence given food chains

1.23 – Know what all living things need to survive

This week, learners continued their exploration of living things and their relationships within ecosystems. We began by discussing the difference between producers and consumers. They learned that producers, such as plants, make their own food using sunlight and water, while consumers depend on other living things for energy.

During class, learners worked collaboratively to categorize various animals and plants as either producers or consumers. They then used this understanding to construct a food chain pyramid, demonstrating how energy flows from one organism to another.

In the following lesson, learners completed a food chain worksheet to consolidate their understanding. This activity helped reinforce sequencing skills and deepened their awareness of how living things rely on each other to survive.

Grade 1

G1 Read Aloud

Unit: It’s Shocking

For our Grade 1 class read-aloud, we are focusing on current events. We read a short paragraph about the recent Typhoon Fung‑wong (Uwan) that struck the Philippines. Students learned what a typhoon is and identified its main parts—the eye, the eye wall, and the rain bands. We also learned how typhoons are created and talked about how the Philippines was affected by power outages by the storm.

Grade 3

Unit: Temples, Tombs and Treasures

History Task 4: Hieroglyphics and Cuneiform

Recently, Grade 3 learnt about the writing systems of Ancient Sumer (Cuneiform) and Ancient Egypt (Hieroglyphics).

The learning goal for this unit is to suggest reasons for particular events and changes.

For this activity, the goal will be for them to reflect on ancient writing systems and their impact on society. Concurrently, learners are led to consider the changes in the writing systems since then.

To help them get there, learners didn't just learn what hieroglyphics and cuneiform were; they were tasked to create their own artefacts by writing in hieroglyphs on papyrus and carving Cuneiform letters in clay tablets.

Grade 4 - IPC Unit: The Holiday Show

Focus: Sustainable Tourism

History Learning Goal 3.09: Be able to explain results/consequences of historical events, situations.

This week in the G4 History lesson, we began exploring what Okinawa was like before it became part of Japan, the Ryukyu Kingdom (1439–1879). They learned about the important role the Ryukyu Kingdom played in regional trade and how these exchanges influenced Okinawa’s culture and economy.

Today, to deepen their understanding, the learners took part in an engaging role-play activity where they represented different trade regions: the Ryukyu Kingdom, China, Japan, and Southeast Asia. Each group was given specific resources from their region and set off on “voyages” to make trades with others, learning about imports and exports through hands-on experience.

After trading, we reviewed the new goods each region acquired and discussed how these items may have influenced each area, especially Okinawa! The learners discovered that the Ryukyu Kingdom traded natural resources such as sulfur to China (used for making gunpowder) and Bishōfu banana fibers to Japan and China for weaving kimonos and other garments. In return, goods like goya (bitter melon), sweet potatoes, and Indica rice were introduced to the Ryukyu Islands, which are foods still central to Okinawan cuisine today.

Through this activity, the learners recognised how the results and consequences of trade from centuries ago continue to shape Okinawa’s culture and traditions today. Many tourists visit Okinawa to see some of these historical sites from centuries ago, and to taste some of Okinawa's delicious cuisine!

Grade 5:

In our past Geography classes with our unit, “What a Wonderful World”, the class was tasked to collaborate on groups to research, record and reflect all about biomes.

Goal: Be able to name and describe geographical features of the Earth.

Research: Using graphic organisers of choice, select one or more biomes and research their characteristics using reliable resources.

Record: Take your research and create a documentary explaining to the audience facts about your biome.

Reflect: From our research, we learnt that many biomes have different climates. What climate would you like to live in and why? (Answers are shared on Google Classroom).

The learners did wonderfully in their tasks. We improved our use of the process of learning wall to assist guidance and connections in our learning!

ART Grade 8

Unit: Responsibility

PLG Focuses: Ethical and Resilient

Learning Goals:

4.03 Be able to create an original artwork to serve a particular purpose or suit a specific

environment using appropriate media

4.07 Be able to evaluate and refine the selection of materials and techniques, judging how successfully they communicate an idea

This week, our Grade 8 students began creating artwork inspired by their unit on Responsibility. Each student was invited to reflect on what they personally feel responsible for and express that through their art. Some chose to reference childhood books that shaped their values, drawing on familiar stories to explore themes of care, growth, and accountability. They’ll continue developing their pieces in the next class, but even at this early stage, the results are already incredible!

Grades 11-12

In Clonlara Research Writing Skills II, learners engaged in a peer-to-peer check-in to share updates on their research topics and provide constructive feedback. Each learner presented their progress toward completing Chapter 1, fostering meaningful and productive discussions and critical questioning about the topics/issues explored in their respective studies.

Thank you for reading our weekly blog! Have a great weekend! -Mr. Brandon & Mr. Brian

A small reward for those that have read all the way through