Message from the Principals 3/13/2026
- School Account
- 5 hours ago
- 8 min read
Today's Topics:
1: Important Reminders
2: House Points
3: Learning Highlights
1: Important Reminders
Mar 27 - Student Led Conferences (Booking Schedules have been sent out in the parent portal - if you have not received it, please message your homeroom teacher)
Mar 30 to Apr 3 - Spring Break (NO SCHOOL)
April 29 - Open School
2: House Points
Basilisk: 5118
Hydra: 4989
Phoenix: 4944
Dragon: 4938
4: Learning Highlights
This month have tried to cover various learning and activities throughout the school. Please enjoy reading through some of the experiences your children have had at Hope in the last month!
Our preschool had so much fun celebrating Dr. Seuss Week!
-Top Hat Monday 🎩
-Hinamatsuri Tuesday 👗
-Wacky Wednesday 🧦
-Crazy Hair Thursday 🤪
Our one-year-olds came in their favorite hats, outfits, silly socks, and crazy hairstyles!!
We went on a field trip to Chikyu no Niwa Aeon mall Rycom 🌏
It was our very first time riding the bus all together, and everyone was super excited from the start 🚌
At Chikyu no Niwa, we explored and played in so many different areas — the ball pool, the sandbox, the zip line, and more! So much to see, so much to do, and so much fun😆
It was such a fun day, and we made the best memories together🥳🤙
The Coral students made a rainbow as a graduation project for the 5-year-old class’s graduation ceremony. The 4-year-old class also helped us complete it to make the 5-year-olds’ graduation ceremony a success☺️
Prep Class
Unit: What’s It Made of
Knowledge Harvest: The learners have continued expanding their knowledge by exploring different objects and discovering what materials they are made from.
One of the most exciting topics they studied was papyrus paper. They learned that papyrus was an ancient form of paper made from the papyrus plant, which grew abundantly along the banks of the Nile River in Egypt. This natural resource was carefully processed and used by ancient Egyptians as a writing surface for recording important information.
To deepen their understanding, the learners had the opportunity to draw and color on exact papyrus-paper themselves. Through this hands-on activity, they experienced what it might have been like to write in ancient times.
In their reflection, the learners observed that the paper had a rough and bumpy texture, which made writing a little challenging. They also noticed that the pencil left behind more residue than usual, causing their hands to have dark marks as they worked. This experience helped them appreciate both the uniqueness of papyrus paper and the differences between ancient and modern writing materials.
Grade 1
Unit: Live and Let Live
We began our new unit, Live and Let Live, with a simple Entry Point to spark the children’s curiosity. The students created small homes for their tiny friends - human babies, animals, and plants. Using some printed out materials and colored papers, they built 3D mini dioramas and carefully thought about what each friend might need to live safely and comfortably.
As they worked, many of them became deeply engaged in the role of caring for their tiny friends. Some even asked if I could print small items their friends might need — such as food, beds, or little accessories to complete their homes. They were completely invested, making sure their small homes had everything necessary. Their empathy and sense of responsibility shone through in every detail.
For our Knowledge Harvest, we have our Knowledge Tree, where students shared what they already know about plants, animals, and humans, as well as the questions they are wondering about. They wrote it on the cut out leaves and flowers and placed it on the tree.
They also created different kinds of animals, those with wings that can fly, those with fur and hair that give birth to live young, animals with gills and scales, some with dry skin, and those that can live both on land and in water. They described the animals on sticky notes. This allowed us to see their prior knowledge about how animals can be grouped.
Recently, Grade 4 learners stepped into leadership roles by supporting Grade 2 as part of their focus on what it truly means to be a role model. Through the school’s 8 Personal Learning Goals (PLGs), students have been learning that leadership is not only about completing a task, but also about helping others succeed.
In the morning, the Grade 4 students supported Grade 2B with an ELA read-aloud and comprehension task, as well as a math activity focused on money. Throughout the activities, they demonstrated empathy, communication, collaboration, and adaptability. Students who did not have partners served as observers, recording the PLGs they noticed being demonstrated. The teachers were impressed by the effort and maturity shown by all of the learners.
In the afternoon, during a hands-on science activity planned by Ms. Janique, Grade 4 students guided and supported Grade 2M learners in small groups. While the task presented challenges a times, many students rose to the occasion, showing strong communication skills and thoughtful problem-solving.
You can view some videos HERE!
During Open School, Grade 3 students began their Entry Point for the Bright Sparks unit. They were given a pile of materials without directions and were asked to predict which items they might use to make a lightbulb light up. Students were then given time to explore and experiment in groups. Through collaboration and trial and error, every group was eventually able to make the lightbulb glow.
Following the activity, the class reflected on their discoveries and discussed their learning using the scientific method. This experience will serve as a strong foundation for the circuit experiments they will begin in the coming weeks.
The following day, students completed their Knowledge Harvest. They began by reflecting on and illustrating the differences between life with electricity and life without it, with some learners adding a touch of dramatic flair to their drawings. Students then participated in a “stand up and pair up” activity to share their ideas with a partner.
Next, the class created a mind map to show what they already knew about electricity. This activity transitioned into writing statements about electricity that could be either facts or lies. The teacher compiled these statements, along with a few additional ones, into a True/False Kahoot to conclude the Knowledge Harvest. The activity revealed that students already have a solid starting understanding of electricity. Tomorrow, the class will begin their first science task. ⚡
Grade 5 Design Class Existing, Endangered, Extinct IPC Unit
Boxy Beast Challenge
Learning Goal: 3.02 Be able to define the criteria that would meet the needs and wants of a client or context/situation
PLG in Focus: Thinker and Resilient
Our Grade 5 designers have been busy bringing 'Boxy Beasts' to life! Using the Design Thinking process, students selected an endangered animal and transformed its essence into a 3D-printed functional sculpture. This challenge pushed students to think like engineers: every animal had to be stable enough to hold a pencil without tipping over, while still showcasing a unique personality and 'beast' features. It’s been inspiring to see them master 3D modeling tools to create these unique, purposeful companions!
Grade 6 Action Ambassadors participated in a scavenger hunt at the beach near Baba Park with a focus on the United Nations Sustainable Development Goals (SDGs). The activity encouraged learners to explore their environment while thinking critically about global environmental challenges.
The focus SDGs included:
United Nations SDG 14: Life Below Water
United Nations SDG 13: Climate Action
United Nations SDG 12: Responsible Consumption and Production
United Nations SDG 15: Life on Land
Working in small groups, students searched for various natural and human-made elements along the beach, such as living organisms, plants, signs of erosion, evidence of weather impacts, and litter. As they located these items, they were asked to respond to critical thinking questions connected to the SDGs.
For example, during the Life Below Water (SDG 14) challenge, learners looked for a shell or other natural ocean item and evidence of sea life such as footprints, seaweed, birds, or crabs. They then discussed how pollution could harm these living things.
During the Responsible Consumption (SDG 12) challenge, students identified a piece of litter while following safety guidelines and pointing out unsafe waste to the teacher. They reflected on what should have happened to the item instead of ending up on the beach and suggested ways people could reduce beach pollution.
In the Clean Water Challenge, students observed areas of clear water compared to water that appeared dirty or contained debris. They discussed what factors can make water clean or unsafe.
Learners had 15 minutes to complete the scavenger hunt, using their collaboration, communication, and critical thinking skills to work efficiently and share ideas within their groups. The activity provided a meaningful opportunity for students to connect environmental awareness with real-world observation and teamwork. 🌍🌊
Grade 8 Learners have been actively exploring different study strategies such as spaced practice, retrieval practice, dual coding, elaboration, and organised note-taking to understand how the brain supports learning. Through discussions and activities, they are reflecting on their own learning habits and identifying which strategies may work best for them. This process is helping learners build greater self-awareness and develop personalized approaches to improve their learning, memory, and also preparing themselves for the high school journey.
PLG Focus - Collaborator and Thinker
Skill Learning Goal Focus: 4.15 Be able to develop study skills to improve learning based on learning theory and metacognition
IMPART: Interlinking learning, Making meaning, Peers, Agency, Risk-taking
Secondary Section began the day with our March Assembly in celebration of International Women’s Day, coming together to reflect on the achievements and contributions of women around the world. Through student learning highlights and teacher presentations, we highlighted inspiring women in history and discussed why gender equality continues to matter today. It was a meaningful start to the day, encouraging our community to learn, reflect, and support a more equal future. 💜
In G10 Clonlara American Literature, learners completed The House on Mango Street by writing their own original vignettes inspired by the novel's style. Using a guided prompt, the class planned and structured their ideas before drafting their pieces. Throughout the process, they themselves revise, proofread, and provide constructive feedback to their peers.
Below is a collection of their completed vignettes.
Our Clonlara German Language and Japanese Language Learners had the summative assessment to research dishes from Switzerland, Germany, Austria and Japan, and present them in poster format, explaining their history, the ingredients and recipe. They dived into the unique cultures and learned much about the meaning behind the dishes and their making process.
Learners demonstrated successfully research and communication skills as well as creativity and resilience in completing this task.
Recently, several high school learners participated in an English-speaking activity with Grade 6 students from Hamagawa Elementary School. During the event, learners traveled around American Village and completed a variety of tasks entirely in English.
The activity took place rain or shine from Tuesday through Friday, with different classes participating each day. The high school learners performed very well and demonstrated strong communication skills while interacting with the younger students. Through the experience, they were also able to build meaningful connections with members of the local community.
Great job, Hope learners! 👏
If you've read this far, a LIKE on the post would be greatly appreciated. We are so excited to see everyone for the Hope Family Day today!!
On a personal note, I finally get my cast off tomorrow!
Thank you,
-Mr. Brandon