Grade 2

Students worked on writing their weekend news, making sure to include clear details and complete sentences. They also began exploring story elements—learning what they are and how to use them when creating their own stories. 

学生们在写他们的周末小记，并确保包含清晰的细节和完整的句子。他们也开始探索故事的要素——学习这些要素是什么，以及在创作自己故事时如何运用它们。

Grade 3

With many diary entries written about past events and memories, the Grade 3 students turned their attention to verbs written in the past tense, as well as understanding how to convert them using the key rules. They also explored some examples of irregular past tense verbs before concluding the week with an exploration of homophones.

在撰写了许多关于过去事件和记忆的日记后，三年级的学生们将注意力转向了过去时态的动词，并学习了如何使用关键规则进行转换。他们还探讨了一些不规则过去时态动词的示例，最后以探索同音词作为本周学习的总结。

Grade 4

To start the new school year, Students in Grade 4 have turned their attention toward the grammatical foundations of the English language. They have begun by studying nouns in depth, starting the process that will empower their ability to produce high-quality written work as their knowledge grows.

为了迎接新学年，四年级学生已将注意力转向了英语的语法基础。他们从深入学习名词开始，随着知识的增长，这将有助于他们写出高质量的写作。

Grade 5

Students explored the importance of personification. They discovered how this literary device brings inanimate objects and abstract ideas to life, making their writing more vivid and relatable. By giving human traits to non-human elements, students learned to evoke emotions and create stronger connections with their readers.

学生们探讨了拟人化的重要性。他们通过探究发现这种文学技巧能够有效地将无生命的物体与抽象概念赋予生命属性，从而使他们的写作更加生动且易于理解。在实践过程中，学生们通过赋予非人类元素以人类特质的方式，掌握了激发读者情感共鸣的技巧，并进一步强化了与受众之间的情感联系。

Grade 6

Once students were introduced to the prominent 19th-century literary movements—Romanticism, Realism, and Naturalism—they began to experiment with writing realistic fiction. They examined the major characteristics of this genre and discussed the depiction of setting, illustrated through an excerpt from Joseph Conrad’s ‘Heart of Darkness.’

本周，我们的学生继续探索那无尽的可能性。我们幼儿园的学生们自由探索各种混合材料，发展他们自己独特的绘画风格。与此同时，一年级到六年级的的学生们利用黏土和颜料将自己的创意转化为实体形式，突显了他们非凡的想象力和艺术表现力。

Art

Welcome back to school! This week in art class, students continued experimenting with different materials, exploring endless possibilities! They are fully prepared for the upcoming art practice!

欢迎回到学校！本周学生们在美术课上继续尝试运用不同的材料，探索无尽的可能性！为接下来的艺术实践做足了准备！

Music

This week in music literacy, students began exploring our first unit, “Who We Are.” Through this unit, students will investigate various musical cultures, elements, and patterns according to their grade level. This introduction encourages curiosity, broadens perspectives, and lays the foundation for deeper musical understanding throughout the term.

本周在音乐素养课上，学生们开始探索第一个单元“我们是谁”。在这个单元中，不同年级的学生将学习不同的音乐文化、音乐元素和音乐模式。本周的介绍激发了学生的好奇心，拓宽了视野，也为本学期更深入的音乐学习打下了基础。

ICT

Students’ journey into computing systems and networks began, beautifully intertwining with their literacy skills as they learned to accurately describe and define new technical concepts. From Grade 1 identifying what information technology is, to Grade 6 understanding how messages travel across the internet, each lesson built  their vocabulary for the digital world. This foundational learning equipped every student with the language to confidently discuss and write about how technology functions and connects us all.

学生们对计算机系统和网络的学习之旅就此开启，这一过程与他们的读写能力巧妙地交织在一起，因为他们学会了准确地描述和定义新的技术概念。从一年级时了解信息技术是什么，到六年级时明白信息如何在互联网上传输，每一堂课都为数字世界建立了词汇。这种基础学习使每个学生都具备了自信地讨论和写作技术如何发挥作用并将我们所有人联系起来的语言。

Mandarin

Ms. Carol: Students embarked on a fun exploration of Chinese pictographs. Through engaging stories and interactive activities, students discovered how ancient symbols evolved into modern characters, building a foundational understanding of visual literacy. They also sang simple rhymes and played rhythm games to experience the musicality of Chinese, enhancing their phonological awareness.

Ms. Nicky: Through learning about the basic features of *ci* (lyric poetry) and their tune names, sixth-grade students recognised that *ci* is not only a form of classical literature but also a fusion of language, music, emotion, and rhythm. They were able to distinguish between poetry and *ci*, and attempted to infer the thematic style of *ci* based on their tune names, initially establishing a structured understanding of classical literary forms.

Ms. Carol: 学生们开始了对中国象形文字的有趣探索！通过引人入胜的故事和互动活动，学生们发现了古代符号如何演变为现代人物，建立了对视觉素养的基础理解。学生们还唱了简单的韵律，玩节奏游戏来体验中文的音乐性，增强了他们的语音意识。

Ms. Nicky：六年级的学生通过学习词的基本特点和词牌名，认识到词不仅是古典文学的形式，更是语言与音乐、情感与格律的结合。学生能够区分诗与词的差异，并尝试通过词牌名推断词的题材风格，初步建立了对古典文学的结构化认知。

Library

As the first week of Book Club commences, students enjoyed playing “Guess Who? Book Character Edition”. Students presented a drawn image of clues relating to the book character, and the rest of the group needed to guess which book they are from. 

随着读书俱乐部第一周的开始，学生们玩起了“猜猜他是谁？”图书人物版。学生们展示了一幅与书中人物有关的线索的图画，其他人需要猜测他们来自哪本书。

Chinese Maths

In the sixth grade, the two-way connection between "transforming text contexts into mathematical problems" and "verbalising numerical concepts" not only consolidates the understanding of character recognition but also strengthens the application of fraction multiplication.

六年级通过“文字情境转化数学问题”和“数字概念文字化”双向联动，既巩固识字理解，又强化分数乘法应用。

P.E.

As part of the PSPE curriculum, students learned to understand and follow rules while showing respect for teachers, classmates, and staff. Through a variety of activities and assessments, they developed the ability to handle both success and failure, which helped to build their confidence and self-esteem. 

作为PSPE课程的一部分，学生学习理解和遵守规则，同时尊重老师、同学和工作人员。通过各种活动和评估，他们培养了应对成功和失败的能力，这有助于建立自信和自尊。此外，学生还能掌握重要的运动技能，增强体质。