The Tiger, March 15th, 2024
Head of School Message
What exactly is ‘High-Quality Learning’?
You would think that educators around the world would know what ‘learning’ is, wouldn’t you? After all, they spend each and every day trying to make ‘learning’ happen in their classrooms and around their schools. They get evaluated on whether or not they manage to do it, and parents send their children to school expecting ‘it’ to happen. But to define and pin down exactly what ‘learning’ is may not be as simple as people assume.
The definition of ‘learning’ is actually part of a bigger political debate around the world about what kind of individuals a society wants to create. Some see learning as the acquisition of knowledge, particularly scientific and mathematical knowledge, in the hope that such learners will continue to drive technological progress and economic growth in their countries. Others will accept such a definition but will also want to add the learning that takes place in English, humanities and arts classes, emphasising that such learning is vital for the development of cultured individuals capable of thriving in an open, democratic society.
The IB extends the definition of ‘learning’ even further. Alongside the broadest possible definition of learning from a purely academic, knowledge-acquisition perspective, an IB school also includes behaviours, attitudes, skills, values and conceptual understanding as their learning goals for students. This is why it is often difficult to find the language to describe learning in an IB school succinctly and clearly, and why it is complicated to assess and measure the learning that takes place.
Having said that, we are confident that we know what high-quality learning looks like when we see it.
Throughout March, our Leadership Team will be completing a review of the school’s definition of ‘High-Quality Learning’. This is one of the key guiding statements for an IB school, and you will see our definition on posters in every classroom throughout the school. The updated definition of High-Quality Learning will include descriptions of what students are likely to be doing in a High-Quality Learning environment, what teachers are expected to do to create the conditions for High-Quality Learning to take place, and what the Leadership Team can do at the school to give teachers the best possible chance of creating such conditions.
When the work is completed, it will inevitably include key terms such as inquiry-based, connections, real world problems, learning objectives, collaboration, formative assessment, reflection, personal learning goals, communication skills, interdisciplinary and transdisciplinary skills, ownership, inclusiveness, lifelong learning, values and autonomy. This is what a high-quality IB education looks like.
By getting the language right, this definition helps us evaluate teaching practice in classrooms, plan high-quality units, organise professional development for teachers, ask the right interview questions and hire teachers who are aligned with our approach, and ensure effective learning experiences for all of our students from 3 to 18 years old.
Stonehill prides itself on delivering the IB programmes the way in which they were designed to be delivered. Clarifying what high-quality learning looks like throughout the school is one of our best tools for ensuring that this continues to happen.
Joe Lumsden
Head of School
Whole School News
Primary School
Dear Parents and Caregivers,
Learning to read is a wonderful, and at times challenging, process. You can help your child in many ways at home. Here are fourteen practical ways to help your child learn to read, and to help them get joy from reading and to get lost in a book.
Here are fourteen great ways you can help your child learn to read:
- Read Together Daily: Make reading a regular part of your routine by reading with your child every day. Choose a variety of books that interest them. You could read books in your home/mother tongue language or in English.
- Create a Reading Environment: Set up a cosy reading corner in your home with comfortable seating and good lighting to encourage reading.
- Use Phonics: Introduce phonics by teaching letter sounds and how they blend together to form words. Use games and activities to reinforce phonetic concepts. This Synthetic Phonics YouTube Video shows you the correct pronunciation of English letters.
4.Sight Words: Practise common sight words regularly. Create flashcards or use online resources to help your child recognise these words quickly. You could use the The Key 100 Words in English that I have attached to help you. It is best to use these individual words in a sentence, for example word number 1 might be, ‘The book’.
5.Utilise Technology: Explore educational apps and websites that offer interactive reading activities and games designed for young learners. You might like to sign up for Oxford Owl, that has a range of free ebooks. The site is free. Once you have signed up you will receive an email where you can confirm your identity and then you are set to go. The site also contains support for reading and advice for parents of students aged 3 to 11.
6.Read Aloud: Model fluent reading by reading aloud to your child. Pause to discuss the story, characters, and predictions, fostering comprehension skills.
7.Encourage Writing: Provide opportunities for your child to write, whether it's creating their own stories, journaling about their day, or writing letters and messages. Good writers often mention that they are avid readers. You could do this in your home/mother tongue language or in English.
8.Word Games: Play word games like Scrabble, Boggle, or word search puzzles to reinforce vocabulary and spelling skills in a fun way. You could do this in your home mother tongue language or in English.
9.Make Reading Fun: Incorporate fun activities like acting out stories, creating story-themed crafts, or cooking recipes from storybooks to make reading enjoyable.
10.Be Patient and Supportive: Be patient and supportive as your child learns to read. Celebrate their progress and offer encouragement along the way.
11.Use Real-life Reading: Encourage your child to read signs, labels, and menus when out and about. Show them how reading is relevant and useful in everyday life.
12.Set a Reading Challenge: Set achievable reading goals for your child, such as reading a certain number of words, lines, paragraphs, or even books per day or week (or month for older students), and reward their accomplishments with praise.
13.Discuss Books: Engage your child in discussions about the books they read. Ask open-ended questions to promote critical thinking and comprehension. You can do this with younger readers by looking at the pictures and asking questions about the pictures.
14.Be a Reading Role Model: Let your child see you reading for pleasure. Share your own reading experiences and interests with them to nurture a love of reading in them.
By incorporating these strategies into your weekly routine, you can help support your child's reading development and foster a lifelong love of reading.
Enjoy reading with your child.
Peter Spratling
Primary School Principal
PYP Coordinator
Thinking like a Scientist
At the heart of learning in the Primary Years Programme (PYP) lies an ethos of inquiry and exploration.
This is strongly evident in Science which serves as a golden thread weaving through every aspect of learning.
From the early years of the programme, learners are encouraged to observe and explore the natural world, spark their curiosity and ignite a passion for discovery. Whether it's conducting experiments in the classroom, exploring the local ecosystem, or engaging with scientific concepts through hands-on activities, PYP learners are empowered to become active participants in their own learning journey.
Central to the PYP's approach to Science is the concept of inquiry-based learning. Rather than simply memorising facts, the learners are encouraged to ask questions, formulate hypotheses, and seek answers through experimentation and investigation.
Starting from P3 onwards, the learners are encouraged to think like scientists and apply scientific methods which develops their critical thinking skills and fosters a deeper understanding of scientific concepts and processes. One of the defining features of the PYP is its transdisciplinary nature which seamlessly integrates Science with other disciplines such as Mathematics, Language, Arts, Physical Education, and Social Studies. This transdisciplinary approach enriches the learning experience and reflects the interconnectedness of the world we live in.
What do we want learners to know and understand about Science?
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Living things - The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
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Earth and space - The study of planet Earth and its position in the universe, particularly its relationship with the Sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it, the infinite and finite resources of the planet.
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Materials and matter - The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
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Forces and energy - The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
What do we want learners to do in Science?
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observe carefully in order to gather data
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use a variety of instruments and tools to measure data accurately
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use scientific vocabulary to explain their observations and experiences
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identify or generate a question or problem to be explored
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plan and carry out systematic investigations, manipulating variables as necessary
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make and test predictions
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interpret and evaluate data gathered in order to draw conclusions
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consider scientific models and applications of these models (including their limitations).
Primary News
P1/P2 - Exploring the Design Cycle
Play is one of the strongest mediums of teaching and learning in our P1/P2 classes. It is an easy and natural way for our learners to understand the world, allowing them to express their thoughts and feelings creatively while sparking their curiosity. When children play, they learn to interact with their environment and develop vital skills like problem-solving, critical thinking, and teamwork.
One area of learning and discovery has been the Design Cycle. We began exploring the concept by using a Design Cycle to make sandwiches. We went through different stages - ideating, materials, planning, creating, and reflecting as we made the sandwiches together. The learners were encouraged to embed the idea and language of the Design Cycle as they explored their play choices. In the following weeks, the learners explored their ideas of growing a plant, collecting seeds from watermelon slices and oranges during snack time and planting them. They also worked together on constructing a house for the Three Bears using the Design Cycle, as well as planning and creating their name tags, building houses out of blocks or magnetic tiles, etc.
Champions of Space and Time: A Metaphor for Success Through PYP Principles
At Stonehill, the journey of our high school basketball team from perseverance to triumph in the BAASC Championship is a testament to the enduring value of the IB Primary Years Programme (PYP) principles, even beyond the primary years. This journey is not just about basketball; it's a metaphor for preparing students for success in the real world, showcasing the importance of PYP characteristics, key concepts, and skills.
PYP Hindi
In this Jamboard, the Hindi students of all grade levels have reflected on their learning journey in Hindi.
Their reflection was based on what they had learned in Hindi during the year. They were encouraged to come up with strategies to help them learn better.
Enjoy reading!
PYP Counsellor
Helpful Hints for Spending Quality Time With Your Child
In today's fast-paced world, navigating the blurred lines between work and home life can be a challenge. With Spring Break coming up, you’re hopefully going to have more time to spend with your children. While quantity counts, it is the quality of time spent with them that truly matters.
Here are five strategies to enhance the time spent with your child:
Be mentally present
Being physically present is not enough. Your child deserves your undivided attention, free from interruptions from calls, screens, or social media. Set aside dedicated time each day, whether it's in the morning or in the evening, to engage with your child when distractions are minimal.
Engage in play
Whether indoors or outdoors, structured or unstructured, allocate time each day or week to play with your child. Let them choose a game or create one together, fostering creativity and bonding.
Cook and dine together
While not always possible, strive to share meals with your child whenever you can. Even a simple bowl of fruit can serve as an opportunity to connect and discuss their day. Avoid eating in front of the TV, opting instead for meaningful conversation.
Establish a unique ritual
Create a special tradition exclusive to you and your child, integrating it into their daily routine. Whether it is reading a book together before bed or sharing a secret handshake, these rituals strengthen your bond and provide a sense of security.
Embrace laughter and silliness
Parenting is undoubtedly serious, but that doesn't mean you can't inject some fun into the mix. Organise spontaneous dance parties, enjoy pizza and a movie on Fridays, or simply share jokes and laughter together.
By implementing these practices, you can transform everyday moments into cherished memories while nurturing a deeper connection with your child.
Neeti Sarkar
PYP Counsellor
Secondary School
Learning Beyond the Classroom
Throughout the academic year, our school actively hosts various events to showcase students’ talents while promoting experiential learning and personal development.
From the dynamic school production to the captivating art exhibition and the innovative design fest, these events actively serve as platforms for students to express themselves, collaborate with peers, and engage with the broader community. The dedication, talent, and hard work of our students, teachers, and staff who make these events possible deserve celebration.
This year's Makeathon marked a significant milestone for our Design department as approximately fifty registered schools were welcomed for the first time. Later, 14 teams were shortlisted to participate. Responsibilities fell upon the students, especially the heads, to oversee various aspects of the event, from coordinating with the events, facilities, and IT teams to ensuring smooth operations throughout. Despite the bustling energy and excitement, the core team remained focused on providing the best and most seamless experience for all participants.
Moving on to Drama. One of the most striking aspects of the recent school production, "A Midsummer Night's Dream," was how our students delved into the characters, showcasing empathy and an understanding of diverse perspectives. Playing different roles allowed them to step into the shoes of others, fostering a deep appreciation for the stories and experiences of each character. It provided our students with a unique opportunity to connect with their studies outside the classroom, fostering empathy, creativity, and a deep appreciation for the Arts.
The IBDP Visual Arts Exhibition at ChitraKala Parishath not only showcased the artistic prowess of our D2 students but also provided a platform for them to grow and explore. The exhibition offered our budding artists a unique opportunity to present their art to the public in a professional manner.
What made this even more valuable was the chance for our students to delve into the behind-the-scenes aspects of curating an art gallery. They explored the meticulous process of setting up installations, learning how to hang paintings, and sourcing materials. This hands-on experience not only enhanced their artistic skills but also fostered an appreciation for the intricate details involved in creating a visually captivating space.
Secondary News
Secondary Sports Day
The annual Secondary Sports Day was held on the 8th of February. The students competed in various track and field events including sprints, middle distance running, relays, shot putt, high jump and long jump.
In the preceding weeks, the students completed an Athletics unit which allowed practice of the various events and helped them decide which disciplines they wanted to compete in.
The day began with an opening ceremony in the MYP courtyard whereby the house captains gave a motivational speech to their athletes. The morning included all field events and a handful of running races. The afternoon session saw the entire secondary Stonehill community make their way to the track to cheer on their houses in the 100m, 400m and relay races.
The teachers also competed in the 4 x 100m relay event, a source of great entertainment and excitement for the students.
Congratulations to every student who competed and collected points for their house. There were some outstanding athletic performances and an impressive twenty-seven records were broken from last year. Nehru House was this year's champion, winning by twelve points and took the Sports Day 2024 crown from last year's champions, Bachendri.
E-portfolio
Since mid-November, eleven M5 students have been undertaking the PHE e-portfolio project. The project involves students working in pairs or groups of 3 in a ‘coach/client’ relationship. Students have to complete an overall health and fitness assessment of their client before setting goals that aim to improve athletic performance as well as overall health. A training programme is then planned and delivered before a follow-up assessment to determine the effectiveness of the plan.
An example is a student who aims to improve the accuracy of a tennis serve of their client as a performance goal whilst simultaneously working on cardiovascular endurance as an overall health goal. This task assesses all 4 PHE criteria and the eventual product is a 15-page report along with video evidence of the improvement in Sporting skills.
Indoor invasion games
The most recent PHE unit saw the students undertake a 3-week indoor invasion game unit. This allowed the students to experience activities such as Netball, Basketball, Handball and Benchball. The assessment for most year groups was centred around increasing knowledge and understanding of the rules, strategy and tactics of one specific game and demonstrating this through a brief end-of-unit interview.
Looking ahead the upcoming unit is Striking & fielding which includes movement concepts such as striking, running between bases/wickets, bowling/pitching, and general fielding skills. This will be taught through activities such as Cricket, Softball and Rounders.
Swimming update
Throughout the year, classes have been on a Swimming rota meaning that they will spend one-third of the academic year participating in Swimming lessons alongside their regular PHE classes. This year, as well as Swimming technique development, year groups have been experiencing alternative water-based activities such as Water Polo and Lifesaving. These are excellent life skills and we therefore encourage all students to embrace this opportunity and take full advantage of our fully heated and spacious Swimming Pool.
Secondary Science
The M1 students have been investigating water within the unit, Everyday Chemistry. Enquiry-based activities and service activities happened at Lake Puttenahalli in January. This then resulted in water filtration systems testing in their own homes. They can now explain why waste water is made by their water filters in their homes.
These local issues highlight our ongoing examination of relevance within the global context. In February and March, both newspapers and various social media platforms highlighted the pressing water shortage problem in Bangalore.
Inquiry has formed the basis of the current unit, Space. Practical activities included searching for the Moon and Jupiter in the night sky. They also investigated and explained, using models, why we see different phases of the Moon at different times.
The M2 students have completed the Chemistry Unit focusing on the Periodic Table and simple chemical reactions. They investigated the structure of atoms of certain elements by making models. They also designed an experiment to see how diluting vinegar affected bicarbonate of soda.
M3 Science
The M3 students recently commenced their unit on Puberty and Reproduction, which encompassed a fascinating activity, flower dissection.
Throughout the flower dissection activity, the students honed their observation skills by carefully examining the various parts of the flower, such as the petals, sepals, stamens, and pistils. This keen attention to detail enabled them to identify and understand the function of each component, fostering their ability to analyse and interpret biological structures. They were challenged to make connections between their observations and prior knowledge, fostering a deeper understanding of plant reproduction and its relevance to their ongoing unit of study.
Overall, the flower dissection activity exemplifies how hands-on experiences can serve as powerful vehicles for developing Approach to Learning (ATL) skills. By engaging in this activity, the students not only enriched their understanding of plant biology but also cultivated essential skills that are integral to their academic and personal growth.
D1 ENVIRONMENTAL SYSTEMS AND SOCIETIES SL (ESS SL)
The ESS D1 students recently wrapped up their exploration of Investigating Ecosystems, culminating in an engaging activity centred around the Simpson Index. This statistical tool, utilised during class time, holds significant importance in understanding biodiversity within ecosystems.
The Simpson Index, a measure of diversity, offers valuable insights into the richness and evenness of species within a given ecosystem. By calculating this index, the students were able to quantify the diversity present, thereby gaining a deeper understanding of the complex interactions that shape ecological communities. This hands-on activity not only enhanced their comprehension of ecological principles but also provided a practical application of mathematical and statistical concepts in real-world scenarios.
Moreover, the use of the Simpson Index encouraged students to engage in critical thinking and analysis. Through data collection, interpretation, and calculation, they were challenged to evaluate the health and resilience of ecosystems, considering factors such as species richness and dominance.
By engaging with this statistical method, the ESS D1 students not only expanded their knowledge of ecosystems but also their analytical, collaborative, and communication skills essential for success in both academic and real-world contexts.
M4 Biology
In the recent M4 Biology classes, the students delved into the intricate workings of the respiratory system through an interactive project consisting of constructing a model of the lungs. This hands-on activity provided a practical understanding of respiratory anatomy. Crafting the model involved meticulous attention to detail as the students carefully replicated the structure and function of the lungs. They were tasked with selecting materials and designing the model in a way that accurately represented the physiological processes of breathing. This required problem-solving and innovation, as they experimented with various techniques to simulate the expansion and contraction of lung tissue.
Additionally, collaboration played a key role in the success of the project. Working in pairs, the students shared ideas, pooled resources, and collaborated to overcome challenges. Through these interactions, they learned the importance of teamwork.
Student led ASA Aeromodelling
We are thrilled to announce yet another remarkable achievement from the world of Science at Stonehill. Four students from D1 have embarked on an exciting journey by starting an Aeromodelling Club under the supervision of their teacher. These enthusiastic students have taken the initiative to design the course and procure all the necessary materials for this ASA. In this dynamic club, the students have delved into the theory of aerodynamics, gaining invaluable knowledge about the principles behind flight journeys. Their passion and dedication have already culminated in the successful construction and flight of a glider. Currently, they are eagerly working towards the creation of a radio-controlled plane.
Witnessing our students not only engaging in hands-on learning but also taking on the role of mentors to impart their knowledge to younger peers fills us with immense pride. It is truly inspiring to see the torch of scientific exploration being passed on within our school community, fostering a culture of innovation and collaboration.
Boarding News
At Stonehill, we pride ourselves on cultivating a sense of belonging and community among our students, especially our boarders who consider boarding their home away from home.
As we strive to nurture this environment, recent initiatives highlight the compassion and commitment within our boarding community.
This semester, our partnerships with 'Little Drops', a home for the aged, and Charlie's Animal Rescue Shelter have continued to flourish. On the 24th and 25th of February, fourteen students from the Furry Friends Club visited the shelter and enjoyed playing and grooming the animals and crafting litter boxes for kittens from recycled materials. Eva exclaimed with a bright smile, "What an incredible sanctuary for these furry friends!
Additionally, the emergence of the Global Citizenship Club adds another dimension to our commitment to global awareness. In their inaugural meeting last week, club members showcased enthusiasm and initiative, brainstorming innovative ways to raise awareness within our community. Discussions included plans for presentations at primary school assemblies, aiming to instill a sense of global responsibility from a young age.
On the sports front, the Intra-House Badminton Tournament witnessed spirited competition and camaraderie. Congratulations to Amal, Abha, Chaitravi, Oni, and Anay on their victories, and heartfelt thanks to all the participants.
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