The Tiger, September 1st, 2023
Head of School Message
Hello Stonehill Community,
Now that we have completed four weeks of school (already!) routines have been established, subject and class changes have been finalised, various initial assessments have been undertaken, friendships have been formed, and students seem to be happy to be on campus and engaged in their learning.
At this point, I think it’s useful for me to remind the community of what exactly we mean by an IB education. All Stonehill parents are probably familiar with the basic structures of the programmes (PYP, MYP, DP), but a genuine IB education goes deeper than the structures.
Schools around the world can actually implement the IB programmes while still adhering to a very traditional, teacher-centred pedagogical approach (and many do). However, what we’re aiming to do at Stonehill is deliver the IB programmes in the spirit that they were designed.
As IB programmes need to meet the needs of students from three to eighteen years old, it’s not always easy to see the continuity of the approach to teaching and learning throughout the programmes, but there are some key elements that remain constant from P1 to D2. You can divide them into three categories with two relevant points for each.
How does teaching happen?
- An Inquiry-based approach - Rather than the teacher acting as the fountain of all knowledge and determining exactly what the learning experiences must be, students are given agency (within structures) to engage in inquiry-based units and drive their own learning experiences. This could be a three-year-old exploring new materials around the classroom or eighteen-year-olds researching their Extended Essay topic. The key is ‘student engagement’.
- Focussed on teamwork and collaboration - You will rarely see students sitting by themselves silently doing their school work. Learning at Stonehill is an active, engaging process, and students are constantly collaborating with different peers and teachers. Students learn from each other as much as they learn from the teacher.
What do students learn?
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Units focused on conceptual understanding - IB units in all programmes focus on deep understanding rather than shallow content retention. Of course, there are times to memorise content (for DP Science exams for example), but never at the expense of genuine, conceptual understanding. Units are all built around key concepts, which ideally, lead to understanding that can be transferable across subject areas.
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Units developed in local and global contexts - Learning needs to be relevant to students’ lives. Students are naturally curious about the world around them and they need to see how the learning in the classroom connects to their wider worlds.
How do we meet the needs of all learners?
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Differentiated - We have such a diverse community of learners, both in terms of cultural and linguistic backgrounds and cognitive competence. The one-size fits all approach that schools often fall back on simply will not work in a school like ours. By implementing an inquiry-based approach, teachers are able to provide differentiated entry points and outcomes for student learning depending on the needs of the individual.
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Informed by Assessment - In traditional schools, teachers use assessment to generate grades and rank students. Feedback is minimal and doesn’t alter the design of the units. We take the opposite approach to assessment as much as possible at Stonehill. Assessment is a wonderful tool used to identify learning targets. Feedback is provided to students to ensure that the assessment has been a valuable learning experience, and teachers make instructional decisions based on the evidence that they are seeing.
Whether your child is in P1 or D2, you should be confident that these six approaches to teaching are visible on a regular basis in all classrooms. This is what we mean by a genuine IB education and, I hope you will agree, this is how we best prepare our students for life beyond school.
Joe Lumsden
Head of School
Whole School News
What's happening at Stonehill?
The PTA is delighted to extend a warm invitation to you all for our annual Back to School Barbeque on Saturday, September 9th, 11:30 a.m onwards. It promises to be a fun day filled with delicious food and exciting activities, marking the perfect start to the academic year!
Stonehill Founder's Day Run is Back! Register Now!
We're excited to invite you to participate in our upcoming annual Stonehill Founder's Day Run! This is a wonderful opportunity for us to come together to celebrate our Founder, Mr. Jitu Virwani, Chairman and MD Embassy Group, and enjoy a healthy and fun-filled day.
This year marks a milestone for Stonehill - 15 years of excellence in education and community building. What better way to commemorate this achievement than by taking part in the run with friends, family, and colleagues.
Whether you're an avid runner, a casual jogger, or you’d like to enjoy a leisurely walk, we encourage everyone to join in and be a part of this exciting event.
Congratulations, Ryan!
Ryan,P6, recently participated in two Junior Golf Championship events of the IGU Junior Zonal Feeder Tour (South Zone Golf Tour 2023) and won both the tournaments. Congratulations, Ryan!
Alumni Catch Up!
It's always wonderful to see our Alumni on campus. We are happy they are thriving global citizens and it's reassuring to know that Stonehill has provided them with the groundwork for success.
Primary School
When you think of the learners at Stonehill, who do you think of first? If your first thought was the students, I am sure many other readers would have thought the same. There is an important group of learners who are slightly older than the children. Our wonderful teachers, teaching assistants, learning support assistants and leaders are also keen, lifelong, spirited learners.
Amy Beavers, writing in the ‘Journal of College Teaching & Learning’ states that ‘teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers’ (Beavers, 2009).
I am delighted to inform you that the Primary faculty at Stonehill constantly seeks to improve on our previous best. We ensure that we are trained to the highest standards and often work together to become the very best professional educators we can be.
Beavers argues that ‘ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom’ (Beavers, 2009). This is exactly what we did earlier in the week. I have shared some pictures below of the Primary team collaborating to deepen and broaden our knowledge of assessment.
PYP Coordinator
Assessment Capable Teachers
The teachers' professional development session last week was an opportunity for our PYP educators to enhance their skills as assessment capable practitioners.
Through collaborative discussions and hands-on Hexagonal Thinking activity, the teachers engaged with various effective assessment practices.
This comprehensive approach to professional development empowered teachers to embrace their roles as assessment-capable practitioners, ultimately benefiting both their own professional growth and the academic success of their students.
At Stonehill, we believe that the purpose of assessment is to inform learning and teaching. It involves the gathering and analysis of information about student learning to inform teaching practices. It identifies what students know, understand and can do at different stages in the learning process.
Students become effective, self-regulated learners when they are actively engaged in assessment and act on constructive feedback. This helps them reflect on their progress, set goals for their learning and engages them in making decisions about what they need to do to achieve these goals.
Teachers become more effective when they continually learn about what students know and can do. They reflect on their practice, adjust their teaching based on data, and offer timely, specific, and well-considered feedback to better support learning. As indicated in the picture, teachers support students to become assessment capable in the following ways.
Teachers in our PYP learning community ask the following questions:
- What awareness and understanding do we have of student learning?
- What is the evidence of what students can do, say, write, create, and demonstrate?
- How do we support students to understand what constitutes quality?
- What other contexts can we provide for students to practise their skills?
- What action needs to be taken to develop the learning further?
- How will we know that we have sufficiently supported student learning?
- How can we identify progression in learning across multiple contexts or units of inquiry?
- How do we use evidence of learning to plan the next learning steps with students?
Teachers become more effective when they are open to actively learning about student progress by monitoring what they know, understand and can do. Teachers inquire into student learning as a way of assessing their own practice as educators. They continually adjust their teaching to better support individual and group learning.
Join me in gaining valuable insights by watching this engaging short video of the PYP teachers' professional development session.
PYP Counsellor
Helpful Hints to Encourage Your Children to Develop Healthy Friendships at School
Lead by Example
Children often learn best by observing their role models – that’s you! Showcase positive social interactions, whether with neighbours, family, or friends. When they see kindness, respect, and empathy in action, they’re likely to adopt these behaviours in their own friendships.
Invite and Include
Teach your kids phrases like, “can I join?” or “do you want to play together?” These simple statements can bridge gaps and create openings for new connections. Encourage them to use these lines when they see others engaged in activities. Inclusivity lays the foundation for strong bonds.
Handle Conflict with Care
Friendships can sometimes lead to disagreements. Teach your children how to express their feelings without hurting others, using phrases like “I felt upset when…” or “Can we talk about what happened?” Problem-solving and effective communication are vital skills in maintaining healthy relationships. At Stonehill, we use Kelso’s Choices to solve small problems (these are problems that learners are strong enough and smart enough to solve on their own. On that note, big problems need adult intervention as these problems involve danger and safety concerns).
Empathy and Understanding
It takes a while for children to move from “I” to “we”. However, with time, it is important to guide your children to listen actively and understand their friends’ feelings. Phrases like, “how are you feeling?” or “Is everything okay?” show that they care. Encourage them to offer support when their friends are upset, creating a sense of trust and mutual support.
Embrace Uniqueness
By nature, given a choice, we tend to associate with people who are more similar to us than different. However, it is imperative to help your kids understand that everyone is different, and that’s what makes friendships special. Phrases like, “tell me more about that!” or “I like how you think differently” encourage open conversations and appreciation for diverse perspectives. Diversity and inclusion are what we as a school try to embed in both teaching and learning.
If you have any questions or concerns, or need more support in helping your child settle in, you may write to me at neeti.sarkar@stonehill.in
Neeti Sarkar
PYP Counsellor
Primary News
Learning to Learn in P5
The first weeks of school are filled with the excitement and anticipation of meeting friends and teachers after the long holidays. The playground is filled with the buzz of children laughing and playing together, while teachers eagerly await their new incoming classes. While the start of the school year might at first appear to be a settling in period, it’s actually the time when the foundation of the classroom community is created. Building this classroom community takes time and is reinforced through games, routines, and activities that allow students to make connections with each other.
In P5, our Learning to Learn unit focused on building relationships and using our classroom environment in order to learn best. We inquired into how rules and routines are necessary for learning to take place and how we relate to one another can affect our learning. Each morning, the P5 students connected with each other through games, which required them to be communicators and risk-takers. We also practiced routines, like attention signals, and discussed the importance and necessity of them.
Secondary School
What's been happening in Secondary School?
Over the last month, life in the Secondary School has been moving at an ever-increasing pace. We are excited to share with you all that’s happened recently, and some of the upcoming events. Please read to find out more!
New Student Council Elections
In order to increase student agency and leadership in the School, we recently held the Student Council elections. Many students campaigned and delivered engaging speeches. The Investiture ceremony was filled with excitement. The newly elected student body will spearhead various school activities and events this year. They will also be involved in promoting positive community engagement and making sure their peers’ concerns are heard.
Back to School!
Please join us on the 6th of September for our Back to School event where we will walk you through the MYP and DP programmes. Take a deep dive into your child’s academic subjects and ask questions about the learning and assessments.
University Visits
It’s only been a month since we’ve been back and already fourteen universities have visited Stonehill to meet our students.
- Faculty from University College Dublin, Ireland, conducted a masterclass in Bioscience for our D1 and D2 students.
- University representatives from the University of Warwick, the University of Manchester, and the University of Edinburgh will conduct an in-person SOP (Statement of Purpose) writing workshop.
- Mr Vikram Anand, who runs Crayons Academy for Skills Excellence, conducted a workshop and spoke about careers in Sports and leveraging Sports in university admissions.
Watch out for information on more upcoming visits!
Host Culture Appreciation
India clearly has loads to offer, and we help our students learn more about, and celebrate, Indian culture, through festivals and food. This week we celebrated Onam, Kerala’s harvest festival.
DP Leadership Camps
Our DP students experienced their Leadership Camp over the weekend. Through team building activities, trekking, rappelling (and much more!) students developed their leadership and communicative skills and spent time bonding and having fun with their peers and teachers.
Secondary News
Secondary Arts
Celebrating the Arts at Stonehill: A Glimpse into the 2023 Journey
As the curtains rose on the academic year in August 2023, the Arts Department witnessed an outpouring of creativity, with students across different grades. Let's take a quick look at how some of the Arts programmes have started this year.
M2B Drama: Artistry Through Shadows
In M2B Drama, the students embraced the challenge of narrating stories through the art of hand shadows. Their hands transformed into characters, painting intricate tales using only shadows. From timeless classics to original narratives, these young storytellers showcased the art of creative simplicity.
M3B Drama: From Learning to Craftsmanship
The students of M3B Drama embarked on a journey of self-discovery and theatrical exploration. Drawing inspiration from Konstantin Stanislavski's, An Actor Prepares, they are honing their acting skills, infusing authenticity into every performance. Collaborating as a team, they are bringing forth original plays, reflecting a transition from learning to craftsmanship.
M1A Visual Arts is focusing on learning about portrait art, which involves capturing the likeness and personality of a person through various artistic techniques. This includes studying different styles, techniques, and the works of famous portrait artists throughout history.
M2A Visual Arts is exploring the world of surreal art through montage work. Surrealism often involves combining unexpected elements in a dreamlike or imaginative way to create visually striking and thought-provoking compositions. Montage work involves layering and juxtaposing different images or elements to create a cohesive and impactful final piece.
M5 Art: Exploring and Expressing
In M5 Art, the students delved into the world of professional artists' styles, dissecting the essence of their creations. This exploration paved the way for bold experimentation as students fearlessly adapted a chosen artist's style. The outcome? An eclectic gallery of emotional portraits that speaks volumes about each artist's unique journey.
M4 Drama: Monologues and Movement
M4 Drama unfolded with emotive monologues that resonated with authenticity and passion. Venturing beyond conventional boundaries, the students explored physical theatre, using movements to tell powerful stories. This year, the traditional touch of Onam monologues added a touch of cultural richness to their creative expressions.
Exploring Other Countries in Language Acquisition
In this increasingly interconnected world, the Language Acquisition Department at Stonehill is focusing on promoting global-mindedness and cultural awareness amongst our students. One powerful way we achieve this is by encouraging students to discover and explore other countries or states that are using the target language they study.
Our M5 students are exploring the languages and cultures of different countries. It offers them an opportunity to expand their horizons beyond the borders of their own culture. It also enables them to develop a nuanced understanding of the world's varied traditions, languages, and social structures.
They are learning how language can be a political, economic, and a cultural tool. They are doing this through research, mind maps, art, and discussions. An awareness of linguistic diversity and its role in fostering a multicultural society is key to open-mindedness and empathy. It also helps them reflect on how powerful a language is and how history shaped it.
By learning about French in French speaking African countries, the French students drew parallels between India‘s official languages and what they learnt.
In Mandarin, our students are looking at the weather and how it affects the development of Mandarin speaking cities.
Boarding News
Our focus this semester is on kindness and treating each other with respect. Community living isn't easy and requires significant compromise.
I hope to see the boarders embrace the diversity in our boarding family and aim to create an atmosphere of warmth and homeliness where all the students can thrive and enjoy every aspect of their boarding experience here at Stonehill.
Boarding enrolment continues to grow for September 2023, with numerous boarding interviews and tours taking place each week. It's been great to provide prospective parents with the opportunity to tour our boarding facilities and discuss our programme, which truly embodies our culture of one big family. One of our greatest strengths in boarding is the remarkable interaction and support among our boarders, regardless of their year group.
The boarding staff organised fantastic activities and prepared excellent meals last weekend. Activities included swimming, a hike around Tarahunise Lake, and a mall outing. I am truly proud of the boarders' positive attitude in joining and embracing all the available opportunities.
Weekend activities continue to expand, with swimming emerging as a popular choice. It was wonderful to witness our boarders seizing the opportunity for well-deserved relaxation by the poolside, participating in activities such as water polo.
Students in grades M1 to M5 embarked on an exciting outing to Orion Mall and they explored the various shops and enjoyed delicious treats at the food court. This outing enabled them to unwind beyond the school environment.
A group of secondary students, accompanied by Mr. Lobsang, went on a hike around Tarahunise Lake. Along the way, they encountered diverse species of birds like herons and kingfishers. Mr. Lobsang shared fascinating insights about the birds' behaviours, habitats, and the crucial role they played in the local ecosystem. The hike around Tarahunise Lake became not only a physical adventure but also a valuable educational experience.
Mr. Mohammed organised a woodworking workshop for students in grades M1-M4. The session began with a strong focus on safety, ensuring that the students understood how to handle both power and hand tools responsibly in the Design and Technology Lab environment. The workshop included a comprehensive guide on effectively using tools such as the Jigsaw, Scroll Saw, and Table Saw. The students thoroughly enjoyed the hands-on experience of crafting raw materials into tangible creations.
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