who we are

Healthy Food Healthy Body

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We all know that eating right can help us maintain a healthy body .Students created a “Healthy Eating Plate “which was well labeled and with a brief write up .The main message of the Healthy Eating Plate is to focus on how our food, drink, and activity choices affect our health. Healthy Eating Plate guidelines can lead to a lower risk of diseases. This was related to our unit Body system.

This gave the students an opportunity to develop their active learning process through inquiry and investigating skills as they asked descriptive questions to collect information connecting different food to different body system.

It promoted positive attitude toward learning how to keep our body systems healthy. They took responsibility for their own and family health and physical wellbeing.

While working on this students came up with debate on “Is healthy eating the same as going on a diet?” and many more how and why statements came up related to our body system and how different food effects different body system

My Healthy Plate serves as a motivational rather than prescriptive tool!




Ms. Reena Dhar

Homeroom Teacher Grade 3




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“Well begun is half-done”- Aristotle.

As the beginning of our first unit for the very first term, “Who We Are” it was time to know each other & also have an interesting prior knowledge to take the first step to drive into the IB inquiry path. Keeping in mind one of the lines of inquiry for the current unit, “Different types of multiple Intelligences”. I designed an activity through which we all should get acquainted with each other in the class as well as to understand how different we are from each other in the terms of multiple intelligences.

The students were given old magazines & newspapers from which they had to cut the nouns/adjectives which described them the best & then stick it on the outline of self portrait drawn by them(It also involved their drawing skills.)This was also a good way of integrating English & UOI under one theme.

Later they reflected on their work by discussing their pictures in the class. This helped them to comprehend that each one of us is smart in our own way & we all possess different intelligences. It was a very interesting activity as they all were completely engrossed & engaged in depicting their best.




Ms. Smita Benuskar

Homeroom Teacher Grade 5


Provocation Activities in the Beginning of New School Year

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At the beginning of new school year, PYP 2 are learning about healthy lifestyles under the Transdisciplinary Theme “Who We are”. They are exploring how the choices we make effect our health. We are focusing on the 3 main elements of health (Physical, mental and social). A part of our provocation activities were designed to allow the students to experience social health.

They started by getting to know their new friends and working collaboratively in a series of games. Students built a tower using straws and another with their shoes. This activity required time to share and accept ideas and requires cooperation and collaboration to deliver an effective design. The other game was a moving island. Students were grouped and needed to stay on a single piece of newspaper. They need to cooperate when moving the island (the newspaper) so that all people in the group could remain safe.

How the students work in team and what they were able to achieve together served as a good lead into the social health element. They could reflect on what it means to be part of a group and also where they fit in.

In the next part of their learning journey, they will build on these social health connections that have been made in the beginning of the school year.

Yulita – Year 2 Team Leader





Year 3 ’s UOI 1 “Who We Are”

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Year 3 ’s UOI 1, “Who We Are”, celebrates learner diversity in the classroom through which each student understands, owns and values his or her capacity as a learner. Students demonstrated open-mindedness while engaging in various activities promoting their strengths, and learning styles.

Student Interview: Patrick 3C-

“Learning styles are the way you learn best, such as auditory, visual and tactile learners. I am mostly auditory, so that means I learn best by listening. Knowing my learning style helps me with understanding how conflict happens on the inside and how to resolve it. “

In the continued effort to describe one’s underlying beliefs about learning and intelligence, students were introduced to the practice of Growth Mindset vs. Fixed Mindset. Using the Growth Mindset approach, students were learned a new term called GRIT.

Student interview: Aisha 3A-

“Grit means when someone doesn’t give up and they do what they love to do. Everyone needs a GRIT goal. It is a goal that takes a long time to accomplish. My GRIT goal is to do a perfect split two ways.”

Students will continue to create a tool box of strategies on how to resolve conflict through as their physical, emotional, and mental evolution broadens their sense of self.

Year 3

Global Jaya School

Reflection: Who We Are

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Central Idea: Learning about ourselves helps us understand and connect to ourselves and to others in the world.

“Intercultural dialogue is the best guarantee of a more peaceful, just and sustainable world.”

Robert Alan

What constitutes culture? Why do we need to know about various cultures?  

Our young students of Grade 1 delved into their inquiry with enthusiasm and began with an exploration of their own cultures. During this journey they learnt about the elements of world cultures such as language, gestures used in greetings, symbols, dance, art, music, festivals, traditional dresses, religion and other aspects of culture. This led to comparisons between cultures. They identified some similarities in cultures and made connections such as cultural values that are passed from one generation to another through folk and traditional tales. They learnt how cultures differ and developed respect and appreciation for other cultures. With great pride they wore their traditional clothes for an International Food Party and shared their traditional food and drinks with each other. During the unit they came to know that cultures change and that many of the clothes we wear today and the foods we enjoy eating have been derived from other cultures.

Their field trip to Pinisi Science and Edutainment Park to savour the culture of the host country, Indonesia, was an enriching experience for them. They tried their hand at making traditional batik designs, playing the anklung and gamelan, and learning Indonesian dance and songs. It was a thrilling feeling for the first graders to ride their own mini becak, a traditional form of transport in Indonesia. The rich tapestry of Indonesian culture was surely woven in their minds as they viewed a live reenactment of a Sumatran tale, Malin Kundang.

The unit was wrapped up with a presentation by the students on an aspect of culture they found interesting and wanted to share with their peers. They presented this in myriad of ways and displayed impressive creativity. The presentation strategies included singing a traditional song, demonstrating a musical instrument, explaining a traditional recipe, performing a folk dance and displaying many other interesting elements of culture to a rapt audience.

In an increasingly intolerant world, exploring other perspectives and connecting with each other’s cultures leads to greater intercultural understanding and provides us with the tools to solve problems and promote world peace. It is something worth striving for as it builds strong community relationships between people from diverse backgrounds and enriches the lives of all the members of a community. By developing critical thinking skills, we become open-minded and come a step closer to being internationally-minded, caring, global citizens.

“If man is to survive, he will have learned to take delight in the essential differences between men and between cultures. He will learn that differences in ideas and attitudes are a delight, part of life’s exciting variety, not something to fear.”
Gene Roddenberry

Contributed by Ms Nivedita

Grade 1 Homeroom Teacher


Culture is something that can be learned and shared

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Unit of Inquiry “My Body”

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During this first UOI about “My Body”, the Kindergarten classes have been engaged in lots of activities. Once a week, we join the two classes together and have rotation-based activities to help deepen the children’s understanding about body parts and their functions. The children also explore through games, songs, body movements, hands-on materials, books, role play and other physical tasks.

In one activity, the children were asked to assemble cut outs of body parts and make them whole again. Then they were asked to explain what they had assembled.

We have been enjoying our learning so far and we look forward to more great times ahead.

Kindergarten Team GJS

The Joy of Learning

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“Red, yellow, and blue are great alone, but when you mix them you create something beautiful. This is how lasting friendships are formed.  Two individuals coming together to create something beautiful -FRIENDSHIP” – Maribel Siems

Our current central idea is about tolerance of different characteristics supports people to interact with others and build friendships. Therefore, we conducted an activity where the students could work together and explore science in an artistic way. It is amazing to witness how one activity can stimulate five trans disciplinary skills.

  1. Social skills

Students learnt how to work together with their friends to create a beautiful artwork: friendship wreath. They placed their hands on one primary color and then held hands with their friends to create new color.

  1. Self-management skills

Students learnt to play safely, not to smear the surroundings and their friends.

  1. Thinking skills

Students thought of different colors they could make using those primary colors. They also

learnt how to make a certain color brighter or darker.

  1. Research skills

Students were curious to find out what color would come if they mixed certain colors.

  1. Communication skills

Students communicated to each other and to their teachers about the result of the color mixing.

 At the end, they might not remember what the lesson was, but I believe they remember the joy they had when they learnt.

Sheila Widya Laksmi

Homeroom Teacher of EY 2 Jupiter – Sekolah Victory Plus