Classroom Highlights | What kind of class can make students so focused and enjoy?

When passing by BBSG‘s classrooms, we often see -

In the lower grades, students sit attentively, their hands raised high, vying for the teacher's attention, eager to participate in discussions. In the senior grades, a sense of organisation prevails as students collaborate in teams, meticulously jotting down their innovative ideas. Or, they huddle in small groups, engrossed in the tools on their desks, fervently exploring solutions to complex problems.

Occasionally, we may spot these diligent learners extending their studies beyond the classrooms.

It is palpable that the classroom interactions at BBSG exude excellence. This prompts us to ponder about the captivating curriculum and teaching methods that keep these students engaged and content.

The "Classroom Highlights" series is about to offer you a glimpse into the remarkable educational experience at BBSG from time to time.

Chinese

G4 students learnt to comprehend visual word representations, employing their bodies to make the most impressive scenes from the book Walking with the Moon.

 

As the teacher approached, they exchanged greetings in unique ways. One said, “Hello, everyone, I am a small pond cradling the moon.” Another went, “Hello, everyone, I am a tiny fish leaping rope beneath the moonlit night.” And still, some declared, “Hello, I am a brook singing a lullaby, about to venture into the realm of dreams.”

Maths

In the G1 maths class, physical finger props were used for students to investigate the numbers from 1 to 10. The teacher presented everyday items, and students demonstrated quantities by manipulating the finger props.

These activities helped students grasp the correlation between numbers and quantities, while also gave them the opportunity to show their understanding. In BBSG’s maths classes, students encountered numerous chances to thoroughly enjoy the realm of mathematics, encouraging the cultivation of their exploration and imagination. 

English

G4 and G5 students have been introduced to the fundamental stages of planning, drafting, revising, and editing their written assignments. Aided by stimulating prompts and meaningful subjects, students were encouraged to unleash their creativity and develop distinctive writing styles. They were acquiring the skills to structure their thoughts, brainstorm ideas, and construct well-structured compositions. Emphasis has been placed on independent writing, enabling students to assume responsibility for their work and nurture self-expression.

Science

In the G4 Science classes, the central idea of this unit was to comprehend the forces and motion that govern life and to recognise the different types of forces at play.

 

Students were guided to contemplate the phenomenon of gravity by examining common instances of gravitational forces in our daily lives: How dose gravity come into being? Do all objects on Earth encounter the force of gravity? Is the strength of gravity influenced by an object’s height? They engaged in experimental activities to explore these concepts. By observing the domino effect, they gained firsthand experience of the interaction between force and motion. In STEAM lessons, students worked in groups to design a marble track, employing everyday materials like cardboard, batteries, and sticks to construct the marble track. They encountered the interplay between gravity and motion through an enjoyable marble game.

The central idea of this unit revolved around the role that plants play in sustaining life on Earth and their significance in our daily lives.

 

Within the classroom, the teacher leveraged the presence of plants to introduce a series of guiding questions: What are the distinct components of a plant? Why do plants exhibit different colors? What environmental conditions are imperative for plants to growth? With these questions in mind, students started to explore the plants inhabiting the BBSG campus, observing the development of various plants, and recognising the fact that plants are ubiquitous. Students became engrossed in comprehending the growth cycle of plants, and the teacher conducted a joint experiment focused on cultivating bean sprout. Observing how the roots and stems of the bean sprouts grow, students learnt and documented the plants' growth cycle.

 

With the diligent nurturing, the tiny seeds matured day by day, affording the students the joy of a bountiful harvest. And the "little seeds of science" inthem also sprouted.

ICT

The primary focus of G6 students was on nurturing students' creative thinking and engineering skills. They engaged in a robotics-themed poster-generating project, showcasing a profound understanding of robotics while refining their research and presentation skills. 

A highlight in G7 was the students' active involvement in the Binary Computing project, which delved into the fundamental concepts of Computer Science, offering a hands-on approach to comprehending how computers process information in binary -- the foundation of computer science.  

G8 students witnessed an emphasis on network communications and information security. Students participated in a simulation project centered on network communication, utilising simulation software to model the process of network communication. Through this, they gained valuable insights into the data transmission across the Internet and the concept of network security.

Social Studies

The theme of the fifth grade Topic course was "Empower My Body and Mind" (healthy mind, strong body and a happy life).

 

Throughout the week, students had been observing and recording their living habits and emotional states. They used this data to reflect upon and practice healthier habits, encompassing areas such as healthy sleeping habits, hygiene habits, exercise habits, study habits, etc. Additionally, they learnt about the brain’s plasticity and how a healthy lifestyle can boots brain vitality, contributing to their personal growth.

 

Students explored new learning strategies, including memory enhancement techniques and innovative approaches to familiar objects, as well as visual word memorization. In class, teachers played an important role in guiding students to tune into their own feelings, comprehend the signs of negative emotions, and acquiring basic stress management and self-adjustment techniques. Let’s see how these kids meditate!

PE

During the first two weeks of school, the Physical Education team conducted the first round of mandatory Physical Education Chinese National Curriculum fitness tests. As most parents and students are aware from their previous schooling experiences in China, these tests are a fundamental part of the PE curriculum. Students were tested in areas of fitness such as flexibility, power, strength, speed, endurance, and coordination. The aim of testing students at the start of the year is to provide a base line against which we will be able to assess if they have improved, come the second round of testing in December. Since the third week of term, students have begun experiencing the taught PE curriculum.

Physical Education at BBSG is designed to give students a broad and balanced experience in different activities. Our PE curriculum is tailored to develop a student’s physical ability in different skills such as running, jumping, throwing, dribbling, hitting (and many more). It is designed to stimulate and improve their cognitive understanding of areas such as gameplay, performance, feedback, tactics, and choreography (and more), and it is also designed to enable students to become physically confident in a way that supports their health and fitness.  

Drama/Art

G1 students have spent the past few weeks exploring way to express their feelings through art. To achieve this goal, they have experimented with various materials, honed their fine motor skills, and delved into the fundamentals of colour theory. They have completed the ‘Feeling the Monster’ Unit; and this week, they spent some time to create crafts for the Mid-Autumn Festival and National Day. Students undertook a variety of tasks to craft Chinese Dragons. In the first activity, students fashioned Dragon clips using acrylic pens, templates, pegs, laminate, and glue.

The second activity employed many of the same resources but also included paper folding to craft a multi-pattern extendable dragon.

 

Students thoroughly enjoyed these kin aesthetic activities while also gaining insight into the significance of the Dragon symbol in Chinese culture.