Inside IC Spring 2024

Ambassadeurs, Ambassadrices en Herbe 2024 : 12ème Édition du Tournoi d’Éloquence dans

l’Année du Sport

Cet événement, placé sous le haut patronage de l’ambassade de France au Liban et en présence du ministre de l’Éducation, a rassemblé des élèves de tout le Liban, aboutissant à la très attendue finale de la “Zone”.

La finale de la Zone Proche-Orient a été une expérience captivante et enrichissante, incarnant l’esprit de l’éloquence. Les participants ont présenté des discours oraux dynamiques, organisés et personnels, créant une plateforme pour des rencontres significatives, des échanges et la joie de l’éloquence.

La compétition comportait deux catégories distinctes: “Individuel” et “Collectif”, offrant une plateforme diversifiée et complète qui a permis aux élèves d’exprimer leur habileté rhétorique. Un panel de juges éminents, dont la présence a honoré la cérémonie, a évalué les participants en se basant sur un ensemble de critères englobant les éléments clés de la communication efficace.

Les cinq lauréats ont brillamment démontré leur éloquence exceptionnelle, faisant preuve d’une compréhension profonde des thèmes et des questions présentés. Leurs réponses personnalisées et convaincantes ont témoigné de leur engagement envers l’art de la prise de parole en public.

La compétition a été marquée par une cérémonie spéciale tenue pour féliciter les vainqueurs en présence du Ministre de l’Education, Abbas Al Halabi, la Conseillère d’action et de coopération culturelle, Directrice de l’Institut français du Liban, Sabine Sciortino, le basketterreur franco-libanais, Karim Ezzeddine, le Président de l’International College, Joel Peinado, et la Vice-Présidente de l’International College, Nawal El Haddad.

La remise des prix a ajouté une dimension solennelle à l’événement, honorant les participants exceptionnels et soulignant l’importance de l’éloquence dans le contexte éducatif.

Suivez le lien pour les photos des gagnants.

Emotional Management: Delving into Conflict Resolution

Students in Grade 5B have been on a journey of exploration and growth! Our students immersed themselves in the subject of conflict resolution, guided by our central idea: “Throughout history, conflict has been shaped by a variety of factors that bring about change.”

Our learners truly stepped up to the challenge, showcasing the attributes of the International Baccalaureate (IB) learner profile. They used their knowledge and open-mindedness to navigate through different viewpoints on conflict. The “What do you see? What do you think? What do you wonder?” and the “3Y’s: Why might the topic matter to me? Why might it matter to people around me? Why might it matter to the world?” thinking routines proved to be powerful tools for learners to dissect various scenarios, fostering connections and kindling their curiosity.

In a dynamic RAFT (Role, Audience, Format, Topic) activity, Grade 5B students embraced

different personas: diplomats negotiating conflict resolutions, peacebuilders aiding classmates in resolving disagreements, conflict resolution specialists crafting reflective letters to address a family conflict, and humanitarian aid workers creating informative posters to assist community members in need. Through these diverse formats, our students implemented skills in diplomacy, communication, empathy, active listening, and problem-solving, all pivotal for fostering positive relationships. This experience provided them with insights into the diverse roles that individuals can play in mitigating conflicts. They communicated their ideas and reflections effectively, demonstrating impressive self-management skills in the process.

Throughout this journey, our learners have shown tremendous growth in their understanding of roles, application of conflict resolution strategies, and ability to work collaboratively. Our Grade 5B students displayed integrity, and their reflections revealed a deep level of self-awareness.

Our Own Government

During our unit of inquiry, “How We Organize Ourselves”, Grade 5A students learned about different types of governments, such as democracy, dictatorship, and monarchy. They understood why governments are important for organizing society and learned that citizens have rights and responsibilities in all types of government. To celebrate what they learned, they had a fun task: creating their own government! They had to think about what their government would be like, what it would do, and how it would protect people. They also thought about

what citizens would need to do in their government. They carefully used information from different resources and organized their ideas neatly. Then, they got to show off their government in the form of their choice. They made sure their government had its own special mix of ideas from the different governments they studied. They explained clearly what their government would do, how it would work, and what people would need to do. Finally, they made sure to be creative and do a great job showing it off!

Lower School - Ain Aar

Friendship Day in Grade 5A

On Friendship Day, Grade 5 A students celebrated by crafting personalized cards for each other, adorned with handwritten compliments. These cards represented tangible evidence of our ongoing discussions about what constitutes a good friend, rooted in the values of the Learner Profile attributes and positive character traits. Everyone carried on the celebration with the belief that all classmates could find something kind to say about one another. The creativity flowed as students adorned their cards with unique decorations, each eager to receive and read the affirming messages from their peers. The

atmosphere on Friendship Day was electric with positivity, as the exchange of heartfelt sentiments sparked contagious waves of joy throughout the classroom. Students left with a bag full of positive wishes and contagious smiles!

Fun Period

Dans une atmosphère chaleureuse et amicale, les élèves de CM2 B se sont réunis pour une séance de partage et de convivialité entre amis. Rassemblés autour d’une table décorée de délices sucrés et salés, les enfants ont échangé des rires et des histoires, créant des souvenirs précieux qui resteront gravés dans leur esprit pour longtemps. Avec des visages rayonnants, ils ont partagé des cookies fraîchement cuits, des mini pizza … savourant chaque bouchée avec joie et enthousiasme. Entre les conversations

animées, ils ont renforcé leurs liens d’amitié, apprenant à se connaître encore mieux dans ce moment de détente et de complicité. Cette séance de goûter entre amis a été bien plus qu’une simple “FUN PERIOD” dans leur journée chargée; c’était un moment précieux où ils ont savouré l’amitié et le plaisir d’être ensemble, créant ainsi des souvenirs inoubliables qui les accompagneront au-delà des murs de l’école.

ةحئلا نوملعتملا فلأ لاجملا اذه يف مهئادأ مييقت نم

ةرادإ تاراهمب يلحتلا ريياعم توح مهب ةصاخ ققحت

.)تاعارصلا لحو ،بضغلا ةرادإ( تاذلا

يناـسنلإا لمعلا نم يـساسأ ءزج تاراهملا هذه ميلعت

،دـغلا ةداـق ،اـنراغص مـلعت نإو .تاـعارصلا لـح ىـلع

ىـلع مهدعاـسيس ،ةـيلاعفب بـضغلا عـم لـماعتلا

لـح ىـلع مـهتاردق روطيـسو ،ةـيحص تاـقلاع ءاـنب

رـملأا ةـبئاصلا تارارـقلا ذاـختا ىـلعو ،لكاـشملا

ماـمأ ئداـهلاو ،نزـتملا فرـصتلل مهرضحيـس يذـلا

.مـلاعلا يـف عارـصلا لـقيف تاـيدحتلاو ،تاـطوغضلا

تاكرب تيدانرب

؟عارصلا نم دحن فيك

رـبع ،سـماخلا يـساسلأا فـصلا وـملعتم فرـعت

ثادحإ ةيفيك ،اـهتايط يـف ثـحبلاو ،صـصقلا ةـعلاطم

ةيرـشبلا ىـلع هرـيثأت نـمو ،عارـصلا نـم دـحلل رـييغتلا .اـصوصخ لاـفطلأا ىـلعو ،اـمومع

نـع اـهللاخ نـم ترـبع ةـقيرط ةـعومجم لك تراـتخا

ةرورض نعو ،راغصلا ىلع برحلا جئاتن لوح اهراكفأ

،ةـبحملا ةـفاقث ءاـسرإ للاـخ نـم اـهيدافت ىـلع لـمعلا .رـييغتلا ىـلع هـتردقب صخـش لك ناـميإ زـيزعتو

،برحلاب طـبترملا يوـغللا نوزـخملا نوـملعتملا فرـعت

ىـلإ ةـيعاد ةرـبعم تاراعـش فـيلأت يـف هومدختـساو .بورـحلا فاـقيإ

اونكمتيلو ،اهيلع ريسلل قيرط ةطيرخ مهل نوكي ىتحو

Bake Sale CM2 A

Les élèves de CM2 A ont eu un désir sincère de supporter les gens qui vivent dans des conditions difficiles au Liban surtout ceux qui souffrent d’un cancer. Pour cela, ils ont organisé un “Bake sale” auquel ont participé les petits et les grands . Leur objectif était de récolter des fonds et de soutenir l’association “Barbara Nassar” , une association composée de personnes déterminées à améliorer la qualité de vie des individus affectés par le cancer au Liban.

L’engagement de nos élèves dans cette initiative a mis en lumière leur capacité empathique, démontrant leur volonté de créer un impact positif sur le monde qui les entoure.

En préparant ce bake sale, les élèves de CM2 A se sont montrés engagés, motivés , intègres et ouverts d’esprit !

Lower School - Ain Aar

Measuring the Small Intestine’s Length

In Grade 4A’s exploration of the “Who We Are” unit, students delved into the complex workings of the human body systems. As part of their hands-on learning experience, they embarked on a fascinating journey to understand the digestive system. With measuring tapes in hand and curiosity in their eyes, these eager learners embarked on a mission to measure the length of their small intestines.

Through this interactive activity, they not only gained a deeper understanding of human anatomy but also fostered a sense of wonder and appreciation for the complexity of their bodies. This engaging exploration left a lasting impression on Grade 4A students, igniting a passion for science and discovery within each student.

يمازللإا

.هزاجنإ يف بغري يذلا طاشنلا رايتخا ةيرح ملعتمللو ،ةديدع

ةباتكو امسر اهيف فصي ةحول ءاشنإ ةحرتقملا ةطشنلأا نمو

نم اهملعت يتلا تارابعلاو تاملكلا امدختسم ،ءاتشلا لصف

عادبلإا ىلعو ،ريكفتلا ىلع زفحملا امأ .ةءورقملا

ةحوللا

Lower School - Ain Aar

Shared Inquiry

The collaborative exploration of “Shared Inquiry” in grade 2 involved both the French and English Streams, with active participation from Arabic teachers who collaborated with homeroom instructors to lead various stations. This inquiry was part of their exploration into the central idea: “Cities have characteristics that make them unique.”

The groups engaged in a multifaceted examination of urban environments, touching upon diverse themes such as comparing and contrasting rural and urban cities, the significance of recreational centers within urban settings, the role of municipalities in city management, sustainable city planning, and the creative representation of cities through 2D and 3D drawings.

This immersive learning experience commenced with a collective brainstorming session where teachers and students alike inquired into the features of city organization. Through extensive research comprising article readings, video analyses, and data collection using photographs, participants gained insights into the components of an ideal city. They questioned, and discussed various aspects, aiming to present their unique perspectives on urban life. As the inquiry progressed, participants enthusiastically presented their findings and reflections, culminating in the construction of 3D city models utilizing recycled materials.

The hands-on activity not only reinforced their understanding of what green cities look like but also shed on the importance of sustainability in real-world applications. Through this comprehensive journey of exploration and creation, students honed their research, thinking, social, self-management, and communication skills and deepened their understanding of sustainable cities within the framework of the Primary Years Programme (PYP).

Lower

Un passionnant voyage à travers les époques

Dans le cadre de notre exploration historique de l’unité de recherche où nous nous situons dans l’espace et le temps, les élèves du CE1A ont entrepris un passionnant voyage à travers les époques, découvrant les mystères et les richesses des civilisations anciennes. Leur périple les a transportés de l’antique Phénicie à l’empire majestueux des Romains, en passant par les splendeurs de la Grèce antique et les profondeurs fascinantes de la civilisation chinoise.

L’aboutissement de cette quête a été marqué par une rencontre exceptionnelle, où les élèves ont eu l’occasion d’échanger leurs découvertes avec des élèves du CM2, spécialement conviés pour l’occasion. Cette rencontre intergénérationnelle a été un moment de partage et d’enrichissement mutuel et un véritable festin intellectuel.

Cette célébration a mis en lumière le travail assidu et la passion des élèves du CE1 soulignant leur engagement envers l’apprentissage et la découverte. Ces jeunes esprits sont véritablement les architectes de notre avenir !

Lower School - Ain Aar

100 Days Smarter!

As we reached the remarkable milestone of 100 days of school, Grade 1 students found themselves amidst a celebration of their achievements and growth.

On February 10, the day was brimming with excitement as Grade 1 students delved into an array of engaging activities tailored to mark the significance of the 100th day. From energetic 100 workouts to filling out a chart of “100 words we know,” from sorting materials to creating 100 using various strategies to contemplating 100 ways to spread kindness among their peers and beyond – the day was a testament to their dedication and spirit.

The culinary arts weren’t forgotten either as Grade 1 chefs immersed themselves in decorating donuts and crafting chocolate lollipops to honor the number 100. Their enthusiasm and ingenuity shone as they adorned their sweet treats with joyous flair. None of this would have been possible without the invaluable support of the parents, particularly the wonderful moms, who lent their time and efforts to ensure a delightful learning experience. Their contributions, including the donation of 100 boxes of cereal and non-perishable food items, added

a meaningful touch to the festivities. The highlight of the day was the 100th day of school domino activity, where the collective effort of parents and students came to fruition. Beyond the fun and games, this activity underscored the importance of helping those in need, instilling in the young learners a profound lesson in empathy and compassion. https://drive.google.com/ file/d/1-gmBMQzNXo_Yk7-Ei2VYa8-2dZ9BSu8B/ view?usp=sharing

As Grade 1 students reveled in their accomplishments on this momentous day, they not only celebrated 100 days of school but also learned invaluable lessons about kindness, cooperation, and community. It was truly a joyous celebration of learning, marking the beginning of

Measure Up, Grade 1 Style: Adventures

in Non-Standard Units!

Our Grade 1 students recently embarked on a measurement adventure that turned ordinary math into a vibrant and fun-filled experience! With creativity in their minds, our little mathematicians set out to measure their friends using the most extraordinary tools – nonstandard units! Who needs standard rulers when you have toy cars, building blocks, and even counters? Our Grade 1 students discovered that the world around them was a treasure trove of non-standard units just waiting to be explored. Armed with enthusiasm and a touch of curiosity, they ventured into the world of measurement.

With their non-standard units in tow, our young mathematicians paired up to measure each other. Laughter echoed through the room as friends compared the shoe sizes and checked the height of their buddies using colorful building blocks. Who knew learning could be this much fun?

One of the highlights of this measurement exploration was celebrating the uniqueness of each friend. No two measurements were the same, and that’s what made it extra special. Our little mathematicians discovered that differences are not just accepted but celebrated in the world of non-standard units!

Our Grade 1 students proved that math isn’t just about numbers and rulers; it’s about creativity, imagination, and celebrating the uniqueness of each friend. As we wrap up this extraordinary measuring adventure, we can’t wait to see where our young

Lower School - Ain Aar

قيبطتل نوملعتملا سمحت .ةدحاولا ةعومجملا يملعتم

ةيلمع يف اوطرخناو ،طاشنب ةيهفشلا لئاسرلا ىوحف

ملاس بارغ رمس

ءاغصلإا تاراهمل ةيمنتو ،"ب" لولأا يساسلأا فصلا يف

دنع ملعتم لك لابقتسا مت ،اهل ازيزعتو نيملعتملا ىدل

لبق ةفلتخم ةزيامتم ةلاسر سمهب هزيفحتو ،فصلا باب

نمض ىتح انايحأ رياغم نيعم لمعب موقيل كلذو ،هلوخد

La semaine de la francophonie

Dans le cadre de la Semaine de la Francophonie, les élèves de la PSB ont entrepris une initiative passionnante en partageant une histoire en français avec leurs camarades de la classe de Nursery.

L’activité a débuté par une séance d’écoute attentive de l’histoire, créant ainsi un environnement propice à l’appréciation de la richesse de la langue française. Suite à cette immersion linguistique, une discussion animée a eu lieu entre les élèves. À notre grande surprise, ils se sont souvenus d’avoir déjà entendu cette histoire, mais dans une autre langue : l’anglais.

Cette expérience a été révélatrice, démontrant clairement que les mêmes idées peuvent être exprimées dans différentes langues. Les élèves

ont ainsi pris conscience de la diversité linguistique qui existe autour d’eux. Cette découverte les a amenés à réfléchir sur le fait que notre pays, le Liban, est lui-même francophone.

Lower School - Ain Aar

Jour 100- mars 2024 CP

Le Jour 100 est un événement particulièrement excitant dans le calendrier scolaire des élèves de CP. À cette occasion, les enseignants et les élèves se lancent dans une journée remplie d’activités amusantes et éducatives, créant ainsi des souvenirs durables. Les jours précédant le Jour 100 sont remplis d’anticipation alors que les élèves comptent les jours restants.

Nous avons célébré le 100ème jour d’école avec les élèves du CP. Durant cette journée, les élèves sont venus à l’école déguisés en personnes très âgées et différentes activités ont été mises en place telles que : décorer une couronne et des lunettes, compter et écrire de 10 en 10 jusqu’à 100, regrouper des pailles (par dizaines) pour en avoir 100. Les élèves ont été encouragés à relever divers défis liés au nombre 100 tels

que compter jusqu’à 100, écrire le nombre 100, trouver 100 objets dans la salle de classe, ou encore construire une structure à partir de 100 blocs. Ces défis ont stimulé leur esprit critique et ont encouragé la résolution de problèmes. La salle polyvalente s’est transformée en festivités colorées avec des décorations sur le thème du nombre 100.

En somme, le Jour 100 est une célébration joyeuse qui permet aux élèves du CP de célébrer leurs réalisations jusqu’à présent dans l’année scolaire tout en renforçant leurs compétences académiques de manière ludique et engageante. C’est une journée mémorable qui laisse une impression durable dans l’esprit de nos jeunes apprenants!

Lower School - Ain Aar

KG2: A Virtual Exchange

KG2 classes from International College (IC) and Qatar Academy Al Khor (QAK) recently embarked on a virtual journey exploring climate patterns and leisure activities. QAK students, curious about Lebanon’s seasons, engaged with IC peers to learn about various sports throughout the year.

IC students shared captivating images of skiing, swimming, horseback riding, and more, showcasing Lebanon’s diverse seasons. In return, QAK students highlighted sand sports in Qatar’s desert landscape and explained why FIFA events are held in November.

À la recherche du Bonhomme de Pain

Dans le cadre du thème “Comment Nous Nous Organisons” qui a pour titre : « les Organisations », les élèves de la Grande Section A ont entrepris une aventure captivante à la recherche du fameux bonhomme de pain d’épices qui s’est mystérieusement échappé de leur classe. Cette quête les a conduits à explorer les différents recoins de l’école, leur offrant ainsi une occasion unique de découvrir son fonctionnement. À chaque étape de leur parcours, nos jeunes aventuriers ont été accueillis par des messages laissés par le malicieux bonhomme de pain d’épices, renfermant des indices pour les orienter vers leur prochaine destination. Ils ont ainsi eu l’opportunité d’interagir avec divers membres du personnel éducatif et de poser une multitude de questions enrichissantes.

Beyond seasonal exploration, the exchange celebrated linguistic diversity with an exchange of Arabic words. This fruitful interaction bridged cultural gaps, fostering global awareness and friendship.

In a world increasingly connected digitally, initiatives like this exemplify the power of collaboration in shaping young minds and fostering appreciation for global diversity.

Cette aventure les a également amenés à découvrir des endroits de l’école qu’ils ignoraient jusqu’alors, tels que le bureau administratif, la salle des coordinateurs, et même la librairie scolaire. Chaque découverte a contribué à élargir leurs horizons et à enrichir leur compréhension de l’organisation et du fonctionnement de leur environnement éducatif.

Finalement, après avoir suivi habilement les indices laissés par le bonhomme de pain d’épices, nos chercheurs l’ont retrouvé sagement installé dans le bureau de la directrice, clôturant ainsi leur aventure avec succès.

Lower School - Ain Aar

KG2 Investigators: Unveiling the Roles Within Our School

In a recent class activity, our KG2 students donned their detective hats to explore the inner workings of our school as a fascinating organization. The little learners conducted interviews with different staff members to uncover the importance of each role in shaping our learning environment.

The students engaged with teachers, custodians, and office staff. They asked insightful questions about responsibilities and learned how each role contributes to creating a comfortable and safe space for learning.

As the interviews unfolded, the students naturally grasped the concept of interdependence within our

school community. They realized that each person, though having a unique role, collaborates seamlessly with others to ensure a secure and effective learning atmosphere.

The activity concluded with the children excitedly sharing their discoveries, highlighting the interconnected roles that make our school a vibrant place for learning. This hands-on exploration left a lasting impression, instilling in our young learners an appreciation for the collaborative effort that shapes our school community.

ةفلتخم قرطب ربعن

تاملكلا نم ةقابب ريبعتلا مهنم

اهللاخ نم ربع ةزيمم تاقاطب ثلاث مسق رضحو ،ءانغلا .هريدقت نعو ،هرعاشم نع

ربتخا دقو ،لاصاوتم طاشنلا اذه للاخ ملعتملا ناك .ةفلتخم قرطب ريبعتلا

Lower

L’univers fascinant des villes

Dans le cadre de notre unité de recherche « Comment nous nous organisons », les élèves ont plongé dans l’univers fascinant des villes, découvrant les caractéristiques qui les rendent uniques et la manière dont elles sont organisées. De manière particulière, ils ont exploré le concept de villes durables, cherchant à comprendre comment ces espaces peuvent être conçus pour répondre aux besoins de la population tout en préservant l’environnement.

Pour célébrer la fin de cette exploration enrichissante, les élèves ont mis leur créativité à l’œuvre en concevant des maquettes de villes, chaque détail soigneusement pensé pour refléter l’organisation et la durabilité. Ces maquettes, réalisées à la main avec passion et dévouement, sont le fruit d’heures de réflexion et de travail acharné.

Lors de la présentation devant toutes les classes de CE1 et la direction de l’école, les élèves ont eu l’opportunité de partager leurs connaissances et leur vision d’un avenir urbain plus harmonieux. Avec enthousiasme, ils ont expliqué les choix qu’ils ont faits dans la conception de leurs villes, mettant en lumière les éléments clés de l’organisation urbaine et de la durabilité.

Chaque groupe du “shared inquiry” a également eu l’occasion de présenter son travail en collaboration avec une enseignante, mettant en avant les discussions profondes et les réflexions critiques qui ont nourri leurs efforts créatifs.

،تبن ءوضلا يف عرزلا نأ ،عوبسأ دعب نوملعتملا ظحلا

هنأ ،اوجتنتساو .تبني ملف ،ملاظلا يف عرزلا امأ ،رضخأو

.ربكيلو ،تبنيل ءوضلا ىلإ جاتحي

ىحصفلاب اوربع امدنع ،اقح نيفزاجم اوناك دقل

Toddle ةصنم ىلع لجسم ويديف يف ،مهتبرجت نع

.هوملعت يذلا يوغللا نوزخملا نيمدختسم

مرك يرام

وملعتم ناك ،"ملاعلا لمعي فيك " روحم يف ثحبلا للاخ

ةيمهأ اوفشتكا نيح نيعلطمو ،نيلئاستم ةثلاثلا ةضورلا

.ةبرجتلا قيرط نع ،تابنلا ةايح يف ءوضلا

يفو ،فصلا يف سدعلا بوبح اوعرز ،نوحص يف

انحصو ،ءوضلا يف انحص اوعضو كلذ دعبو .مهلزانم

هنوبقاريو ،موي لك عرزلا نوقسي اوذخأو .ملاظلا يف

.ناعمإب

Lower School - Ain Aar

Exploring the Legacy of Ancient Greece: A Fascinating Journey for Third Graders

In an exciting and enriching experience, thirdgrade students recently welcomed a distinguished Greek guest speaker, Mrs. Eva Bouri to their classrooms. The guest speaker, an expert in Greek history and culture, captivated the young minds with a presentation on the profound impact that Ancient Greece has had on the entire world.

The visit was part of a comprehensive learning unit that delved into various aspects of Ancient Greece, including city-states, philosophy, language, arts, sports, and government. The guest speaker skillfully consolidated the students’ newfound knowledge, bringing the historical narratives to life and fostering a deeper understanding of the enduring legacy left by this ancient civilization.

The presentation began with a vivid exploration of Greek city-states, offering students a glimpse into the unique characteristics and rivalries that defined places like Athens and Sparta. Through engaging anecdotes and visual aids, the guest speaker painted a picture of the dynamic interactions and conflicts that shaped the political landscape of Ancient Greece.

Philosophy, a cornerstone of Greek intellectual prowess, was highlighted as the speaker guided the students through the teachings of prominent philosophers such as Socrates, Plato, and Aristotle. The children were encouraged to ponder the fundamental questions that these great minds once contemplated, sparking their curiosity about the world around them.

The guest speaker seamlessly wove in discussions about the Greek language, showcasing its influence on modern languages and emphasizing its role in shaping the foundations of literature and communication. The students were encouraged to appreciate the enduring impact of the Greek alphabet, which forms the basis of many alphabets used globally today.

Moving on to the arts, the presentation showcased the magnificent achievements of Ancient Greek artists and architects, introducing the students to iconic structures such as the Parthenon.

The vivid depictions of Greek mythology and the importance of artistic expression left the students in awe of the cultural richness that flourished in Ancient Greece.

The discussion then turned to sports, emphasizing the Olympic Games and their origin in Ancient Greece. The students discovered the historical significance of the games and how they fostered a sense of unity among diverse city-states.

The final segment of the presentation explored the Greek system of government, introducing the concept of democracy and its roots in Athenian society. The students gained insights into the principles of citizen participation and equality that form the basis of modern democratic systems.

One of the most remarkable aspects of the session was the students’ active engagement and thoughtful questioning at the end. Eager hands shot up as the third graders sought clarification on various topics, demonstrating a genuine interest in the subject. The guest speaker skillfully addressed each question, further enriching the students’ understanding and leaving them inspired to explore more about Ancient Greece. The visit from the Greek guest speaker was a resounding success, igniting the imaginations of third-grade students and fostering a deep appreciation for the profound impact Ancient Greece has had on the world.

Lower

La lecture à l’école maternelle et élémentaire à Ain Aar

La lecture joue un rôle fondamental dans le développement intellectuel, émotionnel et social des enfants. C’est une compétence primordiale pour le succès académique futur surtout que c’est la porte d’entrée vers toutes les autres matières académiques.

La lecture n’est pas simplement l’acquisition d’une compétence, mais elle stimule également le développement cognitif des enfants. Apprendre à lire nourrit leur capacité à analyser, synthétiser et comprendre l’information. Ce qui renforce la pensée critique et leur capacité à résoudre des problèmes, des compétences essentielles qui les accompagneront tout au long de leur vie.

Pour encourager les apprenants à lire à l’école maternelle et élémentaire plusieurs activités de lecture sont animées dans les différentes classes : Lecture à deux, lecture des Gr3 aux classes de CP, lecture des adultes, lecture d’un auteur, lecture d’un enfant, lecture silencieuse…

La lecture restera toujours un plaisir !!!

Lower School - Ain Aar

Time-Traveling Tales:

Grade 2’s Epic Expedition through Ancient Wonders!

Grade 2 students went on an exciting journey through time, exploring ancient civilizations like the Romans, Egyptians, Phoenicians, and Chinese. They engaged in various fun activities, such as making Roman clay tablets to learn about ancient writing, deciphering Egyptian hieroglyphs, tracing Phoenician letters, and crafting Chinese paper lanterns. These activities helped them learn about different cultures and traditions in a hands-on way.

Painting Pizzazz: Grade 3’s Dynamic Journey into Artistic Motion!

Grade 3 students went on an exciting journey to explore how movement and force affect art. They used liquid paint and tried different techniques like swirling and splattering. They saw how their movements changed their artwork. By painting, they felt the energy turning into colorful pictures. They learned that movement can make art more interesting and were excited to discover their creative side.

Lower School - Ain Aar

Color Carnival:

Grade 4’s Whirlwind Adventure in Artistic Mixology!

Grade 4 students went on an exciting journey to learn about colors. They used activities with the color wheel and gradients to understand hue, saturation, and shade. With brushes and palettes, they practiced blending colors to create smooth

Royal Revelry:

transitions. They saw how gradients could make their art look more interesting by adding depth and dimension. By experimenting with colors, they became more imaginative and appreciated how colors are used in art in diverse ways.

Grade 5’s Artistic Adventure Through Monarchy Collages!

Grade 5 students went on a journey to learn about monarchy through portraits. They used glue, scissors, and their imagination to create collages showing kings, queens, and rulers. By making these collages, they learned about the power and grandeur of monarchy. They also discovered how art can capture the majesty and mystery of rulership.

Lower School - Ain Aar

CNNO - Tâche de recherche sur les civilisations

Dans le cadre de l’unité de recherche “Comment nous nous organisons”, les élèves de CE2 se sont plongés dans un travail de recherche sur différentes civilisations telles que la Grèce antique, la Rome antique, l’Egypte ancienne et la Mésopotamie afin de découvrir chaque civilisation, son héritage et son impact sur le monde.

Cette tâche de recherche a favorisé les compétences de communication et sociales de nos élèves qui se sont montrés communicatifs, courtois, respectueux

et réfléchis en posant des questions pertinentes. Ils ont appris à s’exprimer de manière claire et logique, à prendre des notes et à rédiger des résumés, renforçant ainsi leurs compétences en communication.

Ce fut une aventure intéressante et enrichissante pour nos jeunes apprenants les rendant désormais plus conscients et mieux informés des divers aspects de la civilisation étudiée, ainsi que de son influence sur le monde.

Lower

فص وملعتم ددر ،انسفنأ نع ربعن فيك روحم نمض

.حرملا نم وجب ،ةينغلأا هذه تاملك ةيناثلا ةضورلا

ىرخأ ةطشنأ نمو ،طاشنلا اذه للاخ نم اوفرعت دقف

اومسر :ءاتشلا لصف رهاظم ،هسفن قايسلا يف ،ةديدع

نوصوغي نيح لافطلأا حرفي يتلا ةريغصلا رطملا كرب .اهومسر امزج يئاملا نيولتلاب اونول مهنأ امك .اهيف

يذلا لضفملا طاشنلا نع مهنم دحاو لك ربع ،كلذ دعب

هتقو يضمي فيك حرشو ،ءاتشلا لصف للاخ هسرامي

لاوكوشلا برشأ" :هتلئاع عم ،تيبلا يف ءاتشلا مايأ للاخ

ءاسحلا نم ةفلتخم اعاونأ لوانتأو ،نخاسلا ".ءفدلاب رعشلأ

نيملعتملا نوزخم ىنغأ ديفمو ،عتمم طاشن

امك ،ءاتشلاب صاخلا يمجعملا لقحلاب يوغللا

لصاوتلا تاراهم لامعتسا ىلع مهزفح هنأ

،مهضعب ىلإ اوغصأو ،ةينغلأا ىلإ اوعمتسا نيح .ةملكلابو ،مسرلاب مهبراجت نع اوربعو

لبد نيلشيم

،يحلا يف يدوجوم يريغز يكرب انع يف"

يملاب لامتتب ايندلا يتشت ريصت امل اهيلع انحن ضكرنم

اهيف بعلن ت يجينم

..انيرجإب صبخنم

انيدياب فئزنم

انيلع ايندلا يتشتو

انينيع اظحل ضمغنمو

" يوش لبنن ت

Lower School - Ain Aar

Spreading Kindness

KG1 students spread kindness in a sweet and creative way. They used salt dough to make a heart base and decorated different colored hearts with heartfelt, unique messages on each one. On Kindness Day, the students walked around the school and shared their hearts with other classes and members of

the school community. This class initiative not only showed their artistic talents but also taught them the importance of being kind and caring. It’s a simple yet powerful reminder that even small gestures can make a big difference in creating a friendly and united school environment.

Lower School - Ain Aar

L’algorithme

Au cours des sessions d’algorithmes, les élèves abordent avec détermination des défis, élaborant des algorithmes de plus en plus complexes. Ils explorent diverses méthodes pour résoudre des problèmes, partageant astuces et réussites avec leurs pairs. Ce qui rend ces séances si remarquables, c’est la manière dont les enfants expliquent leurs algorithmes aux enseignants et à leurs amis. Ces sessions favorisent la créativité des élèves tout en les encourageant à devenir des penseurs critiques et des innovateurs de demain.

La diversité de l’expression individuelle

Au cœur de cette exploration sur la diversité de l’expression individuelle, chaque enfant a adopté une approche unique en utilisant le microphone. Ils ont eu l’opportunité de se lever et de s’exprimer au micro. Certains ont choisi d’exprimer leur passion à travers le chant, d’autres ont préféré partager des récits imaginatifs, et certains ont raconté des histoires humoristiques. Certains ont

même eu l’audace de partager leurs rêves les plus profonds. Dans les regards de chacun, une lueur de joie et de fierté était perceptible, témoignant de leur épanouissement et de leur confiance croissante en eux-mêmes.

Chacun avait sa propre façon spéciale de s’exprimer, mais tous écoutaient avec attention et respect.

Lower School - Ain Aar

Mystery Box

Our creative nursery students went on a captivating adventure of imagination using a mystery box filled with intriguing objects. Guided by their teachers, they eagerly explored the contents, each item sparking a new story in their imaginations. With gentle prompts and support, the children created a tale about animals going on an adventure.

Encouraged to express themselves freely, they brought their stories to life through drawings and crafts. This magical experience taught them the joy of storytelling and nurtured their confidence and imagination, leaving a lasting impression of the boundless possibilities that lie within every child’s mind.

Sortie au Marbad – Kornet Chehwan

Par une belle journée ensoleillée, nous nous sommes lancés dans une escapade enchanteresse au cœur de la nature, animés par l’envie de nous immerger dans ses merveilles. Armés de notre curiosité, nous avons entrepris cette aventure pour observer, apprendre et savourer les détails de ce monde naturel. À chaque pas, nous avons écouté la symphonie des chants d’oiseaux et le murmure apaisant des feuilles, nous sentant revigorés par l’air frais. Notre objectif était multiple : nous avons collecté des informations, récoltant feuilles, tiges, fleurs et glands pour un travail collectif. Les clics des appareils photo ont accompagné notre parcours, figeant la beauté environnante dans le temps pour la chérir éternellement. Plongés dans une quête animée à la recherche de trésors dissimulés dans la nature, notre excitation grandissait à chaque découverte. Dans cette atmosphère sereine, nous avons trouvé l’inspiration pour dessiner, laissant notre créativité s’exprimer librement sur les pages de nos carnets. Alors que la journée avançait, nous avons savouré la chaleur du soleil et la douce caresse de la brise, reconnaissants pour

les conditions parfaites qui accompagnaient notre excursion. Chaque défi rencontré représentait une opportunité de mettre à l’épreuve notre réflexion, approfondissant notre compréhension du monde naturel. Ensemble, nous avons tissé des souvenirs inoubliables, unis par notre passion partagée pour la nature et notre plaisir de l’exploration.

Lower School - Ain Aar

A Thinking Classroom

While embarking on an imaginative journey through the four seasons, the classroom is transformed into vibrant centers, capturing the essence of summer, spring, winter, and autumn. Each station, filled with seasonal items, prompts students to put on their “thinking hats,” channeling their inner thinkers in line with the learner profile. Before observing and sharing their thoughts in an engaging oral expression session on the carpet, the students use their thinking skills to explore the details of each season. As the music

stops, students eagerly share their perceptions, leading to a collaborative brainstorming session about the upcoming unit. The teacher records their ideas, unveiling the theme of exploring the seasons. This hands-on approach enhances sensory perception and fosters creativity, critical thinking, and a sense of community among students. Thus, the learning experience becomes both memorable and meaningful.

Lower School - Ain Aar

Unraveling Conflicts: An Investigation into World War II

As part of the transdisciplinary theme “Where We Are In Place And Time,” Grade 5B students embarked on a historical journey to explore one of the most significant conflicts in human history: World War II. By taking on the roles of curious investigators and knowledgeable students, Grade 5B learners dove into the complex tangle of reasons and consequences behind the war. Our learners carefully reflected on the impact of this war on the world.

Each student took up a specific aspect of the war to investigate, be it crucial battles, influential leaders, and the propaganda used to encourage people to join the war. Students implemented their thinking and research skills, digging into various resources, online and offline to gather detailed information. They didn’t just stop at the initial findings but extended their learning beyond, demonstrating reflective skills. Students analyzed

their findings and drew connections to understand the complexities of the war.

As communicators, students shared their findings with their peers and teachers through wellstructured presentations. They honed their public speaking skills, focusing on articulation, clarity of thought, and audience engagement. In addition, they showcased their creativity and innovation by using a variety of relevant visuals to enhance their presentations.

A key component of this learning experience was the demonstration of proficient research skills. Students crafted a detailed research, an invaluable component of Approaches to Learning (ATL). This strategy guided them throughout their research journey, aiding in efficient time management and resources and ensuring they remained focused and on track.

Quand les “Grade 7” chantent en “FLE” avec Bernard Sauvat

Quand en classe de FLE on chante l’amitié comme “exit card” à la fin de l’unité “Amis et solidaires”

Quand on savoure ces belles paroles “L’amitié est pour moi un paysage où tu viens effacer mes petits nuages…” dans le but d’enrichir le vocabulaire et de sensibiliser nos jeunes étudiants à la beauté de la langue française.

Quand le FLE sort du cadre de la classe et devient un refrain que les élèves chantonnent dans les couloirs de l’école ou dans les rues de Beyrouth…

Quand le FLE unit tous les niveaux par la chanson et devient un message d’empathie et de vraie joie…

La langue française pourrait se vanter d’être une troisième langue vivante loin d’être “étrangère”…

C’est dans cet esprit, et avec cet amour grandissant pour la langue de Molière, qui, timidement commence à séduire nos jeunes anglophones, que le 9 février 2024, les élèves de Grade 7 de Ain Aar ont illuminé la scène de l’emblématique Salle des Ambassadeurs, par leur présence aux côtés de Bernard Sauvat.

Une belle coïncidence mêlée à une recherche bien ciblée par l’enseignante de FLE pour trouver qui est derrière l’organisation de ce concert M. Amin Abi Yaghi qui fut agréablement surpris par cette initiative et transmit très promptement à Bernard Sauvat cette belle nouvelle. Ce dernier(lui-même ancien professeur de maths) fut touché quand il sut que des élèves au Liban chantaient ses chansons en classe.

Ainsi, il ne se suffit pas “d’une tape dans le dos” bien au contraire, il ouvrit bien grands ses bras

en invitant les Grade 7 à venir chanter à ses côtés durant son concert au Casino du Liban, ajoutant au répertoire sa fameuse chanson “Le professeur est un rêveur”.

Notamment, les pratiques en classe nécessitèrent le suivi de la professionnelle en la matière Melle Joëlle Bou Ghazale, enseignante de musique ainsi que l’aide incontournable de la direction et les parents des élèves participants.

Pour autant, une après-midi entière fut dédiée à la répétition avec M. Sauvat et ses musiciens ainsi qu’une expérience en coulisses en attendant leur apparition sur scène.

En somme, tout le monde s’est attelé pour faire de cette unique participation un événement mémorable qui a ému M. Sauvat ainsi que son public en admiration.

Par dessus tout, cette collaboration a gravé dans la mémoire de mes chers élèves un souvenir à vie et surtout une belle leçon où ils ont appris qu’avec la volonté, l’amour de l’apprentissage et surtout la curiosité de s’aventurer ils ne peuvent que tracer leur chemin vers le succès et la réalisation de leur rêve.

Pour clôturer le tout, les élèves vont entreprendre un projet qui résonne parfaitement avec la prochaine unité “Informons-nous”, réaliser un documentaire sur leur expérience musicale qui a commencé en classe. Affaire à suivre…

Vive la langue française, langue vivante plus que jamais et malgré tout!

Yara Melki SchoucairEnseignante de FLE - Grade 7 - IC Ain Aar.

Un défi stimulant pour les élèves de 6èmes A/B: La compétition de conjugaison!

Le vendredi 2 février 2024, les élèves de 6e se sont affrontés autour d’un défi linguistique excitant : la compétition de conjugaison au passé simple ! Les participants devaient conjuguer une variété de verbes réguliers ou irréguliers au passé simple, dans divers contextes. Bien déterminés et engagés, nos apprenants étaient à la hauteur et ont démontré une acquisition approfondie des structures verbales complexes. Cette compétition a renforcé leurs compétences linguistiques, favorisé la communication et créé un esprit de camaraderie parmi les participants. Une expérience inoubliable qui a bel et bien ravivé leur passion pour la langue française.

Bravo à tous les participants et félicitation à Enzo El Chami et Karl Abou Chacraqui ont remporté la compétition!

Middle School - Ain Aar

Building Bridges Through Peacebuilding & Intercultural Communication Workshops

As part of the Civic Commitment Program and in partnership with the Lebanese Red Cross Youth Program, the CCSL Department at IC Ain Aar is taking proactive steps by organizing a series of workshops for CCSL students. The sessions aim to address the pressing need for peace building and intercultural communication. Against the backdrop of unstable circumstances and the global challenges we are currently facing, these workshops become even more crucial. In a world experiencing unprecedented difficulties, fostering understanding, empathy, and effective communication across cultures is not just desirable but imperative. Through these workshops, we aim to equip participants with the necessary skills and knowledge of the International Humanitarian Laws focusing on protecting human dignity. The participants will be awarded certificates, enhancing their portfolio as global citizens.

Chimie en Jeu : les élèves en quête d’éléments ludiques

Dans la classe de 4ème et Grade 8, les élèves se lancent avec enthousiasme dans l’exploration du tableau périodique en créant des jeux avec les atomes. Répartis en groupes, ils s’attellent à concevoir des activités ludiques et éducatives pour mieux comprendre les éléments chimiques. Certains conçoivent un jeu de “memory” où ils doivent associer les noms et les symboles des éléments, tandis que d’autres préparent un jeu de cartes. Leur créativité est palpable, et l’apprentissage devient un jeu stimulant où la découverte et la curiosité sont les maîtres-mots.

Concour Mathématiques Sans Frontières

La compétition “Mathématiques Sans Frontières” est un concours interclasses initié à Strasbourg depuis 1989. Au Liban, il est organisé par l’équipe MSF Liban - Grem. Il se décline en deux niveaux: MSF Grands pour les élèves de seconde et de troisième, et MSF Junior pour les élèves de sixième et de CM2. Le concours s’est tenu le mardi 19 mars 2024.

À Ras Beyrouth et Ain Aar, 12 classes de sixième, 14 classes de troisième et 13 classes de seconde des sections française et anglaise ont participé à cette compétition. Nos élèves ont bénéficié de cette expérience pour : favoriser le travail en équipe et encourager la participation de tous, quel que soit leur niveau ; vivre les mathématiques à travers différentes situations et contribuer à développer la

curiosité et à améliorer l’image des mathématiques ; susciter des vocations scientifiques ; promouvoir les mathématiques et les sciences en général ; et développer l’esprit d’initiative. Cette expérience s’est avérée très enrichissante.

Action in the PYP: Examples from IC Preschool

Action within the Primary Years Programme (PYP) is a pivotal aspect of the learning journey, signifying much more than academic accomplishment. It embodies the essence of student agency and serves as a foundation for nurturing internationalmindedness, ethical responsibility, empathy, and global citizenship. Through individual and collective actions, students recognize their influential roles within a globally interconnected society, understanding the importance of collaboration and their capacity for instigating meaningful change.

The initiation of action marks a significant shift from passive learning to active engagement. Students apply their acquired knowledge to real-life contexts, reinforcing their learning and demonstrating a commitment to making a positive difference. This transition involves a broad spectrum of activities, from personal reflection and attitude adjustments to proactive involvement in addressing community and global issues. Such actions illustrate the students’ dedication to their educational journey and desire to impact their environment positively.

The PYP’s action-oriented learning prepares students for future engagement in community service and broader societal involvement. This preparation fosters empathy and a deeper comprehension of social and environmental issues, cultivating a sense of responsibility towards others and the planet. Moreover, engaging in action facilitates the development of essential life skills such as problem-solving, critical thinking, collaboration, and leadership. Students are encouraged to view issues from diverse perspectives, enhancing their ability to devise creative solutions and fostering a culture of empowerment.

The types of action within the PYP are diverse, each catering to different facets of community and global engagement:

• Participation emphasizes active involvement within the learning community, urging students to contribute individually and as group members, fostering a sense of belonging and communal responsibility.

• Advocacy involves public support for positive change across social, environmental, or political domains, enabling students to raise awareness and influence outcomes through informed communication.

• Social Justice actions focus on addressing human rights, equality, and equity issues, promoting a fair and inclusive society.

• Social Entrepreneurship encourages innovative and sustainable responses to community needs, leveraging creativity and critical thinking for social innovation. Lifestyle Choices reflect personal changes students make in response to their learning, advocating for healthier, more sustainable, and ethically responsible living practices.

Each action type allows students to translate their learning into practical, meaningful engagement, extending the educational experience beyond traditional academic boundaries. By exploring these diverse avenues of action, students cultivate a comprehensive set of values and skills, including empathy, leadership, and innovation. This holistic approach shapes students into thoughtful, active contributors to their communities and the global society, equipped to face future challenges with confidence and creativity. The PYP, therefore, does not merely educate but molds individuals ready to make a significant, positive impact in the world.

Preschool - Ras Beirut

Nursery/PS Actions

As we conclude the second unit of inquiry, Who We Are, our Nursery students have impressively showcased their resilience and commitment to reaching their goals. The journey began with self- reflection, where each student recognized and celebrated their strengths through “I can” affirmations. Subsequently, they shifted focus to identify areas needing improvement and embarked on collaborative efforts to address these. The goals were crafting a garden with playdough, erecting a tower, solving puzzles, sketching bicycles, and

KGI/MS Actions

enhancing their numerical knowledge. For many, achieving these objectives is a continuous endeavor that requires relentless practice to attain mastery. Meanwhile, some students have already met their targets and actively share their knowledge and techniques with their peers, serving as exemplars in the classroom. In navigating challenges, the students employed problem-solving strategies, utilizing resources like videos and visual aids to facilitate goal attainment.

The KGI/MS students embarked on an enriching educational journey that delved into the exploration of material properties and their creative applications. Focusing on sustainability and innovation, they repurposed everyday materials such as cardboard, corrugated boxes, and various fabrics, transforming these items into a collection of engaging games and sensory walls.

The students’ innovations were showcased to the broader school community upon completion. This exhibition served as a platform for constructive conversations among peers, teachers, and parents, highlighting the importance of creative thinking and environmental awareness. This project highlighted the students’ creativity and ingenuity and instilled a sense of pride and accomplishment in their ability to create meaningful and functional works of art from recycled materials.

KGII Actions

After learning about light and sound in their “How the World Works” unit, KGII D students decided to use sound knowledge to improve the IC community’s playground Music Wall. This project would allow all preschoolers to enjoy playing with sound through multi-sensory activities. The students followed these steps to complete the project:

1. They figured out what was missing or broken on the Music Wall.

2. Together, they thought of ways to fix it and chose the best one.

3.They planned how to achieve their goal, which included asking for help from the IC preschool secretary, choosing what items were needed,

KGII/GS Actions

writing emails to parents for materials, and working with the IC carpenter to pick out the right wooden materials.

4.They used a map of the Music Wall to decide where to put the new items.

5.Finally, with the students watching, the physical plant department attached the new items to the Music Wall, making it ready for all students to enjoy experimenting with sound and rhythm.

Through hands-on and minds-on learning experiences, students inquired about light and sound sources, properties and behaviors, discovering their potential to amplify performance. Inspired by various concerts and performances, students used their observational skills to understand how these elements could be creatively manipulated.

Motivated to transfer their learning to reallife, authentic situations, students crafted their performances, incorporating inventive uses of light and sound. They designed puppets, scenes, backgrounds, and sound effects, culminating in various shadow puppet shows for the rest of the learning community.

Celebrating Success: The Importance of Parent Involvement in End-of-Unit Celebrations

As the academic year progresses, each unit of inquiry helps the students understand the transferable concepts, acquire some subject-specific knowledge, promote transdisciplinary skills, and foster specific dispositions as the students inquire into the unit’s big ideas. The end-of-unit celebration is not just a ceremonial marker of completing a unit of inquiry but also an opportunity to showcase and celebrate the learning journey with other members of the preschool learning community. They are opportunities to recognize students’ hard work, engage with their learning experiences, and foster a sense of pride in their accomplishments as students view themselves as active agents in their learning.

A Chance to Celebrate Learning

First and foremost, end-of-unit celebrations serve as a moment to celebrate the learning that has taken place. It is a time when students can showcase what they have learned through presentations, projects, or performances. For parents, attending these events is an invaluable opportunity to witness firsthand the progress and achievements of their children. It is a chance to see the tangible outcomes of students’ learning process and the application of new knowledge and skills acquired during the unit.

Engaging with Student Learning

One of the critical components of these celebrations is student presentations. These presentations are not just a display of what they have learned; they invite parents to engage in their children’s education. Parents can gain insights into the topics covered, the teaching approaches used, and their children’s interests and strengths by listening to and observing

these presentations. This engagement is crucial for building a bridge between home and school, allowing parents to support their children’s learning outside the classroom.

Feeling Proud of Achievements

End-of-unit celebrations are also a moment for parents to feel proud of their children’s achievements. Witnessing the culmination of weeks of hard work and seeing their children confidently presenting their learning can be a profound source of pride. It affirms students’ effort, resilience, and dedication to their learning journey. For many parents, these moments are a poignant reminder of the growth and development of their children, not just academically but personally as well.

Strengthening the School-Home Connection

Lastly, these celebrations exemplify how parent involvement is integral to the educational process. They offer a practical and meaningful way for parents to be involved in their children’s education beyond parent-teacher conferences and report cards. By participating in these events, parents demonstrate to their children the value they place on education and their commitment to supporting their learning journey.

In conclusion, end-of-unit celebrations provide a space for celebration, engagement, and pride, reinforcing parents’ vital role in their children’s education. As we continue to foster this partnership between the school and families, let us remember the importance of coming together as a community to celebrate our students’ achievements and support their continuous learning and growth.

Differentiated Instruction According to Learner’s Interest: The Robo Adventure Case Study

According to Tomlinson & Imbeau (2010), interest is the element that captures a student’s attention, ignites curiosity, and enhances motivation, thus fostering engagement. When learners are genuinely interested in a topic, their eagerness to learn about it intensifies, leading to authentic, meaningful learning.

Tailoring learning experiences to individual interests aims to connect students with new knowledge, insights, and abilities by associating these learning objectives with what they already find captivating.

Tomlinson and Imbeau note that such interests often relate to a student’s strengths, cultural background, personal experiences, inquiries, or perceived necessities.

Teachers approach student interest from two perspectives. First, they recognize the opportunities

to identify students’ interests in the classroom as part of their commitment to treating students as unique individuals. Second, teachers aim to spark new interests among their students. When a teacher is enthusiastic about a subject and shares this enthusiasm, it often inspires similar passions in many students.

In Ms. Niveen and Ms. Dana’s Nursery D class, some students shared that they are interested in robots. Recognizing this interest, the teachers integrate

Differentiation through Enabling Environments

Differentiated instruction is an educational model that customizes teaching to accommodate students’ unique interests, learning preferences, and readiness levels. This approach aims to ensure equitable access to learning for all students by adapting the curriculum, instructional methods, materials, and activities to meet the diverse needs of each learner. It may include varying the speed of instruction, presenting content in different forms, employing a range of teaching strategies, and offering various options for students to express what they have learned.

The effectiveness of differentiation is greatly enhanced by creating physical environments that foster such a mindset. In preschool settings,

educators deliberately design spaces that encourage children to become active participants in their education, effectively empowering them to take charge of their learning process. At IC preschool, the environment is the ‘third teacher,’ reflecting our perception of learners. We view our students as engaged co-constructors of knowledge and understanding. Thus, our physical spaces support their ability to explore their capabilities, engage deeply with content, and affirm their central role in IC Preschool’s educational process.

Enabling Environments at IC Preschool

Tailored to Student Interests: Recognizing the effect of catering to students’ interests to increase motivation and foster inquiry, IC Preschool spaces are arranged to captivate and stimulate the curiosity of every child. Learning spaces intentionally designed to support purposeful play and subjects allow students to attend to what naturally intrigues them, making learning more engaging and meaningful.

Adapted to Learning Profiles: Understanding that students have varied learning styles and preferences, the physical setup at IC Preschool includes a range of learning modalities.

From tactile learning stations to visual displays

and auditory resources, the environment caters to auditory, visual, kinesthetic, and tactile learners, ensuring that every child’s learning profile is addressed. It also allows the learner to engage in learning through their preferred modality.

Responsive to Readiness Levels: The environment at IC Preschool is carefully structured to accommodate different levels of readiness, allowing children to learn at their own pace. Differentiation is evident in the available materials and activities that range in complexity, providing appropriate challenges for learners at different stages of their developmental journey.

Elements of Our Enabling Environments

Flexible Learning Spaces: The preschool invests in flexible furniture and modular learning areas that can be easily reconfigured to support various learning activities and group sizes. This adaptability is critical to facilitating small group work, individual learning

experiences, and significant group interactions, all within an inclusive setting.

Accessible Resources: Materials and resources are thoughtfully organized and accessible to children, promoting independence and self-directed learning. Clear labeling and visual cues help students find and choose resources that align with their interests and learning goals.

Incorporating Nature and Sensory Experiences: Outdoor learning spaces and sensory gardens are integral to the physical environment at IC Preschool, offering children the opportunity to explore and learn through direct interaction with nature. These experiences are invaluable in supporting sensory development and fostering a deep connection with the natural world.

Technology Integration: Age-appropriate technology is seamlessly integrated into learning environments to enhance interactive learning experiences. Digital tools and educational apps are selected to complement hands-on activities, enriching the curriculum and providing alternative pathways for exploration and discovery.

Unlocking Potential: The Power of STEAM in Early Childhood Education

Incorporating STEAM activities—Science, Technology, Engineering, the Arts, and Mathematics—into early childhood education is vital for fostering comprehensive learning and development.

This approach is deeply rooted in Constructivism and Inquiry-based Learning. It emphasizes integrating active, hands-on experiences that nurture creativity, critical thinking, and problem-solving abilities.

Given the significance of early childhood as a crucial period for cognitive development and the cultivation of curiosity, the integration of STEAM learning experiences during these formative years is paramount.

This article highlights the critical role of STEAM learning in early childhood settings and offers

insightful tips for parents eager to craft educational experiences that align with STEAM principles.

The Importance of STEAM Learning in Preschool

1. Fosters Curiosity and Lifelong Learning: STEAM initiatives inspire children to explore, pose questions, and cultivate an innate curiosity about their surroundings. Through participatory activities that span multiple disciplines, children develop a passion for learning that endures throughout their lives.

2. Enhances Critical Thinking and Problem-solving Abilities: STEAM education propels children to engage in critical thinking and to apply interdisciplinary knowledge to solve problems, thereby molding adaptable thinkers equipped to address complex issues.

3. Encourages Creativity and Innovation: STEAM learning emphasizes creativity and innovation, empowering children to express themselves in varied ways and approach challenges with out-of- the-box thinking.

4. Supports Self-Management and Social Skills: STEAM learning enhances social-emotional skills, including teamwork and communication, by promoting collaborative projects and sharing discoveries.

A Preschool Example of STEAM in Action

During the KGI/MS unit of inquiry ‘Materials’ under the transdisciplinary theme ‘How the World Works’ a group of MSB students embarked on a project to construct racing cars from recycled materials. Their journey began with research, utilizing books and digital resources to gather ideas. They then sketched their designs, bringing their visions to life through drawings. The next phase involved implementing the designs by choosing the needed items, assembling them, and painting their prototype. This project exemplifies the essence of STEAM learning, combining elements of engineering, art, math, and science while fostering teamwork, problem-solving, and creativity among young learners.

Tips for Designing STEAM Learning Experiences for Preschoolers

• Focus on Play and Exploration: Learning should be fun and engaging at the preschool level. Design activities that allow children to explore and play, such as building with blocks, mixing colors, or planting seeds. These experiences naturally incorporate STEAM principles.

• Encourage Questions and Curiosity: Create an environment where questions are welcomed and curiosity is encouraged. When a child asks a question, explore the answer using simple experiments or research.

• Integrate the Arts: Include art projects that connect with science, technology, engineering, or math concepts. For example, painting that explores color mixing (science) or constructing sculptures from recycled materials (engineering).

• Use Everyday Materials: STEAM activities don’t require expensive materials. Use items around the house, like cardboard, pasta, or water, to create engaging and educational experiences.

• Connect with Nature: Nature is a fantastic classroom for STEAM learning. Activities like observing weather patterns, exploring local ecosystems, or charting the moon’s phases combine science, technology, math, and literacy.

• Incorporate Technology Appropriately: Use technology to enhance learning without dominating it. Educational apps and digital storytelling can complement hands-on activities.

• Be Open to Experimentation and Failure: Encourage a mindset where experimentation is valued, and failure is seen as a step towards learning. Celebrate attempts and discoveries, regardless of the outcome.

Elementary School - Ras Beirut

Poetry Café

Step into the world of poetic expression at our Poetry Cafe! Grades 2 and 5 students dazzled with their original poems, each a masterpiece born from their exploration of metaphor, rhythm, and emotion during our poetry writing unit. Proud parents joined us for an enchanting morning in the ESRB library, witnessing firsthand the creative process that brought these verses to life. As a cherished keepsake, each family received a booklet containing all the heartfelt poems shared on that day.

Elementary School - Ras Beirut

ATL Workshop

This month’s Parent Coffee Morning was all about the Approaches to Learning skills in ESRB. These essential skills and strategies equip our children to become active agents of their own learning. From problem-solving to collaboration, research and communication and even managing their own emotions and life goals, ATLs empower students to analyze and evaluate personal, local and global issues, fostering creativity and resilience at school and their everyday life.

Our students took the spotlight, showcasing projects across grades 1-5, illustrating how ATLs are learned and applied across diverse disciplines. Presenting their research projects in the different units of inquiry, literary analysis, as well as, PE and ART activities, highlighted the transdisciplinary nature and the integral role ATLs play in every aspect of their education.

Elementary School - Ras Beirut

ذيملات راز ،ةءارقلا ىلع ذيملاتلا عيجشت ىلع انم اصرح

يساسلأا يناثلا فصلا ذيملات يساسلأا عبارلا فصلا

يئانث لكشب ةيبرعلا ةغللاب اصصق مهل اوأرقو ،مهفص يف

ةبرجتلا هذه تناك .ةصقلا ثادحأ لوح مهعم اوشقانتو

نم بناوج ةدع ترهظأ ذإ ،ةزيممو اهعون نم ةديرف

.نيركفمو نييلصاوتو نيمتهم اوناكف ،نيملعتملا حملام

،يساسلأا لولأا فوفص ثلاثلا فصلا ةذملات راز امك

.ثلاثلا فصلا رازف سماخلا فصلا امأ

ةلحرملا ةذملات راز ،ةعلاطملا عوبسأ راطإ نمض حرش عم ىلولأا مهتطحم تناكو ،ةبتكملا ةيئادتبلاا

دانع هنم ةربعلاو "تراط ولو ةزنع" يبعشلا لثملا ةصقل

دعبو .ةقيقحلا حوضو نم مغرلاب هيأرب هكسمتو ناسنلإا

قودنص :اهنم ،تاطحم ةدع ىلع ذيملاتلا عزوت ،كلذ ،ملاعلا لوح لاثملأا ،ةجرفلا

ناويد يف اوسلج امك .اهريغو لاثملأا لوح تامولعم .ةقوشم اصصق نوعلاطي اوحارو ةيبعشلا لاثملأا

Elementary School - Ras Beirut

يساسلأا لولأا فصلا ةطشنأ

تلاكشملا لح ىلع بلاطلا ةردق يمنت ةبرجتلا هذه .يعادبلإا ريكفتلاو

نوملعتملا ماق نأ دعبو "انسفنأ مظنن فيك"روحم للاخ

اهجاتحي يتلا تابغرلاو تاجاحلا نع روص راضحإب

يف روصلا هذه فينصت مت ،ةيمويلا هتايح يف ناسنلإا

نمض كلذو "يساسلأا لولأا فصلا رجتم" ـب يمس لودج

ميظنتلاو ريكفتلا يتراهم نوملعتملا مدختسا .يئانث لمع

ةردق ززعت ةبرجتلا هذه .تابغرلاو تاجاحلا نيب زييمتلل .يدقنلا ريكفتلا ىلع بلاطلا

ملعتملا ىلعو ةرثعبملا تاملكلا نم ةعومجم ميدقت مت

ةديفم ةلمج ىلع لوصحلل بسانم بيترت يف اهعضو

اهبيترتل بسانملا ماظنلا ديدحتل ريكفتلا ةراهم امدختسم

هذه .يقطنم لكشب تاملكلا بيترتل ميظنتلا ةراهمو

ماق امك .يدقنلا ريكفتلا ىلع بلاطلا ةردق ززعت ةبرجتلا

.رجلا فرحأ سرد حرش ىلإ فدهي رخآ طاشنب ةذملاتلا

ززعي طاشنلا اذه .زاغللأا ةبعل بيكرتب ةعومجم لك تماق

تاباجلإا جاتنتساو زاغللأا ليلحتل يدقنلا ريكفتلا ةراهم

لصاوتلاو نواعتلا ىلع بلاطلا دعاسي هنأ امك .ةحيحصلا

.يعامج لكشب زاغللأا لحل فصلا يف هئلامز عم لمعلل

Elementary School - Ras Beirut

يساسلأا يناثلا فصلا ةطشنأ

:ةيعامتجلاا ةراهملا طاشن ىلإ ةفاضإ

ززعت يتلا لولحلا ةشقانمو نيرخلآا تاجايتحا لوح ةثداحم

تارابعلا ىلع زيكرتلا عم نينطاوملا نيب ةاواسملاو ةلادعلا / تاجايتحلااو قوقحلا / ةيعامتجلاا تاقلاعلا :ةيتلآا .يعامتجا طشان

ةروص ةملعملا تضرع ،انسفنأ مظنن فيك روحم للاخ

.امهنيب تاقورفلا ذيملاتلا جتنتساو ةيرقلاو ةنيدملا نع

ةيرقلا لوح ترابع ةملعملا تعزو :تاعومجم نمض

يف اهقاصلإو ةرابعلا ةءارق ملعتم لك ىلعو ةنيدملاو

.)ةنيدم وأ ةيرق( لودجلا يف بسانملا ناكملا

:لعافلا نع يزيامت طاشنب اضيأ ذيملاتلا ماق

لمعلل بلاطلا تامامتها بسحب اقبسم ةنيدملا رايتخا-1

.لعافلا نيرامت لح ىلع

توص ىلإ ينورتكللاا زاهجلا ةطساوب عامتسلاا -2

نيرامتلا لحو ةراتخملا ةنيدملا نع نيرامتلا أرقت ةملعملا

.ةقرولا ىلع

Elementary School - Ras Beirut

Elementary School - Ras Beirut

ملعتم لك ماق ،"ةلاسرلا ماسقأ" نوملعتملا فرعت نأ دعب

حيحص لكشب اهبيترت ةداعإو ةرثعبملا ةلاسرلا ءازجأ صقب

ىلع اهقاصلإ مث ،ةيناوخلإا ةلاسرلا ةيلكيه ةاعارم عم .ةيبرعلا ةغللا رتفد

يساسلأا

هناويح ملعتم لك راتخإ ،"ناويحلا فصو" ةسارد دعب

ببس اركاذو ناويحلا اذه صئاصخ احراش ،لضفملا .هل هرايتخا

: مهفلاو ةءارقلا ةراهم يف طاشن

صنل ةددحم رقف نم ةسيئرلا راكفلأا جارختسا :فدهلا ."ةيريغلا ةريسلا" روحم نم

ىدل لضفملا نوللا ىلع ءانب ،تاعومجملا ليكشت مت،قيرف لكل صنلا نم ةددحم رقف نييعت متو ،ذيملت لك

ةدراولا ةسيئرلاراكفلأا ديدحتو ،اهنومضم مهفو اهتءارقل

،راكفأ نم هنيودتب ماق ام قيرف لك ضرع ،كلذ دعب .اهيف .تاعومجملا يقاب مامأ

: يزيامتلا بوصنملا عراضملا لعفلا طاشن

عوضوملا رايتخاب طاشنلا اذه للاخ نم ذيملت لك ماق

عاطتسا ثيح ،ينورتكللإا هزاهج امدختسم ،هيوهتسي يذلا

بصنلا فرحأ جارختسا وهو ،ددحملا فدهلا ققحي نأ

يف ،بصنلا تاملاع قفو ةبوصنملا ةعراضملا لاعفلأاو .ةسامحلاو ةعتملا نم وج

Elementary School - Ras Beirut

،ةـفلتخملا ذـيملاتلا تايوتـسم بـسحب لـمعلا عزوـت دـقو

مـث اـهل ةبـسانملا روـصلل لـمجلا طـبرب ةـعومجم تـماقف

تـماق ىرـخأ ةـعومجمو ،اـهثادحأ لـسلست بـسحب اـهبيترت

مادختـسا عـم اـهل ةبـسانم لـمج فـيلأتو روـصلا ةءارـقب

.ةبـسانملا طـبرلا تاودأ

طاـشنلا اذـه للاـخ نـم ذـيملت لك ماـق :يزـيامت طاـشن

،)تاـناويحلا /ةـلئاعلا( هيوهتـسي يذـلا عوـضوملا راـيتخاب

بـيترت وـهو ،ددـحملا فدـهلا قـقحي نأ عاطتـسا ثـيح

تاودأ ةـفاضإو اـهثادحأ لـسلست بـسحب ةـصق روـص

نـم وـج يـفو يـقيرف لـمع نـمض كـلذو ةبـسانملا طـبرلا .نواـعتلاو ةكراـشملا

A Literary Feast at the ESRB Book Fair!

During our English, French, and Arabic Reading Week, we transformed our school into a haven for book lovers. With the participation of over 5 major publishing houses and bookstores, our students from grades 1-5 explored a world of diverse genres and captivating stories. Parents had the opportunity to enrich their home libraries, ensuring a continued love for reading beyond the classroom and nurturing our young minds through the power of literature!

Elementary School - Ras Beirut

Learning Menus- Differentiated Activities

As part of a whole school initiative on teaching strategies, differentiation was one area of focus. Discover the dynamic world of differentiation in our units of inquiry across all grade levels, where students are at the heart of their learning journey! Through innovative approaches like the 3-2-1 menu, meal menu, and choice boards, students are not just learners but decision-makers, shaping

Grade 1/CP

Grade 1/CP students recently engaged in a differentiated project where they took on the role of an entrepreneur to create their own business plan. This plan included the following elements:

Name of the business

Creating a logo (with real-life logo examples)

Description of the business

Type of goods and services offered

How the business plan would benefit others

This hands-on activity encouraged students to think critically and creatively while developing important skills for the future.

their educational path. This empowerment fosters agency, giving students a voice, choice, and ownership of their learning. They dive into tasks that resonate with their interests and learning styles, making learning a personalized adventure. Join us in celebrating this vibrant approach that sparks curiosity and drives engagement.

Elementary School - Ras Beirut

Grade 2/CE1

Grade 2/CE1 students recently participated in an engaging differentiated project called TIC TAC TOE, aimed at learning about different cities. This activity presented students with a variety of tasks to choose from. With the invaluable assistance of our parents, students were encouraged to take a moment to read all the options in each row (top, middle, and bottom), as each row focused on a different aspect of city exploration. Students were given the freedom to choose one task from each row, selecting tasks that excited them the

Grade 3/CE2

The grade 3/CE2 students were engaged in a fascinating journey of learning about different civilizations through a differentiated project. They used a game menu to guide their exploration, making their learning engaging and interactive.

The students were provided with a document which contained a menu of choices for each characteristic of their chosen civilization.

They were tasked with selecting one box from each column in the menu to determine how they would showcase their work.

This hands-on approach to learning encouraged our students to take ownership of their education and explore topics that sparked their curiosity.

most. This approach not only fostered excitement and engagement but also allowed students to demonstrate their understanding of cities in a way that suited their interests and learning styles.

Elementary School - Ras Beirut

Grade 4/CM1

The Grade 4/CM1 students have been engaged in a captivating project to explore the human body systems. This integrated approach included art, music, and physical education, enriching their understanding of the subject.

With the invaluable assistance of our parents, students developed a meal plan for $10 to demonstrate and present their understanding of a human body systems that also encouraged teamwork and critical thinking.

Elementary School - Ras Beirut

Grade 5/CM2

The Grade 5/CM2 students have recently completed a differentiated learning experience focused on World War II and the Cold War. This engaging activity utilized a choice board with a variety of tasks, allowing students to select tasks that catered to their interests and learning styles. These tasks included creating timelines, researching key figures, and analyzing primary sources. This approach not only deepened their understanding of these historical events but also empowered them to take ownership of their learning.

Le spectacle de talents/Talent Show

Le spectacle de talents qui s’est tenu à l’école élémentaire de Ras Beyrouth a été un événement mémorable et diversifié. Les élèves ont brillé sur scène avec leurs compétences variées, offrant un spectacle éclectique qui a captivé l’auditoire. Parmi les participants, des chanteurs talentueux ont enchanté avec leurs voix puissantes, des danseurs ont ébloui avec leur grâce et leur synchronisation impressionnantes, tandis que des musiciens ont émerveillé avec leur virtuosité instrumentale. Des numéros de gymnastique, des performances théâtrales et même des démonstrations d’arts martiaux ont ajouté une touche de magie à la soirée. Chaque prestation a été accueillie avec des applaudissements chaleureux et des encouragements enthousiastes, créant une atmosphère de soutien et de célébration de la diversité des talents au sein de l’école. Ce spectacle a non seulement mis en valeur les compétences individuelles des élèves, mais a également renforcé le sentiment de communauté et de fierté au sein de l’école élémentaire de Ras Beyrouth.

Elementary School - Ras Beirut

Launching the PYP Exhibition

We are thrilled to announce the launch of the Primary Years Programme (PYP) Exhibition with our Grade 5/CM2 students! This marks the beginning of an exciting journey that encourages our students to delve into topics that truly resonate with them, at the personal, local, and global levels. As part of this immersive experience, students will explore the Sustainable Development Goals (SDGs) and reallife problems, sparking their creativity and critical thinking. Over the next seven weeks, students will engage in in-depth inquiries, collaborating with their peers and showcasing their approaches to learning skills and learner profile attributes. This exhibition is not just a culmination of their PYP journey but also a celebration of their growth and potential to make a positive change in the world. We

invite you to join us in supporting and celebrating our students as they embark on this inspiring journey of discovery and action!

La semaine de la francophonie

À l’école, la francophonie a été célébrée avec une multitude d’activités engageantes qui ont captivé les élèves et stimulé leur créativité. Dans les salles de classe, les élèves se sont lancés dans la création de drapeaux représentant les différents pays francophones, ajoutant leur propre touche artistique à ces symboles nationaux. Les jeux de mots et devinettes ont déclenché des éclats de rire et des moments de réflexion, mettant en lumière la richesse de la langue française. Les élèves ont également été invités à créer des poèmes acrostiches sportifs, inspirés par les disciplines olympiques et paralympiques, tandis qu’une sensibilisation aux sports paralympiques a élargi leur compréhension de l’inclusion et de la

diversité. Les lectures olympiques ont transporté les élèves dans l’univers passionnant des jeux, tandis que la création de panneaux d’affichage et de posters olympiques a permis de décorer l’école aux couleurs de la compétition. Enfin, les élèves ont mis leur créativité en action en réalisant des vidéos pour expliquer les jeux paralympiques, partageant ainsi leurs connaissances avec leurs pairs et renforçant l’esprit d’inclusion au sein de la communauté scolaire. Cette célébration dynamique de la francophonie a non seulement enrichi les connaissances des élèves, mais a également renforcé leur appréciation pour la diversité culturelle et linguistique qui caractérise la francophonie.

Francophonie et jeux olympiques 2024

La francophonie à travers l’enseignement du Français Langue Étrangère (FLE)

Les élèves de CE1 s’investissent dans la conception de villes durables !

Dans le cadre de leur projet de recherche

“Comment nous nous organisons”, les élèves de CE1 ont exploré les caractéristiques des villes et leur impact sur la vie quotidienne. En s’appropriant le format du courrier, un type d’écrit nouvellement acquis, ils ont adressé une lettre au chef de la municipalité pour proposer des solutions concrètes pour concevoir des villes durables.

Guidés par une analyse attentive de vidéos et d’articles, les élèves ont fait preuve d’une grande réflexion et d’un réel altruisme. Leurs solutions, fruit d’un travail collaboratif, visent à améliorer la qualité de vie dans les villes et à les rendre plus respectueuses de l’environnement. Cette initiative exemplaire met en lumière l’engagement des élèves et leur capacité à contribuer positivement à la société.

La semaine de lecture

Pendant la semaine de lecture à la bibliothèque de l’école élémentaire de Ras Beyrouth, une gamme d’activités captivantes s’est déroulée, offrant aux élèves une expérience littéraire immersive et interactive. Les participants enthousiastes se sont précipités vers le vibrant « Photomaton », capturant des moments de joie littéraire. Pendant ce temps, les esprits créatifs ont plongé dans l’art de la narration à travers l’atelier « Créez votre propre théâtre d’ombres », créant des récits enchanteurs avec le jeu de lumière et d’ombre. Un spectacle rare captivant a hypnotisé les élèves avec son exploration visuelle de la calligraphie arabe, tandis que l’activité « Proverbes du monde entier » défiait les participants à associer la sagesse intemporelle à ses origines culturelles sur une carte du monde. Dans le « Théâtre d’ombres », les proverbes sont venus à la vie dans des histoires captivantes, ajoutant de la profondeur à leurs messages intemporels. Le « Centre de recherche » a offert un havre savant, où les esprits curieux ont plongé dans les origines et les significations de divers proverbes. Partant pour un voyage virtuel à travers les pays francophones, les élèves ont exploré “L’aéroport de la francophonie”, absorbant

la riche tapisserie linguistique et culturelle. Le jeu « Proverbes et profil de l’apprenant » a testé l’esprit et l’acuité alors que les participants associaient des proverbes à des profils d’apprenants correspondants. À la station « Générateur de calligraphie », les individus ont orné leurs noms de divers scripts, célébrant la beauté de la parole écrite. Au milieu de l’ambiance confortable de la « Tente des proverbes », des contes inspirés par la sagesse ancienne se déployaient, captivant les auditeurs dans une étreinte littéraire. Enfin, des artistes en herbe ont libéré leur créativité en créant des bandes dessinées inspirées de proverbes, utilisant les outils innovants de « Pixton » pour tisser des récits d’humour et de sagesse. Tout au long de la semaine, la bibliothèque bourdonnait de la joie de la découverte, favorisant une profonde appréciation de la richesse de la littérature et de l’universalité de la sagesse à travers les cultures.

Middle School - Ras Beirut

يقشمدلا مهدأ نانفلا عم نفلاو توريب روفصع لوح ءاقل توريب سأر يف ةطسوتملا ةسردملا يف ةيبرعلا ةغللا ةرئاد

قلاطنلااو اهريدقتو تاذلا لبقت ىلإ وعدت ةلاسر تلمح

تراط نأ تثبل ام مث ...تاينملأاو ملاحلأا قيقحت ىلإِ

راكفأو تلايخمو بولق ىلع طحتل توريب ريفاصع

فغشب فقثملا فيضلا ىلإ عمتسي ناك ليج

ذاتسلأاو رضاحملل ركش فلأ .لوضفو

مهدأ نانفلاو لثمملاو رعاشلاو يعماجلا ."يقشمدلا

يعماج رضاحم يقشمدلا مهدأ ذاتسلأا"

هل .نونفلاب جلاعلاو ةيعادبلإا ةباتكلا يف

تاغل ىلإ ةمجرتم ةيدرسو ةيرعش بتك

يف كراشو ةيبدأ زئاوج ىلع زئاح .ةدع

افيلأتو لايثمت ةيئامنيسو ةيحرسم لامعأ

ةيسردم جهانم عضو يف كراشو .اجارخإو

ةطسوتملا ةسردملا يف ةيبرعلا ةغللا ةرئاد تفاضتسا

نانفلا ذاتسلأا 4202 راذآ 4 نينثلاا موي توريب سأر يف

يذلا "يقشمدلا مهدأ" يحرسملاو رعاشلاو لثمملاو

لمع شرو رادأ امك .اهدعاوقو ةيبرعلا ةغللاب ةصاخ

هلزنم لوح .طشانلا ميلعتلاو نونفلاو بدلأا يف ةيبيردت

ربنع" هامسأ يفاقث زكرم ىلإ راجفنلاا دعب ةيفرشلأا يف ."ةيفاقث ةينف تايحرسم هيف مدقي "ودوغ ةقيدحو

ىلع نيبرتغملا ريفاصع زيرطت مت ،ءاقللا ماتخ يفو

توريب عراوش يف اهتلحر لصاوتس يتلا ةشامقلا .ةطيرخلا لمتكت يك اهئايحأو

تاديوع ملعملا انيل

ةيحت توريب روفصع عورشم قلطأ

تنمضت .ينانبل برتغم لك ىلإ

يملعتم عم ايلعافت ءاقل ةوعدلا

ةطسوتملا ةلحرملا يف عباسلا فصلا

هتاطحم نم اضعب فيضلا هيف لوانت ىلع ةذملاتلا ازفحم ،ةينفلاو ةيبدلأا لبقتسم مهنلأ مهتاحومط قيقحت توريب روفصع عورشمو .دلابلا هذه روفصع ضرعمل لامكتسا وه ينفلا ةوعدب يقشمدلا همدق يذلا موردوب .2202 بآ يف ةرصاعملا نونفلل موردوب وبسكإ نم

ناضمر ناميإ ةديسلا ةيبرعلا ةغللا ةملعم تثدحتو

لخد" :اهلوقب زايتماب حجانلاو ليمجلا ثدحلا اذه نع

لاماح ةعساولا ةعاقلا ىلإ بهاوملا ددعتملا انفيض

ةصوصقأ اهرودب تلمح عيبرلا راهزأ نم ةيعوأ ةثلاث

اهثادحأ ىلإ نوعمتسي اوناك نيذلا انذيملاتل مهدأ اهاكح

يترجو

ءودهب

،اراغصو

Middle School - Ras Beirut

Intelligent Streetlight

As part of an interdisciplinary project centered on addressing energy consumption in grade7/5eme, our focus was to tackle the issue of unlit roads in Lebanon. Our goal was to create a model street equipped with smart streetlights programmed to illuminate only when necessary, responding to darkness and human presence, thus optimizing energy usage. To contextualize our project, students engaged in reading and discussions surrounding a text on energy consumption in Lebanon, highlighting the mismanagement of energy resources, leading to shortages and inefficiencies attributed to governmental neglect. The project was divided into three phases.

In the initial phase of ‘Part 1: Designing’, students were divided into teams of four members, with each team selecting a specific type of road, including highways, one-way streets, parkways, crossroad intersections, or roundabouts. Within each team, students assumed roles as specialized architects—urban, circulation, underground, and landscape—according to their preferences, with distinct responsibilities for criteria related to street construction. Following this, a class puzzle facilitated collaborative group work, where architects of the same specialization formed subgroups to research and fill in their respective criteria, utilizing curated resources available on a dedicated Google Site. Subsequently, architects reconvened with their teams to share findings and collectively compile a comprehensive table of required criteria adhering to architectural norms. Utilizing an Artificial Intelligence (AI) Image Generator, students gathered architectural norms and criteria to produce possible model images, engaging in iterative experimentation and adjustments to explore AI’s potential. Additionally, students prepared 2-minute presentations to assess generated images and share insights on AI utilization.

In ‘Part 2: Programming’, students embarked on individual learning tasks, where they

were tasked with reading and responding to questions on the project’s dedicated Google Site. These questions served as a recap of previous activities, with a particular focus on the central problem of illuminating streetlights only when necessary. Additionally, students independently familiarized themselves with ultrasonic sensors. Subsequently, students collaborated in groups to draft flowcharts, information chains, and code for the streetlight, facilitating a collective approach to problem-solving and programming.

In ‘Part 3: Modeling’, having grasped the architectural principles governing street modeling and having completed the coding process for the streetlight, students transitioned to constructing physical models of the streets.

Middle School - Ras Beirut

Machine Learning

Forget rulers and screwdrivers, Grade 9 design tech just got a high-tech upgrade! They dived into the fascinating world of Machine Learning using the mBot 2 robot. This isn’t the average build-a-bridge project. Students explored the power of image recognition through training a model to differentiate between a set of pictures taken with a webcam. Then the students learned how to communicate from the computer to the mBot2 using its own special program.

The takeaway idea is that the mBot2 will perform actions based on recognition results. This project wasn’t just about building robots, it was about equipping students with futureproof skills. They sharpened their problem-

solving abilities and got a taste of how AI and programming can work together to create intelligent robots with endless possibilities.

The future is bright, and thanks to this project, our students are ready to be a part of it!

Présentation de bandes dessinées

Les élèves de 6ème ont réalisé une présentation orale de bandes dessinées conçues à l’aide de Canva pendant les séances de technologie.

Les bandes dessinées avaient été créées pour répondre aux problématiques suivantes:

-Quel est l’impact du réchauffement climatique sur les activités sportives ? Comment adapter les pratiques sportives au changement climatique ?

-Quel est l’impact de la technologie sur les activités sportives ?

Comment les sciences et la technologie contribuentelles à améliorer les performances sportives ?

-Quel est l’impact du sport sur la santé ?

Afin de développer les compétences de communication des élèves, des séances de technologie et de français

ont été consacrées à la préparation de la présentation orale du projet ‘’Sciences et sport.’’

Ce projet a permis de développer les compétences de collaboration, de communication et de pensée créative des élèves.

Secondary School

The Neoleaf

7 CPP Design Technology students created their first project, the Neoleaf. It is a decorative light fixture that changes colors and does light effects. Students practiced the process of product design, 3D printing, laser cutting, coding LED lights using an Arduino microcontroller, and soldering wires.

March for Colon Cancer, SAID NGO Walkathon 2024

“March for Colon Cancer, SAID NGO Walkathon 2024”, an exciting opportunity that aligns perfectly with IC’s commitment to community engagement, was the perfect choice for some Grade 10 CPP, IB1 & IB2 students through their participation in this event as a Pre-CAS & CAS experience. This event aimed at bringing together individuals and communities to support health awareness, education, and social change.

Secondary School

Empowering the Leaders of Tomorrow: Our Students Shine at the 19th GCLAUMUN Conference

On February 10th and 11th, 2024, 31 members of our Grade 10 MUN Club participated in the 19th GC LAU MUN conference for high school students. Our club members distinguished themselves as exemplary delegates, embodying the spirit of diplomacy and global citizenship. Representing Lebanon and Poland, they engaged in debates, addressing some of the world’s most pressing issues with determination. Equipped with extensive research and a deep understanding of their assigned countries’ policies, our students navigated the complex landscape of international relations with finesse. Through public speaking, critical thinking, and in-depth research, the MUN experience enabled our students to cultivate skills and enrich their knowledge of global affairs. They emerged not only as more informed individuals but also as empowered young leaders equipped with tools and experiences to prepare them for the next generation of global leadership. Our students’ participation in the 19th GC LAU MUN conference is a testament to their dedication to global issues and their readiness to contribute to meaningful change.

Representing Lebanon:

Ali Jaber, Amir El Kadamani, Farouk Shahine, Fateema Machmouchi, Julia Al Hamoud, Loulia Jaafari, Léa Mroueh, Mahmoud Staitieh, Malek El Sharif, Maria Serena Jundi, Mia Talih, Naram Melki, Reem Ramadan, Saad Hijazi, Sirine Chebaro, Yasma El Hibri

Representing Poland:

Alexander Baaklini, Chloe Batri, Christy Shwayri, Diala Chehimi, Jad Harb, Joanne Mary Gergi, Julia Toramanian, Matteo Chirazi, Nour Farhat, Patrick Moubarak, Rania Hazimeh, Sarah Omar, Selena Fattouh, Sophia Zeidan, Yara Zaitoun.

Position Paper Awards:

• Léa Mroueh – UNESCO - Lebanon

• Matteo Chirazi – General Assembly 1 - Poland

• Christy Shwayri – General Assembly 3 - Poland

Diplomacy Awards:

• Sirine Chebaro – UNIDO – Lebanon

• Mahmoud Staitieh – HLPF - Lebanon

MUN Advisors:

Mr. Elie Yachouh, Mr. Nicolas Jarrouj, and Mr. Riad Chirazi

Secondary School

The Lighthouse

The National English Honors Society of the Secondary School English Department will be issuing the first edition of its student publication, The Lighthouse, in a few weeks. This is a publication that students have been working on over the past three months and includes literary features, school life reporting, games, activities, and many surprises. Students from all four programs in the Secondary School have been involved in this publication and are excited to see how their work will be received.

The Speaker’s Corner of the National English Honors Society hosted several speakers over the past few months. These speakers are esteemed professionals who address matters of interest to students studying a variety of texts in English language and literature. The first speaker, Ms. Lidija Liegis, a writer, journalist, and content creator, addressed issues of objectivity in journalism in a globalized world. The next speaker Dr. Rajaa Chatila, a gastroenterologist and Assistant Dean of Graduate Medical Education at

LAU, addressed the ethical and medical issues involved in human cloning. The third speaker was Dr. Farid Talih, Associate Professor of Clinical Psychiatry at AUBMC. Dr. Talih focused on issues of patriarchy and the psychological challenges it posed, with specific references to some of the novels students are studying in their English classes The next speaker will be Professor May Farhat, Associate Professor at the School of Architecture and Design at LAU.

Secondary School

An Exclusive Virtual Tour of CERN

The IB2 Physics students transcended the classroom and stepped into the world of particle physics with an exclusive virtual tour of CERN (Conseil Européen pour la Recherche Nucléaire) in Geneva! This thrilling expedition, led by none other than our alumnus, Zein Zbib ’19, who is currently a Software Engineer at CERN, gave them the exclusive opportunity to delve into groundbreaking research, explore the forefront of scientific discovery, and ignite a passion for the mysteries of the universe.

Celebrating the Word Water Day 2024 on “Leveraging Water for Peace”

It was a commendable initiative taken by the secondary school students in 11CPP and IB1 Environmental Systems and Societies to raise awareness about the crucial relationship between water and peace. Their participation in the World Water Day Competition organized by the Environmental Health Department at the American University of Beirut not only showcases their understanding of this vital issue but also highlights their commitment to making a difference.

Using social media cards to illustrate the connection between water and peace is an effective way to reach a wide audience and spark

conversations about this important topic. By leveraging their creativity and knowledge, these students have the potential to inspire others to take action towards ensuring access to safe water for all and promoting peace through sustainable water management practices.

Such initiatives not only contribute to increasing public awareness but also play a significant role in fostering a sense of responsibility and collective action towards addressing global challenges like water scarcity and conflict. It’s heartening to see young individuals actively engaging in efforts to make a positive impact on the world around them.

IC Athletics

A Recap of a Season of Triumphs - SEASON 2 | Athletics

Reflecting on the past season, we are proud to see how our student-athletes have embraced the core values of athletics and flourished on various levels. From excelling in tournaments and athletic meets to creating unforgettable memories, they have truly demonstrated their dedication and passion.

Local Meets

Jr. NBA Basketball Participation:

Basketball athletes from the Ras Beirut and Ain Aar teams joined forces to represent IC as a unified team in the Under14 Jr. NBA Tournament. This marked the first time our boys and girls played together, leaving a lasting impression with their exceptional teamwork and skill showcases.

These achievements would not have been possible without providing our student-athletes with opportunities to participate in local and international meets during season two. Let’s delve into the highlights:

IC Athletics

Ministry of Education Tournament:

Our athletes truly dominated the Beirut & Metn MOE Tournament with determination, securing the Gold Cup in all the disciplines they participated in.

Beirut District- Ras-Beirut Teams

- Varsity Football Girls - Champions | First Place

- Varsity Football Boys - Champions | First Place

- JV Football Boys - Champions | First Place

- JV Basketball Girls - Champions | First Place

- Varsity Basketball Girls - Champions | First Place

-Varsity Basketball Boys- Second Place

- Varsity Volleyball Girls - Champions | First Place

- JJV Volleyball Boys - Champions | First Place

IC Athletics

Metn District: Ain Aar Teams

- JV Basketball Girls - Second Place

- JV Basketball Boys - Second Place

- JV Volleyball Girls- Second Place

ACS Football Tournament:

Our JV football girls demonstrated resilience following the NESAC tournament. With focus and determination, they secured victory, earning the Golden Medal and Cup in the ACS Football Tournament.

USJ Tournament Participation:

Our track & field, cross-country, and tennis teams participated in the USJ tournament, showcasing the individual disciplines’ teams at IC.

- Celine kalakish - Single 3rd Place

IC Athletics

SNIPS & VISA Basketball Championship:

Our varsity basketball boys and girls teams have just embarked on their journey with the FLB (Lebanese Basketball Federation) Snips & Visa Basketball Championship, which features over 42 schools from across Lebanon. An exciting aspect of this championship is that our basketball

International Meets

NESAC:

Stepping onto the international tournaments meets, our athletes represented IC with pride and passion at NESAC. They demonstrated their competitive edge which paid off with remarkable results while holding memories that they would definitely cherish.

Kuwait:

- JV Basketball Girls - Champions | First Place

- JV Basketball Boys - Third Place

players have the opportunity to play their homecourt games in front of their school classmates and spectators, experiencing the pressure of cheering from the host school’s fans.

- Varsity Basketball Boys- Second Place

- Varsity Volleyball Girls - Champions | First Place

- JJV Volleyball Boys - Champions | First Place

Abu Dhabi:

- Varsity Basketball Girls - Third Place

- Varsity Basketball Boys - Second Place

Qatar:

- JV Football Boys - Champions | First Place

- Varsity Football Boys - Second Place

- Varsity Football Girls - Third Place

IC Athletics

Gymnastics Trip - UAE

Our gymnasts participated in the LVLUP Gymnastics Competition held in Dubai, UAE, which featured the participation of more than 20 clubs. IC was the sole school represented in this artistic gymnastics competition, fielding five elementary school student-athletes.

Results:

Karen Hajj- First Vault

Sima Saidi 3rd place floor

IC Athletics

Ski Trip Adventures for Middle-School Students

Beyond the classrooms, our middle school students hit the ski slopes for two weeks, with each grade enjoying a full ski day. From carving the slopes to bonding with classmates, the trip was an exploration of joy and camaraderie that defines our school community. It underscores IC’s commitment to balancing academics and extracurricular activities. These opportunities and experiences are instrumental in the positive transformation of our student-athletes, making their journey at IC truly memorable.

As we celebrate these achievements and cherish the memories made, let’s not forget that season 3 in NESAC, Alton Reynolds, and other athletic commitments are just around the corner, starting in April!

Let’s March On!

Prehistoric Bowls from Recycled Papers

As a part of the Prehistoric period project, we’re educating sixth-grade students about the importance of recycling paper. It’s more than just reusing, it’s a meaningful way to support nature and safeguard precious resources!

Throughout the year, we’ve collected a bunch of used paper at IC. Initially, they soak the paper in water, turning it into a mushy mix after blending. Using this mix, students are creating prehistoric bowls in various shapes. The next step? Dipping into earthy colors and adding prehistoric symbols. It’s a straightforward way to demonstrate how we can repurpose paper instead of letting it end up as waste.

Arts

Empathy In and Through Art

During the 1st term of the school year, the Art Department tackled the topic of “Empathy” in 3 levels in the Middle School Ras Beirut, Grade 6, Grade 8, and Grade 9. Art teachers highlighted the importance of integrating principles of understanding, compassion, kindness, inclusivity and respect for others, and connection into artistic expression and education, including the presentation of several artworks that evoke empathy, exploring the lives and experiences of different artists and cultures.

Projects were designed at each level to encourage students to take on different perspectives through their art, to promote dialogue and reflection, to foster a supportive environment where students feel safe to express themselves creatively and explore empathy through art, to lead by example, showing empathy in everyday actions, to celebrate diversity, showcase artwork that reflects diverse perspectives, experiences, and identities, and ensure that all students feel represented and valued in the school’s artistic community.

Environmental Sustainability

Preschool (Ain Aar )

Responsible Use of Materials - MS / KG1

As part of their unit of inquiry titled “How the World Works,” our Moyenne Section (MS) and Kindergarten 1 (KG1) learners delved into exploring the various types and properties of materials. They engaged in creative experimentation to manipulate materials for diverse purposes. By the culmination of the unit, our students gained a profound understanding that responsible material usage plays a pivotal role in environmental stewardship and waste reduction. Motivated by their compassion for

the environment, our students took proactive steps by repurposing plastic bottles and gallons into flower pots. These innovative pots will be prominently featured in their upcoming unit of inquiry, “Sharing the Planet,” which centers on the essential role of plants in sustaining life on Earth, serving as containers for planting. This initiative marks just the beginning of our students’ journey as global citizens dedicated to caring for our planet!

Environmental Sustainability

Waste Sorting at IC - GS / KG2

As part of their unit of inquiry titled “How We Organize Ourselves,” Grande Sesction (GS) and Kindergarten 2 (KG2) students delved into the realm of organizations, exploring their structures and functions. To deepen their comprehension, they had the privilege of hosting Mrs. Rita Hajj, Head of IC’s Sustainability Program, who elucidated IC’s dedication to waste sorting within its campuses. Students familiarized themselves with the school’s existing sorting system, comprising three bins, and exhibited a keen awareness of the significance of sorting and recycling.

The Importance of Light for the Environment - GS

As part of their unit of inquiry “How the World Works,” students from Grande Section A (GSA) and Grande Sectionl B (GSB) delved into the properties of light and sound, recognizing their significance in our daily lives. To contextualize their learning, they took proactive measures and crafted a book titled “سمشلا تفتخا موي” (The Day the Sun Disappeared) in Arabic. This book aims to raise awareness about the crucial role of light for the environment (including trees and animals) and people. Additionally, our young researchers conducted experiments to investigate the impact of light on plant growth. Through these experiments, they gained an understanding that without light, trees and plants would not survive.

Environmental Sustainability

Elementary Schools (Ras Beirut & Ain Aar)

A Monthly Stroll Amidst Lebanon’s Natural Resources - CM1 / Grade 4 Ain Aar

As part of their unit of inquiry “Sharing the Planet,” students from CM1 and Grade 4 in Ain Aar explored various types of natural resources and our collective responsibility in sustaining Earth’s resources to fulfill human needs. Through this inquiry, our students developed a deep appreciation for the abundance of natural resources in our country. Motivated by this newfound awareness, our young researchers took action to showcase

Lebanon’s richness by creating perpetual calendars. These calendars are designed to highlight Lebanon’s natural resources, organized by region for the French sections and by resource type for the English sections. Intended for longterm use, these calendars aim to continuously educate the community about the importance of preserving Lebanon’s resources.

Environmental Sustainability

Sustaining Natural Resources - CM1 / Grade 4 Ras Beirut

As part of their unit of inquiry “Sharing the Planet,” CM1 and Grade 4 students in Ras Beirut delved into the implications of utilizing natural resources, considering both social and environmental consequences. Following a presentation by Mrs. Rita Hajj, Head of IC’s Sustainability Program, on the various types of natural resources and their significance in meeting human needs, as well as the adverse effects of human activities on these resources, students acknowledged their role in the sustainable use and management of these valuable assets.

By the conclusion of the unit, CM1/Grade 4 learners recognized the importance of upcycling and recycling as essential methods for resource reuse. Driven by their concern for the environment, our students took initiative and repurposed unused discarded items to create stools and benches, which they made available for use within the school’s premises.

Environmental Sustainability

From

Used Cooking Oil to Biofuel - CM2 / Grade 5

As part of their unit of inquiry “Sharing the Planet,” our Grade 5/CM2 students across both the Ras Beirut and Ain Aar campuses delved into various forms of energy sources, energy transfer and transformation, and sustainable energy practices. Motivated by their concern for the environment, our students took action to showcase their understanding of how energy can be converted, transformed, and utilized to meet human needs.

Upon learning that Used Cooking Oil (UCO) poses significant harm to the environment but can be repurposed into biofuel, our students initiated a UCO collection campaign. They collected UCO in sealed plastic or glass bottles, which was then donated to a Lebanese company (Poil). Poil will purify the collected UCO to produce biofuel, contributing to sustainable energy practices.

Environmental Sustainability

Middle Schools (Ras Beirut & Ain Aar)

Save the Forest - 6ème/Grade 6 - Ain Aar

Interdisciplinary projects offer the opportunity for our students to enhance the interconnectedness of the different disciplines they are learning by addressing one theme from different perspectives through answering a real-life problem, thus making learning more authentic.

Since November 2023, our 6ème/Grade 6 learners have been engaged in the implementation of their interdisciplinary project “Save the Forest”.

The project’s objective is for students to understand the importance of natural ecosystems, mainly forests, for people’s health and well-being. Through the different disciplines, our learners understood their responsibility as global citizens in sustaining forests, for all the goods and services they provide to humanity.

After selecting Chnaniir Nature Reserve as the target forest and welcoming Mrs. Mireille Merhi, Manager of the reserve, who virtually walked them through the forest, our learners reflected on the different learnings acquired throughout the various disciplines and were given the voice and choice to come up with “actions” to save this forest! Students created around 75 hand-made bookmarks for the Chnaniir nature reserve, 50 scavenger hunt games, and produced 100 bottles of “ICed Myrtea”, a new brand of iced tea, made with myrtle, a very renowned plant in Chnaniir.

On Saturday March 9th, our 6ème and Grade 6 students had the opportunity to present their

interdisciplinary project “Save the Forest” as part of the National Day for Nature Reserves, organized by the Ministry of Environment in Château Rweiss. This official event was attended by more than 200 persons, including the Minister of Environment, the USA Ambassador in Lebanon as well as local and national authorities (representatives from the UNDP and different ministries, Heads of municipalities, Mayors, Managers of nature reserves, etc.). Our learners showcased their work, demonstrated their achievements and donated all the products they created to the Chnaniir nature Reserve (bottles of ICed Myrtea, bookmarks, scavenger hunt games, etc.). By the end of the ceremony, all the products were bought by the public. This experience proved to everyone that our students are the real global citizen leaders of tomorrow. Our fearless communicators impressed the audience with their skills and authenticity. We are very proud of them!

Environmental Sustainability

Planting Seedbombs - 6ème - Ras Beirut

As part of their biology unit revolving around ecosystems’ conservation, 6ème students in Ras Beirut explored the importance of natural ecosystems to people’s health and well-being. They understood the concepts of ecosystems’ goods and services, ecosystems’ dynamics, and the importance of ecosystems’ conservation. To crown their knowledge, they decided to take action by planting seed-bombs within the campus to improve its biodiversity and contribute to the creation of a diversified ecosystem.

Islam and the Environment - 5ème - Ain Aar

As part of their History unit on Islam, 5ème students recently hosted Mrs. Rita Hajj, the Head of IC’s Sustainability Program. Mrs. Hajj delivered an insightful presentation, shedding light on the fundamental role of the environment in Islamic teachings. The students actively participated in the session, gaining insights into the historical aspects of environmental preservation and current achievements in environmental practices within Islam. The eye-opening presentation also underscored the broader role of various religions in advocating for environmental conservation, emphasizing the responsibility of every individual in safeguarding natural resources. This approach not only deepened the students’ understanding of cultural and religious perspectives but also highlighted the interconnectedness of history and environmental consciousness. The incorporation

of such presentations contributes significantly to fostering a holistic education that encourages students to appreciate diverse perspectives and recognize their roles in global issues.

Environmental Sustainability

Grade 7’s Secret Garden - Grade 7 - Ain Aar

How can we create a regenerative ecosystem within our school to promote biodiversity conservation?

To answer this question, our 5ème and Grade 7 students at Ain Aar are actively engaged in an interdisciplinary project titled “Grade 7’s Secret Garden”. The goal is to create a sustainable regenerative ecosystem within the school’s premises. To achieve their goals, students are exploring options and scenarios as part of their biology courses. They got engaged in thorough field observations, experiments, and research, in order to identify the biotic and abiotic factors of the designated area for the garden and select the most adapted species and display. Across different subjects, students will uncover the hidden aspects of gardening (in Arabic), conduct necessary calculations and cost estimates for planting (in Math), and design their garden in 3D (in STEAM). Their endeavors will culminate in the actual implementation of their garden.

To enrich their understanding and guide their decisions, our students had the privilege of hosting Mr. Adib Dada, lead architect and founder of the OtherDada. In his presentation, Mr. Dada gave students valuable insights and shared tips on designing a regenerative ecosystem within the

school. He highlighted the essential role of both biotic and abiotic factors in shaping a sustainable garden. His engaging talk highlighted the importance of the balance between humans and nature as our students embark from here on being the global citizens that they are and leaving their print in the soils of IC and then the world.

Environmental Sustainability

Promoting Permaculture - 5ème, Ras Beirut

As part of the 5ème Interdisciplinary project revolving around empathy, students explored, in the frame of their biology curriculum, how sustainable agricultural practices contribute to promoting biodiversity and preserving the environment. To deepen their understanding, they welcomed Mrs. Rita Hajj, Head of IC’s Environmental Sustainability Program, who talked to them about the main concepts of permaculture. To take it to the next level, our learners will be embarking on a field trip to the Halyoun permaculture field in Kififane on April 4th

and 5th where they will engage in workshops about permaculture, including mapping, experimental and planting activities. Certificates of attendance will be granted to the students, who, after completing the workshop, will also be undertaking a seedbombs production workshop back at school. Through this comprehensive endeavor, our learners will acquire the requisite knowledge, skills, and tools to advocate for sustainable agriculture. Stay tuned for updates on their forthcoming trip and workshops!

Environmental Microbiology - 4ème

As part of their Biology course on “Microbiology,” our 4ème students at IC Ain Aar visited the Faculty of Sciences at the Saint-Joseph University of Beirut. Our researchers delved into the world of environmental microbiology. Between bacterial cultures and microscopic observations, students had the opportunity to experiment within the faculty’s laboratories and test water samples they had collected themselves from the environment (river water, rainwater, well water, tap water, etc.), in order to detect the presence (or absence) of pathogenic bacteria. The objective is to conduct a qualitative analysis of the various samples collected. The samples are now incubated, and the students eagerly await the outcomes of their

experiments. Stay tuned to learn more about their results!

N.B: 4ème students at IC Ras Beirut will undertake the same activity on April 8th and 9th at the SaintJoseph University.

Environmental Sustainability

Damaging Environmental Combustions - 4ème

As part of their Chemistry unit revolving around chemical reactions and combustions, our 4ème classes had the pleasure to welcome Dr. Charbel Afif, Head of the Chemistry department at the SaintJoseph University of Beirut (USJ), who talked to them about harmful environmental combustions. Dr. Afif delved into the various types of combustion that are detrimental to the environment, such as forest fires, waste incineration, diesel combustion, etc. He explained how each of these activities contributes to environmental degradation, highlighting their role in air, soil and water contamination, and other ecological concerns. This intervention served as a crucial reminder of the importance of raising awareness among students

about environmental issues. Dr. Afif’s insights encouraged them to recognize the urgency of these matters and inspired them to take action. By understanding the impact of harmful combustions on the environment, students are empowered to make informed decisions and contribute positively to environmental preservation efforts. Indeed, our learners will now engage in the creation of a news press to raise awareness about the prevalent issue of environmentally harmful combustions in Lebanon. Stay tuned to witness their finished product!

P.S: This presentation will also be provided to the 4ème students in Ras Beirut, in April, 2024.

Environmental Sustainability

Oceans’ Acidification - 3ème

As part of their Chemistry unit related to acids and bases in Ain Aar and in the frame of their interdisciplinary project “Values and Ethics of a Responsible Citizen” at Ras Beirut, 3ème students worked on oceans’ acidification in Lebanon. Students explored the causes and effects of oceans’ acidification in Lebanon. They welcomed Ms. Agness Nohra from the NGO ‘’Diaries of the Ocean’’, who thoroughly explained to them the main causes underlying this environmental challenge, the chemical reactions leading to water acidification and the potential solutions to fight this

problem. Following this insightful presentation, our students will collect seawater samples from various areas in Lebanon. They will conduct interviews with local stakeholders and analyze the acidity of the collected samples in the laboratory. Empowered by this experience, the students will be given agency to develop awareness materials that communicate their findings effectively. The primary goal is to raise awareness about the severeness of this issue. Stay tuned to find out their results!

Greetings to the “éco-délégués” from Ras Beirut’s Middle School!

During this trimester, a new cohort of “éco-délégués” emerged at IC. Following the establishment of eco-representative groups at Ain Aar’s Middle School and at Ras Beirut’s Secondary School, a similar group was formed at Ras Beirut’s Middle School. In an effort to encourage participation from Ras Beirut’s middle school students, the éco-délégués from Ain Aar Middle School created a video inviting them to join their ranks. In the video, they highlighted the significance of this commitment and its benefits for the students’ academic journey.

Environmental Sustainability

Leveraging Water for Peace (AUB competition)

To celebrate the Word Water Day 2024, the The Environmental Health Department at the Faculty of Health Sciences (FHS) of the American University of Beirut (AUB) launched a competition on “Leveraging Water for Peace”. Participants are tasked with crafting a Social Media Card (consisting of graphics and a slogan) to show the link between Water and Peace. The top three winners with the most creative and well-designed

Social Media Card will receive cash prizes and their cards will be shared on the FHS AUB Social Media Platforms on March 22, 2024.

Many students including those from the “écodélégués” in Ain Aar and Ras Beirut Middle schools, along with those from Secondary school, have enthusiastically taken part in this competition. We extend our best wishes to all participants!

Environmental Sustainability Secondary School

Biodiversity in Lebanon: Rebirth after the War - Secondes

This trimester, our Secondes students embarked on an interdisciplinary project titled: “Biodiversity in Lebanon: Rebirth after the war”. After exploring the concepts of biodiversity and the impact of natural and human-induced disasters on biodiversity, students inquired, within the different disciplines, about the importance of preserving Lebanon’s ecosystems, for all the goods and services they provide. Firstly, they hosted guest speakers from the NGO “Lebanon Reforestation Initiative”, who walked them through the history of wood exploitation in Lebanon, and the current threats on lebanese forests. To demonstrate their environmental empathy, our learners took action by planting trees in the newly implemented Miywaki forest at school. To expand their understanding, they welcomed Mr. Elie Eid, President of the Club of Alma El Chaeb in south

Lebanon, who shed light on the repercussions of war on the region’s biodiversity. Armed with insights from these interventions and disciplinary knowledge, students are now brainstorming actions to conclude their project and contribute to the restoration of the lost biodiversity in the Alma El Chaeb region.

Civic Commitment and Service Learning

Outreach to an Orphanage

Committed to creating a welcoming and joyous atmosphere during the festive season, the 4ème students at IC Ain Aar enthusiastically hosted the children from Deir Mar Semaan. During their advisory classes, the students collaborated in groups, brainstorming a variety of engaging games and entertainment activities. Additionally, they enthusiastically planned to organize football games, adding an exciting sports element to their interaction with the orphans. Additionally, our talented CCSL students formed a choir, spreading immense joy and cheer through their heartfelt performances. Every student from Deir Mar Semaan departed with a heartfelt gift, meticulously wrapped with love by our students after sharing joyful dances and soulful songs together.

Civic Commitment and Service Learning

The Mobile Kitchen Initiative, Akle w Bassme, Sustains its Outreach to Local Communities

The yellow truck of The Mobile Kitchen Initiative, Akle w Bassme, continues its journey across local communities. Grade 10 students have actively engaged in this initiative, recently reaching out to nine underprivileged communities and serving approximately 2,700 meals. This effort highlights the

dedication and compassion of our students towards vulnerable communities.

Our students are preparing for a second round of outreach initiatives and events. Stay tuned for updates on their progress and upcoming activities.

Civic Commitment and Service Learning

Bake Sale for a Cause

Grade 12 students are organizing a series of fundraising bake sale events to raise funds for their end-of-year class project. The proceeds will enable them to implement their projects and create a sustainable impact.

Grade 11 students persist in their volunteering endeavors, actively collaborating with their selected non-governmental organization (NGO). Through this partnership, they are gaining insight into the nature of the NGO’s work while supporting its mission.

Grade 11 Students Persist in their Volunteering Commitment

Civic Commitment and Service Learning

Grade 9’s SDGs Trivia

In preparation for their interdisciplinary project, Grade 9 LB students participated in a trivia game around SDGs. In a fun and exciting game, the students learned a lot about the ins and outs of every SDG and why they are important

Grade 8’s Foodathon

As part of their interdisciplinary project, Grade 8 CPP students held a food drive where they put together food boxes for the underprivileged.

L’acidification des océans

Les élèves de 3ème BF ont assisté à un séance d’initiation à l’apprentissage par le service (Service Learning) en guise de préparation pour leur projet interdisciplinaire.

Civic Commitment and Service Learning

Student’s Visits Brighten Elders’ Days

As part of our Civic Commitment Program, aimed at nurturing values of respect and compassion towards the elderly among our students, 6ème A&B embarked on a heartfelt mission to the NGO LifeLine. Through nostalgic tunes and timeless melodies, the students created a vibrant atmosphere that delighted the elderly as they sang and danced with them.

After serving lunch and dessert, the students invited the elderly to join them in playing cards, backgammon and board games.Through the shared enjoyment of games, the students and the elderly found common ground, sharing stories, laughter, and creating lasting memories together.

Moreover, volunteer parents from both classes have been allocated a budget from the funds raised at the Christmas Family Lunch to accompany their children in purchasing much-needed medication, groceries, and kitchen utensils for the NGO. This collaborative effort underscores our commitment to making a tangible difference in the lives of others while instilling a sense of social responsibility in our students.

Civic Commitment and Service Learning

Empathy in Action: Students Learn Life’s Lessons Through Disability Awareness

Recently, Grades 8B1 & B2 visited the Beit Chabab Hospital, an institution that holds a special place in our community. It’s important to note that the residents of this hospital are primarily individuals who have sustained permanent injuries from war, car crashes, or other traumas and rely on wheelchairs for mobility.

Through firsthand interaction, our students gained insights into the realities of life with physical limitations. Moreover, the visit served as a powerful lesson in the consequences and challenges faced by individuals with disabilities, while also raising awareness among them about the consequences of getting involved in political activities, unsafe driving practices, and driving under the influence of drugs or alcohol. Additionally, the trip aims to instill in our students a sense of empathy and social responsibility towards vulnerable groups in our community.

Additionally, our students had the privilege of inquiring about the personal needs or wishes of the patients. We are delighted to share that the fulfillment of these wishes, as well as

providing breakfast during the visit, was made possible through the generous proceeds from our Christmas Fundraising Family Lunch event. This act of kindness not only brought smiles to the faces of the residents but also reinforced the values of empathy and social responsibility among our students. It is through experiences like these that we continue to nurture compassionate and socially conscious individuals within our school community.

The Ali Ghandour Center for Leadership, Diversity and Civic Engagement (AGC)

Embedding Civic Engagement in School Cultures: AGC and NAFDA Collaboration

In collaboration with NAFDA, a collective that aims to build a movement towards change in Lebanon’s education sector, the Ali Ghandour Center for Leadership Diversity and Civic Engagement (AGC) hosted the inaugural session of a series of training workshops titled ‘Embedding Civic Engagement in School Cultures’, aiming to build multiple learning communities for cross-shared learning to help emerge a national grassroots model for civic engagement.

This workshop brought together 32 teachers and directors from 13 public and semi-private schools within the NAFDA network, in the presence of NAFDA’s Enablers, Maria Hibri and Randa Khalil, and the NAFDA executive team. Participants were engaged in interactive sessions with Rindala Abdel Baki, Head of AGC, who delved into the principles of integrating Civic Engagement into school cultures and linking the different models of Engagement into education. Additionally, participants engaged in the practical aspects of designing and planning a community support project with Shalimar Sinno, Assistant to the Head of AGC. Through hands-on and interactive discussions, the participants acquired a better understanding of the tools and approaches to design and implement impactful projects with their students. By adopting AGC’s project design

methodology, participants discovered how to effectively translate their ideas into actionable plans, ensuring their projects have a meaningful impact on their communities.

Participants had the opportunity to learn from one another’s experiences, exchange ideas, and collaborate on potential projects. Additionally, Yara Bou Karoum and Khalil Kaaki, AGC Alumni, shared their journey of developing their projects Ekolive and Skillsaff, inspiring participants with their stories of impact and giving back to their communities. The workshop also included interventions from IC teachers who shared their best practices and insights on linking civic engagement to the curriculum: Mounira Yamout and Carla Antar shared the example of the “ردابم نطاوم” initiative with students of Grade 4 and 4eme, and Maha Shukayr shared different examples of service-learning implemented with grade 11 CPP.

We look forward to building on this momentum and continuing to work with partnering schools towards positive change and constructive reform.

IC Responsibility

Empowering Tomorrow’s Leaders: Leadership Training for Grade 4 and 5 Class Representatives

The AGC Team had the pleasure of conducting leadership training workshops for Grade 4 and 5 class representatives, in collaboration with the Assistants to the Directors for Student Affairs at Ain Aar and Ras Beirut Elementary Schools, Tahani Dakroury and Doha Berjawi. During these workshops, 59 participants were introduced to the fundamentals of ‘Positive Leadership’ through dynamic and interactive sessions. These sessions were carefully designed to engage students through activities, games, and discussions, fostering a deeper understanding of leadership traits and skills.

Students enthusiastically applied these principles to design and plan a community support project using the ‘Empathy-to-Impact’ approach. Through this exercise, they utilized their problem-solving and critical thinking skills to prepare actions that can make a positive change in their communities. Witnessing the young leaders’ active engagement, remarkable levels of creativity and social awareness, and eagerness to learn was truly inspiring.