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Issue 19 December 2025

Ain Aar Gymnasium Reborn: From Vision to Reality The opening of the new Ain Aar gymnasium is not just the unveiling of a cutting-edge facility, it is the continuation of a legacy. For decades, the old gymnasium stood as a witness to countless memories: the echoes of laughter, the triumphs of victories, the lessons of defeats, and the moments where champions were made. Its walls carried the spirit of generations who grew, played, and discovered themselves within its space. Today, those same walls rise again, renewed, transformed, and reimagined. From vision to reality, the Ain Aar gymnasium is reborn, carrying the stories of yesterday into the possibilities of tomorrow. Old walls, new dreams: it now stands as the first of its kind in Lebanon, a benchmark of design, innovation, and sustainability. With every detail, from the advanced materials to the breathtaking sea view that frames its vast windows, the new gymnasium embodies resilience and aspiration. And fittingly, the first to step onto the court were the Ain Aar alumni athletes, now Ras Beirut students, who once played their hearts out in the old gym. They scored the

very first basket in this new facility, a powerful moment that bridged memory and renewal. Their shot echoed with nostalgia, honoring the past, while at the same time ushering in a new era of play, growth, and achievement. This is more than a sports facility. It is a home for athletes, a haven for students, and a gathering place for a community that believes in the power of sport to shape character and leadership. As part of the inauguration, the IC community expressed its deep gratitude to Vice Chairman Imad Taher, whose steadfast support was instrumental in bringing this project to life. He was honored with a special gift, a token of appreciation that symbolized not only his role in making the gymnasium a reality, but also the lasting impact this facility will have on generations of students to come. The Ain Aar gymnasium stands tall once more, honoring its past, inspiring the present, and opening a horizon of limitless futures for IC students.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Quand la coopération devient un jeu : dans les coulisses de la PS B Dans la classe de PS B, la coopération prend vie chaque jour. Les enfants s’initient avec enthousiasme au travail en équipe : ils partagent le matériel, écoutent les idées de leurs camarades et unissent leurs efforts pour mener à bien un projet commun. Entre collage, coloriage et entraide spontanée, chacun trouve sa place et contribue à la réalisation collective. Cette expérience collaborative permet aux élèves de découvrir le plaisir de créer ensemble, tout en développant des valeurs essentielles telles que le respect, la patience et l’esprit d’équipe. Une belle leçon de vie… en jouant !

Morning Hot Chocolate: A Gentle Start to Our Day In our PreK classroom, we begin each day with something special we call Morning Hot Chocolate. It’s not an actual drink, but a cozy moment designed to help children ease into the school day feeling calm, connected, and cared for. As the children arrive, they are invited to choose between free play, where they explore materials and follow their interests, or joining the teacher for a gentle Morning Hot Chocolate talk. This small-group conversation creates a comforting space where children can share how they’re feeling, talk about their night, express their thoughts, or simply sit and listen. These moments help build trust, encourage emotional expression, and support social connectedness, all while giving children a

warm, predictable routine that helps them feel safe and ready to learn. Morning Hot Chocolate sets a positive tone for the day and reminds every child that their voice matters.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Des cœurs et des choix : apprendre à vivre ensemble Cette semaine, les élèves ont pris part à une activité originale autour d’un thème essentiel : faire les bons choix. Réunis en petits groupes, ils ont imaginé et joué de courts scénarios inspirés de la vie quotidienne : partager un jouet, aider un camarade en difficulté, attendre son tour ou gérer un conflit. À travers ces petites scènes pleines de réalisme, les enfants ont pu se mettre à la place des autres et réfléchir aux conséquences de leurs gestes et de leurs paroles. Après chaque mise en scène, un temps d’échange collectif a permis d’analyser les comportements observés, de comparer les points de vue et de dégager ensemble les attitudes les plus respectueuses et bienveillantes.

Au fil de l’activité, les élèves ont compris que faire un bon choix, c’est non seulement respecter les règles, mais aussi prendre en compte les émotions et les besoins de chacun. Cette séance, à la fois ludique et réflexive, a favorisé l’expression orale, la coopération et le développement du sens moral et de l’esprit critique. Très impliqués, les enfants ont montré enthousiasme et confiance, tout en renforçant leurs compétences sociales et émotionnelles. Une belle expérience pour apprendre à grandir ensemble, en choisissant toujours ce qui fait du bien à soi et aux autres

Issue 19 | December 2025

Early Chilhood - Ain Aar

Jouons comme Le Petit Ogre ! En demi-groupe, les enfants ont participé à une activité de mise en scène inspirée de l’album Le Petit Ogre. Après avoir écouté et observé attentivement l’histoire, ils ont été invités à rejouer certaines scènes marquantes en imitant les gestes, les attitudes et les émotions du personnage principal. Avec beaucoup d’enthousiasme, les enfants ont mangé comme le Petit Ogre, se sont fâchés comme lui, et ont essayé d’utiliser sa voix pour exprimer ses différentes émotions : la colère, la joie, la curiosité ou la surprise. Chacun a pu incarner le personnage à sa manière, ce qui a rendu les scènes vivantes, spontanées et souvent très drôles. Tout au long de l’activité, les enfants se sont montrés très engagés et concentrés. Ils ont pris plaisir à interpréter et à observer leurs camarades,

partageant des moments de rire et d’émerveillement. Ce jeu théâtral leur a permis de développer leur imagination, leur expression corporelle et leur aisance à s’exprimer devant les autres. Au-delà de l’aspect ludique, cette activité les a aidés à mieux comprendre les émotions et à identifier leurs manifestations physiques (gestes, expressions du visage, ton de la voix). Elle a également favorisé la coopération et l’écoute mutuelle, car chaque enfant devait attendre son tour, respecter la scène des autres et contribuer au bon déroulement du jeu. En rejouant les aventures du Petit Ogre, les enfants ont ainsi vécu une expérience d’apprentissage complète, mêlant plaisir, créativité et expression personnelle, tout en renforçant leur confiance en soi et leur empathie envers les autres.

My Happy Box: A Tool for Expressing and Managing Emotions As part of our Who We Are unit and our line of inquiry “Ways I Express My Emotions,” our PreK students created something very special: My Happy Box. A Happy Box is a box where each student places items that bring them comfort, small toys, puppets, or objects that make them smile. This box is kept in the reading corner, always within reach whenever a student needs a moment of calm. Students are encouraged to use the Happy Box when they feel angry, sad, overwhelmed, or simply in need of comfort. By choosing to go to the Happy Box, they are learning to recognize their emotions, communicate their needs, and independently use tools to self-regulate. This simple routine supports emotional intelligence, builds independence, and empowers young learners

to take responsibility for their feelings. Through My Happy Box, students discover that emotions are natural, and that they have safe, healthy ways to express and manage them.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Sortie d’automne : à la découverte des couleurs de la nature Les enfants ont participé à une belle activité en lien avec la saison de l’automne. Ensemble, les classes de MSA et MSB sont sorties dans la cour de l’école pour observer et ramasser les feuilles tombées. Au fil de leur promenade, les enfants ont admiré les différentes couleurs des feuilles — jaunes, rouges, orange et brunes — et ont pris beaucoup de plaisir à les collectionner et à les comparer. Ils ont remarqué que certaines feuilles étaient grandes, d’autres petites, et que leurs formes et textures variaient selon les arbres. Cette expérience a été l’occasion pour eux de développer leur sens de l’observation, d’enrichir leur vocabulaire autour de la nature et des saisons, et de mieux comprendre les changements qui s’opèrent pendant l’automne. L’activité s’est déroulée dans une ambiance joyeuse et collaborative, favorisant les échanges entre les deux classes et renforçant le plaisir d’apprendre ensemble au contact de la nature.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Le savon, un allié pour notre santé ! Les élèves de la Grande Section A ont participé à une activité scientifique captivante pour explorer l’importance du savon et son rôle dans notre hygiène. Grâce à l’expérience du poivre et du savon, les enfants ont pu visualiser de manière ludique comment le savon élimine les impuretés. En observant le poivre se disperser lorsqu’ils

approchaient leur doigt imbibé de savon, ils ont été surpris de voir à quel point ce simple geste illustre le pouvoir nettoyant du savon. Cette expérience concrète a renforcé chez eux la conscience de notre responsabilité dans la préservation de notre santé et de notre bien-être. Curieux et émerveillés, ils ont compris que se laver les mains, c’est aussi prendre soin de soi et des autres !

Des bracelets pour semer la gentillesse À l’occasion de la Semaine de la Gentillesse, les élèves de Grande Section ont mené une belle réflexion collective autour de ce que signifie être gentil : comment prendre soin des autres, comment utiliser des mots qui rassurent, encouragent et qui font du bien. Pour concrétiser ces idées, les enfants ont fabriqué de jolis bracelets jaunes, symboles de lumière et de positivité, sur lesquels ils ont écrit des mots doux, des compliments et des messages bienveillants. Fiers de leurs créations, les élèves ont ensuite parcouru l’école pour offrir leurs bracelets aux autres classes. Chaque distribution a apporté son lot de sourires, de joie et de moments de gratitude.

Une expérience simple mais profondément touchante, qui a permis de répandre un élan de gentillesse dans toute l’école… et de rappeler à chacun combien les petits gestes peuvent illuminer une journée.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Building Connections in KG1: A Web of Relationships On December 4, our Grade 1 students joyfully celebrated Barbara with creativity, excitement, and a strong sense of community! The day began with a vibrant display of imagination as the children arrived dressed in unique and imaginative costumes, reflecting the festive spirit of this cherished tradition. From superheroes to princesses, animals, and other playful characters, their outfits showcased their creativity and enthusiasm. The highlight of the celebration was a lively parade

where students proudly walked around, showing off their costumes to their peers and teachers. The atmosphere was filled with cheers, laughter, and admiration as everyone appreciated the effort and thoughtfulness behind each costume. To add to the fun, students enjoyed engaging in festive activities such as storytelling and singing traditional songs. These moments allowed the children to connect with their heritage while having a great time with their friends.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Santé et bien-être : Les grands guident les petits Pour clôturer leur unité de recherche sur la santé et le bien-être, les élèves de Grande Section ont invité les enfants de Moyenne Section à participer à une matinée d’ateliers. Répartis en quatre groupes, les GS ont endossé le rôle de “grands guides” pour présenter les différentes facettes du bien-être. Un premier groupe a expliqué l’importance d’une alimentation équilibrée à travers de petites activités ludiques ; un deuxième a montré pourquoi une bonne hygiène est essentielle ; un troisième a mis en avant les bienfaits du sport pour le corps ; et le dernier a abordé les émotions et la manière de mieux les comprendre. Avec beaucoup de sérieux et de bienveillance, les élèves de GS ont accompagné les plus jeunes tout au long de cette expérience enrichissante. Cette rencontre s’est achevée dans une ambiance joyeuse, et les enfants étaient fiers d’avoir fait de nombreuses nouvelles découvertes… et d’en avoir partagé avec les plus petits comme de vrais grands !

Issue 19 | December 2025

Early Chilhood - Ain Aar

Les GS découvrent les secrets d’un sourire éclatant Dans le cadre du thème « Santé et bien-être », les élèves de Grande Section ont découvert que chacun est responsable de sa propre santé et de son bien-être. Pour approfondir cette idée, ils ont accueilli un dentiste venu leur parler de la santé bucco-dentaire. Grâce à des explications simples et des démonstrations concrètes, les enfants ont découvert comment bien se brosser les dents

et pourquoi il est essentiel de le faire matin et soir. Ils ont également appris que les sucreries peuvent abîmer les dents et qu’une alimentation équilibrée contribue à garder un sourire en bonne santé. Curieux et enthousiastes, ils ont participé activement à la discussion et ont fièrement montré leur plus beau sourire à la fin de la rencontre !

Issue 19 | December 2025

Early Chilhood - Ain Aar

Les explorateurs de la cafétéria Dans le cadre du thème « Santé et bien-être », les élèves de la Grande Section B ont pris le chemin de la cafétéria pour mener une petite exploration gourmande. Leur mission : observer les différents aliments proposés à l’école et apprendre à distinguer ceux qui sont bons pour la santé de ceux à consommer avec modération. Guidés par l’équipe de la cafétéria, les enfants ont découvert une variété d’aliments : fruits frais, yaourts, jus, sandwichs… mais aussi quelques

produits sucrés. Ils ont discuté ensemble de ce qui constitue un goûter équilibré et de l’importance de faire de bons choix pour rester en forme. Curieux et attentifs, les petits explorateurs ont posé de nombreuses questions et ont montré un réel intérêt pour comprendre ce qui fait une alimentation saine. Une belle activité qui leur a permis d’apprendre tout en observant le quotidien de leur école !

Issue 19 | December 2025

Early Chilhood - Ain Aar

Gentle Hands vs. Rude Hands In the early years of a child’s life, learning isn’t just about letters and numbers, it’s about building strong social and emotional foundations. Before children develop their academic skills, they need to master important soft skills such as taking turns, being patient, negotiating with others, and using words instead of hands to express their feelings. These are the skills that shape how children connect, communicate, and build relationships. This is why, as the school counsellor, I am focusing on teaching our youngest learners about “gentle hands” and “rude hands.” These simple and clear words help children understand the difference between kind, caring actions and those that can hurt others. To bring this concept to life, we use a multisensory approach: • Visual cues that show what gentle and rude hands look like, • Tactile activities to help them feel the difference, • Role play and stories to practice real-life situations, • Emotional connections to help them link actions with feelings both their own and those of others. By experiencing and practicing these skills in a

safe environment, children begin to understand the power of their actions. They learn how to express themselves respectfully, manage big emotions, and interact with empathy and kindness. Our goal is to help children grow not just as learners but as caring and confident individuals ready to thrive socially, emotionally, and academically.

Issue 19 | December 2025

Early Chilhood - Ain Aar

Teaching Safety as a Life Skill in Early Childhood Early childhood is a time of exploration, curiosity, and learning. As children grow, they need more than academic knowledge as they require life skills that help them navigate their world safely and confidently. One of the most important of these skills is personal safety. As a school counselor, I lead several interactive and age-appropriate sessions focused on teaching children about their bodies, boundaries, and personal safety. The sessions help children distinguish between what is public and what is private, and understand that their body belongs to them. To make these lessons meaningful and engaging, a variety of multi-sensory tools are used including: Songs to make key messages easy to remember. Visual puzzles to spark discussions about appropriate clothing and private parts. Puppet animations to model real-life scenarios and show children how to respond if someone crosses their boundaries. We also teach children the “rules of No,” how to say no clearly, when to walk away, and who to tell if they feel uncomfortable. These moments of learning help children build self-awareness, confidence, and trust in their instincts. Personal safety is not a one-time topic; it is a skill

nurtured over time. By equipping children with the language and strategies to protect themselves, we empower them to grow up feeling safe, respected, and confident in their ability to set boundaries.

‫‪13‬‬

‫ُ‬ ‫نقطف ما نزرع‬

‫قطفُ‬ ‫شارك متعلّمو الروضة الثانية "أ" في نشاط "نَ ِ‬ ‫ما نزر ُع" الهادف إلى تنمية العالقات اإلنسان ّية وتعزيز‬ ‫قدرتهم على بناء روابط إيجاب ّية داخل المجتمع‪.‬‬

‫قام المتعلّمون بتحضير باقات من الكلمات الط ّيبة كأ ّنها‬ ‫والحي‪.‬‬ ‫والبيتي‬ ‫المدرسي‬ ‫ورود يزرعونها في محيطهم‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫شخصا يق ّدره‪ ،‬وق ّدم له رس ًما يع ّبر عن‬ ‫اختار ك ّل متعلّم‬ ‫ً‬ ‫مدى شكره له أل ّنه زرع في قلبه ابتسامة‪ .‬فمنهم من‬ ‫شكرعامل النظافة قائلًا‪" :‬يعطيك العافية"‪ ،‬فيما ع ّبر‬ ‫آخرون عن امتنانهم لمديرة المدرسة الس ّيدة أبو خليل‪.‬‬ ‫كما اختار بعضهم معلّمة أ ّثرت فيهم كثي ًرا‪ ،‬في حين‬ ‫وجه آخرون شكرهم لصديق‪ ،‬أو فرد من العائلة‪ ،‬أو جار‬ ‫ّ‬ ‫ق ّدم لهم اهتما ًما أو هد ّية‪ .‬أ ّما المفاجأة الجميلة فكانت‬ ‫اختيار أحد األطفال للوطن ليشكره على البيوت الجميلة‬ ‫التي يعيش فيها‪.‬‬ ‫ومن خالل هذا النشاط‪ ،‬نجح المتعلّمون في التفكير‬ ‫بعمق حول األشخاص الذين يدعمونهم‪ ،‬وفي التواصل‬ ‫بفعال ّية عبر كلمات ورموز تع ّبرعن مشاعرهم‪ .‬كما أظهر‬ ‫المتعلّمون لط ًفا واهتما ًما وشجاعة في التعبير‪ ،‬وقدرة‬ ‫على تكوين عالقات ج ّيدة مع اآلخرين‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Early Chilhood - Ain Aar‬‬

Issue 19 | December 2025

Early Chilhood - Ain Aar

La corde invisible des relations : une expérience pour renforcer les liens entre camarades Dans le cadre d’une activité originale autour du thème des relations, les élèves ont découvert la force d’un lien bien particulier : celui du fil invisible qui relie les êtres entre eux. Munis d’une grande pelote de laine colorée, les enfants ont participé avec enthousiasme à un jeu symbolique. Tour à tour, chacun transmettait le fil à un camarade en exprimant une attention positive : « Je te donne le fil parce que tu es mon ami » ou encore « parce que tu joues avec moi ». Peu à peu, une magnifique toile de laine s’est formée, représentant les liens d’amitié et de solidarité qui unissent le groupe. Pour illustrer l’interdépendance entre les membres de la classe, l’enseignante a tiré légèrement sur le fil : tous ont ressenti le mouvement et compris que les actions de chacun peuvent avoir un impact sur les

autres. Ensemble, ils ont réfléchi à la meilleure façon de garder ce fil invisible, fort et solide. L’expérience s’est prolongée par la création d’une grande affiche collective, où chaque élève a collé un morceau de laine et ajouté un dessin ou un mot exprimant une action bienveillante : partager, écouter, sourire. Chacun a ensuite réalisé un dessin personnel sur le thème « Comment je peux garder le fil de mes relations fort ». L’activité s’est conclue dans la convivialité d’un cercle de parole, où les enfants ont complété la phrase : « Je garde le fil fort quand je… ». Ce moment de partage a permis de renforcer la cohésion du groupe et de rappeler que l’amitié, la bienveillance et l’écoute sont les fils essentiels qui tissent une belle communauté d’apprentissage.

Issue 19 | December 2025

Early Chilhood - Ain Aar Le Petit Ogre des émotions : une aventure sensible et joyeuse en maternelle Dans une atmosphère de curiosité et de rires, les enfants ont plongé dans l’univers attendrissant du Petit Ogre, un personnage haut en couleur qui les a guidés à la découverte du monde des émotions. L’activité, à la fois ludique et éducative, a débuté par l’observation d’une illustration du Petit Ogre au visage expressif. « Regardez son visage… Comment se sent-il ? Et comment le savez-vous ? » : ces simples questions ont éveillé chez les enfants un sens aigu d’observation et d’interprétation. En s’appuyant sur des indices visuels comme les yeux, la bouche ou la posture, ils ont su identifier et nommer les émotions du héros. Répartis ensuite en petits groupes, les enfants ont exploré plusieurs ateliers complémentaires. Dans l’atelier d’observation, ils ont associé les images du Petit Ogre à des cartes-émotions et évoqué des situations vécues en classe. L’atelier corporel leur a permis d’exprimer ces émotions par le mime,

accompagnées de phrases simples comme « Le Petit Ogre est… » ou « Je suis… ». Dans l’atelier créatif, chacun a donné vie à une tête vide du Petit Ogre en y dessinant l’expression de son choix, tandis que l’atelier coopératif invitait à tourner la roue des émotions pour partager un souvenir personnel. Les réalisations ont ensuite été réunies sur un mur collectif des émotions du Petit Ogre, véritable fresque vivante où s’affichaient fierté, joie, peur ou surprise. Pour clore cette expérience, chaque enfant a choisi une carte d’émotion à imiter devant ses camarades, exprimant ainsi ses sentiments et renforçant sa confiance en soi. Bien plus qu’un simple jeu, cette activité a permis aux élèves de reconnaître, nommer et comprendre les émotions, tout en développant leur empathie, leur communication et leur plaisir d’apprendre. Une belle leçon de vie, pleine de rires et de tendresse, à l’image du Petit Ogre lui-même.

Issue 19 | December 2025

Early Chilhood - Ain Aar Quand le Petit Ogre grandit et rapetisse : une leçon de taille pleine de malice ! Dans la classe, rires et curiosité étaient au rendezvous ! Les enfants ont participé avec enthousiasme à une activité originale autour du Petit Ogre, un personnage qui, selon les images, change mystérieusement de taille. Pour amorcer la séance, l’enseignante leur a montré deux illustrations : l’une où le Petit Ogre semblait minuscule, l’autre où il paraissait gigantesque. « Parfois il est tout petit, parfois il est très grand. Et savez-vous quoi ? Son papa, sa maman et sa maîtresse aussi changent de taille ! Voulez-vous les aider à se ranger du plus petit au plus grand ? » Cette invitation a aussitôt éveillé la curiosité des enfants. Répartis en petits groupes, ils ont reçu des séries d’images à classer du plus petit au plus grand. Après chaque série, les groupes échangeaient leurs paquets : un groupe travaillait sur le Papa, un autre sur la Maman, un autre encore sur la maîtresse du Petit Ogre. Ensemble, ils comparaient leurs résultats

et justifiaient leurs choix, mobilisant leur sens de l’observation et leur logique. Le regroupement collectif a donné lieu à de belles discussions : « Est-ce que le plus grand Papa est plus grand que le plus grand Petit Ogre ? » Grâce à ces échanges, les enfants ont affiné leur compréhension des notions de taille, ordre et comparaison. Pour prolonger le plaisir, plusieurs jeux d’extension ont été proposés : comparer le “Petit Ogre géant” au “Papa géant”, mimer les tailles en se mettant debout ou accroupi, et formuler des phrases comme « La maîtresse est plus grande que le Petit Ogre ». Entre coopération, observation et expression orale, cette activité a permis aux enfants d’apprendre en jouant, tout en développant leurs compétences mathématiques et langagières. Fiers de leurs découvertes, ils ont conclu la séance avec le sourire, heureux d’avoir, pour une fois, fait grandir le Petit Ogre à leur manière !

‫‪17‬‬

‫«صديق بالقرعة»‬ ‫تفاعلي بعنوان‬ ‫شارك متعلّمو الروضة الثانية في نشاط‬ ‫ّ‬ ‫"صديق بالقرعة" ضمن محور " َمن نحن"‪ .‬ويهدف هذا‬ ‫النشاط إلى تعزيز العالقات بين المتعلّمين‪ ،‬وتنمية‬ ‫وعيهم بأثر تص ّرفاتهم على اآلخرين‪ ،‬إضافة إلى دعم‬ ‫مهارات التعلّم لديهم بطريقة ممتعة‪.‬‬ ‫سحب كل متعلّم اسم صديق جديد بطريقة عشوائ ّية‪،‬‬ ‫وتع ّرف إليه‪ ،‬وج ّهز له بالو ًنا يع ّبر عن اهتمامه به‪ ،‬ث ّم‬ ‫علّقه على "منطاد الصداقة" في الصف‪.‬‬ ‫ومنذ لحظة اإلعالن عن النشاط‪ ،‬ظهر على وجوه‬ ‫المتعلّمين مزيج من الفضول والحماس‪ .‬فقد أتاح لهم هذا‬ ‫التح ّدي فرصة حقيق ّية لممارسة المهارات االجتماع ّية‪،‬‬ ‫وبناء العالقات من خالل التواصل مع صديق جديد‪،‬‬ ‫والعاطفي لفهم مشاعر‬ ‫االجتماعي‪،‬‬ ‫واستخدام الذكاء‬ ‫ّ‬ ‫ّ‬ ‫اآلخرين‪ ،‬ورغباتهم‪ .‬كما ساعدهم النشاط على ممارسة‬

‫مهارات التفكير‪ ،‬والتأ ّمل عند اختيار ما يالئم صديقهم‬ ‫من رسومات توضع على البالون‪.‬‬ ‫وبعد أن أنهى المتعلّمون تجهيز بالوناتهم‪ ،‬اكتسى منطاد‬ ‫الصداقة بألوان زاهية ورسائل تع ّبر عن الو ّد والتعاون‪.‬‬ ‫وقد أظهر المتعلّمون خالل هذا النشاط مالمح المتعلّم‬ ‫المهت ّم‪ ،‬والمجازف‪ ،‬إذ بدت قدرتهم واضحة على التفكير‬ ‫في أثر سلوكهم‪ ،‬واحترامهم لآلخرين‪ ،‬وتقديرهم لمشاعر‬ ‫زمالئهم‪.‬‬ ‫لقد نجح نشاط "صديق بالقرعة" في تحويل لحظة‬ ‫بسيطة إلى تجربة تربو ّية غن ّية… تجربة تذ ّكر المتعلّمين‬ ‫أن الصداقة ليست دائ ًما قرا ًرا مسب ًقا‪ ،‬ولكنّها فرصة‬ ‫ّ‬ ‫يمكن أن تنمو من مبادرة صغيرة‪ ،‬وابتسامة‪ ،‬وبالون‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Early Chilhood - Ain Aar‬‬

‫‪18‬‬

‫ُم ّ‬ ‫األول‬ ‫ذكر أو ُمؤنّث؟ ‪-‬‬ ‫األساسي ّ‬ ‫ّ‬ ‫ّ‬ ‫األساسي األ ّول‪-‬ب (‪)CPB‬‬ ‫الصف‬ ‫استمت َع ُمتعلّمو‬ ‫ّ‬ ‫ٍ‬ ‫تحفيزي الستكشاف مفهوم ال ُمذ ّكر‬ ‫بنشاط‬ ‫و(‪)Gr.1A‬‬ ‫ّ‬ ‫وال ُمؤ ّنث بطريقة ُمبتكرة و ُمش ّوقة تُعزّز دافع ّيتهم للتعلّم‪،‬‬ ‫وتُن ّمي مهاراتهم اللغو ّية‪.‬‬ ‫فقد اختار ك ّل ُمتعلّم بطاق ًة تحتوي كلمات مثل‪" :‬هذا"‬ ‫أو "هذه"‪ُ " ،‬مذ ّكر" أو " ُمؤ ّنث"‪" ،‬صبي" أو "بنت"‪،‬‬ ‫ُجسد هذه المفاهيم‪ .‬ث ّم تنقّلوا في‬ ‫باإلضافة إلى‬ ‫ٍ‬ ‫صور ت ّ‬ ‫ّ‬ ‫الصف للبحث عن أشياء محسوسة أو بطاقات‬ ‫أرجاء‬ ‫تتطابق من حيث المعنى أو الفئة‪ .‬وخالل هذا التج ّول‪،‬‬ ‫مارس ال ُمتعلّمون مهارات التفكير من خالل ال ُمالحظة‬ ‫الدقيقة وال ُمطابقة البصر ّية‪ ،‬وأبدوا فضولًا واستكشا ًفا‬ ‫يعكس مالمح ال ُمتعلّم الباحث‪.‬‬

‫وبعد االنتهاء من البحث‪ ،‬صنّف ال ُمتعلّمون الكلمات‬ ‫والصور في الجدول ال ُمناسب‪ُ " :‬مذ ّكر أم ُمؤ ّنث؟"‪،‬‬ ‫ُمظهرين مهارات التفكير عبر تنظيم المعلومات‪ ،‬إلى جانب‬ ‫التواصل الف ّعال مع زُمالئهم أثناء النقاش وال ُمقارنة‪ ،‬مما‬ ‫عزّز مالمح ال ُمتعلّم ال ُمتواصل‪.‬‬

‫لقد جمع هذا النشاط بين الحركة واالنخراط النشط في‬ ‫التعلّم‪ ،‬مما أتاح للمتعلّمين فرصة للتعلّم الحسي–الحركي‬ ‫وتطوير مهاراتهم االجتماع ّية‪ ،‬واللغو ّية بطريقة ممتعة‬ ‫وح ّية‪ ،‬وأسهم في ترسيخ فهمهم لمفهوم المذ ّكر والمؤ ّنث‬ ‫بصورة عميقة‪ ،‬وفاعلة‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Early Chilhood - Ain Aar‬‬

Issue 19 | December 2025

Elementary School - Ain Aar

Building Connections Through Friendship The Grade 1 learners launched their first Unit of Inquiry, “Who We Are – Friendship,” with enthusiasm and curiosity. Through the provocation The Friendship Web, students shared kind words while passing a ball of yarn, creating a web that represented how friendships connect everyone in the classroom. Through reflection and discussion, they explored how words and actions can strengthen or weaken relationships, laying the foundation for the unit. Students engaged in activities, stories, and games

to understand kindness, cooperation, and empathy, learning that friendship requires respect, trust, and care. To conclude, they launched their Grade 1 Channel with a project where they role-played real-life scenarios, demonstrating inclusion, conflict resolution, and support for others. This unit not only deepened their understanding of relationships but also strengthened classroom bonds, showing that friendship is something we live every day through our words and actions.

Issue 19 | December 2025

Elementary School - Ain Aar

Grade 1 Explores Marketplaces in End-of-Unit Presentation Grade 1 concluded their “How We Organize Ourselves” unit with a vibrant celebration that highlighted their understanding of how marketplaces function to meet people’s needs and wants. Throughout the unit, students explored the roles of goods, services, informed choices, and community helpers. To deepen their inquiry, students visited the school cafeteria and library, where they interviewed staff about how these services support the school community. Guest speakers further enriched the experience: Dr. Jad Nasr, a pediatric dentist, discussed his role as a service provider, while Ms. Nayla Abu Fadil, a small business owner, explained

the process of producing and selling goods, even treating students to her homemade cookies. The culmination of learning came alive during the Christmas Market, where students presented handmade crafts, managed their own market stands, and practiced real-world math skills such as counting money and giving change. All proceeds were donated to a respected organization, reinforcing the idea that marketplaces can create a positive impact. The day ended on a joyful note with a Christmas Music Show, bringing together learning, creativity, and holiday cheer.

Issue 19 | December 2025

Elementary School - Ain Aar

Marketplace Role-Play Grade 1B students took part in an exciting and engaging Marketplace Role-play, where learning was truly connected to life through hands-on exploration, collaboration, and real-world connections. The classroom was transformed into a lively market, giving students the opportunity to experience what it feels like to buy, sell, and manage money in a fun, meaningful way. Students enthusiastically took turns role-playing as sellers, buyers, and cashiers, each experiencing a different responsibility within the marketplace. As buyers, they made thoughtful decisions about what to purchase. As sellers, they practiced communication skills by explaining prices and items. As cashiers, they used their thinking skills in giving and returning money. This rotation helped them understand teamwork, responsibility, and the importance of each role in a community. A highlight of this activity was how students used their thinking skills to distinguish between needs and

wants. Before making a purchase, they reflected on whether the item was something they truly needed or simply wanted. This encouraged responsible decision-making, critical thinking, and real-life financial awareness at a very young age. The students also integrated important math skills, especially subtraction, as they practiced giving and receiving change. They calculated how much money to spend, how much to save, and how much change to return. Through this real-life application, math became more meaningful and enjoyable, strengthening their confidence and accuracy in subtraction. This Marketplace Activity richly combines transdisciplinarity in one dynamic learning experience. Most importantly, students were fully engaged, motivated, and excited to learn. It was truly inspiring to see how confidently they applied their knowledge, worked together, and made thoughtful choices.

‫‪22‬‬

‫صحتنا باختياراتنا الذك ّية‬ ‫نبني ّ‬ ‫ّ‬ ‫الصف‬ ‫في ج ٍّو من الحماسة‪ ،‬ومن التعاون‪ ،‬شارك متعلّمو‬ ‫ٍ‬ ‫تحفيزي هدفه تنمية‬ ‫تفاعلي‬ ‫نشاط‬ ‫األساسي الثاني في‬ ‫ٍّ‬ ‫ٍّ‬ ‫ّ‬ ‫اإلبداعي لدى‬ ‫التفكير‬ ‫وتشجيع‬ ‫‪،‬‬ ‫الفريقي‬ ‫العمل‬ ‫روح‬ ‫ّ‬ ‫ّ‬ ‫ٍ‬ ‫مجموعات صغيرة‪،‬‬ ‫المتعلّمين‪ .‬فقد ُق ّسم المتعلّمون إلى‬ ‫ُز ّودت ك ّل واحدة منها بمك ّعبات مل ّونة‪ُ ،‬‬ ‫وطلب منها أن‬ ‫مجسم من اختيار أعضائها‪.‬‬ ‫تتعاون لبناء‬ ‫ّ‬

‫فقد بدأ النقاش بين أفراد المجموعات‪ ،‬وتن ّوعت األفكار‬ ‫والتصاميم‪ ،‬لكن ما جمعهم جمي ًعا هو روح المشاركة‪،‬‬ ‫وحب االبتكار‪ .‬وبعد االنتهاء من البناء‪ ،‬جاءت لحظة‬ ‫ّ‬

‫أن الكلمات التي‬ ‫التأ ّمل واالستنتاج‪ ،‬حين اكتشف الْجميع ّ‬ ‫تع ّبر ع ّما قاموا به هي "ع ّمرنا" و"ر ّكبنا" تما ًما كما نفعل‬ ‫الصحي‪ ،‬والمتوازن؛ فنحن نق ّرر‪،‬‬ ‫حين نختار نمط حياتنا‬ ‫ّ‬ ‫ونر ّكب‪ ،‬ونبني نظا َمنا الْ‬ ‫غذائي‪ ،‬وأنشطتنا اليوم ّية بعناية‬ ‫ّ‬ ‫صح ًّيا‪.‬‬ ‫ليكون يومنا ّ‬ ‫وفي نهاية النشاط‪ ،‬خرج الْجميع بابتسامة‪ ،‬وبفكرة هي‪:‬‬ ‫صحتنا‬ ‫مجسماتِنا بالْمك ّعبات‪ ،‬هكذا نبني‬ ‫"كما بنينا‬ ‫ّ‬ ‫ّ‬ ‫باختياراتنا الذك ّية"‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ain Aar‬‬

Issue 19 | December 2025

Elementary School - Ain Aar

When I Grow Up These pictures were created to show the future careers each student chose! The display encouraged students to dream boldly, recognize their strengths, and imagine the possibilities ahead of them. It also sparked conversations about goals, talents, and the joy of discovering new interests.

This activity encourages them to dream big, explore their passions, and imagine the amazing paths they can take in life. The future is bright, and it starts with their dreams!

Issue 19 | December 2025

Elementary School - Ain Aar

Certificates Everyone in Grade 4B received certificates in recognition of all the effort they’ve been putting in, and the excitement in the room was impossible to miss as each student proudly held up their award. The sense of accomplishment spread quickly, turning the moment into a cheerful celebration. It was clear

that every student truly deserved acknowledgment for their hard work. Happiness felt like the natural outcome of the dedication they had shown. In the end, the certificates became a joyful reminder that every member of Grade 4B has earned a reason to smile.

Issue 19 | December 2025

Elementary School - Ain Aar

Who Are We? Discovering Our Unique Identities! The Grade 5A classroom became a space for selfdiscovery as students explored the question, “Who Are You?” Each student expressed their individuality in their journals through words, drawings, and creative designs, showing that there’s no single way to define who we are. Using the document camera, they proudly shared their work with the class, sparking meaningful conversations and connections. As a group, we noticed patterns and tallied common themes across names, nationalities, and family ties, as well as passions, interests, and dreams. Together,

we realized that while each of us is unique, we also share many things that connect us. Through this activity, students learned about the different aspects that define identity. They discovered that identity is not simply about a name or nationality. It also includes the languages we speak, the relationships we value, the dreams we pursue, and even our likes and dislikes. It is shaped by our experiences, cultures, and choices, making each person’s story truly one of a kind. We wrapped up by reflecting on how these many factors come together to form who we are.

Issue 19 | December 2025

Elementary School - Ain Aar

Grade 5 Learning Through Math Games At International College - Ain Aar, Grade 5 students are discovering that learning math can be both exciting and fun. They recently took part in a lively and interactive activity called Multiplication Bingo, where they practiced their multiplication skills in a playful and engaging way. The classroom was filled with laughter, excitement, and collaboration as students eagerly waited to hear the next number called. Each time a student shouted “Bingo!”, the room filled with cheers and smiles. More than just a game, the activity allowed students to strengthen their mental math skills while enjoying a sense of teamwork and friendly competition. Integrating games into learning helps students see math in a new light. It transforms what might feel like a challenge into an enjoyable experience. When students play, they engage more deeply, think critically, and develop confidence in their abilities. Through math games, Grade 5 students are realizing that learning can be meaningful, joyful, and full of discovery, which is exactly what great education should be. They are learning that success comes not only from correct answers but also from effort, participation, and a positive attitude.

‫‪27‬‬

‫ي‬ ‫فطو ٌر ِص ّح ّ‬

‫بهدف تعزيز الْعادات الْغذائ ّية السليمة عند أطفالنا‪ ،‬وتشجيعهم على اختيار أطعمة مغ ّذية تمنحهم‬ ‫الطاقة‪ ،‬والتركيز خالل يومهم الْ‬ ‫ّ‬ ‫األساسي الرابع ‪-‬أ‪ -‬أن يأتوا إلى الْمدرسة‪،‬‬ ‫الصف‬ ‫مدرسي‪ ،‬اِقترح متعلّمو‬ ‫ّ‬ ‫ّ‬ ‫صح ّي (فواكه‪ ،‬وحبوب‪ ،‬و…)‪ ،‬يعطيهم طاقة أكبر من التي تعطيها الْمأكوالت الضا ّرة الغن ّية‬ ‫ومعهم فطور ّ‬ ‫صحتهم‪ ،‬وعلى نشاطهم‪.‬‬ ‫بالس ّكريات‪ ،‬وبالدهون التي قد تؤ ّثر سل ًبا على ّ‬

‫الْهدف من هذا النشاط هو غرس ثقافة الْوعي الْ‬ ‫غذائي لدى األطفال منذ الصغر‪ ،‬وتعزيز دور األسرة‪،‬‬ ‫ّ‬ ‫صحة أبنائنا‪.‬‬ ‫والْمدرسة في بناء نمط حياة متوازن يفيد ّ‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ain Aar‬‬

‫‪28‬‬

‫يتحول تع ّلم اللغة إلى ألعاب ُم ْم ِت َعة…‬ ‫عندما‬ ‫ّ‬ ‫في إطار تحفيز المتعلّمين‪ ،‬وتنمية مهاراتهم اللغو ّية‬ ‫بطريقة ف ّعالة وممتعة ومفيدة للوصول إلى األهداف‬ ‫ّ‬ ‫الصف الرابع تجربة تفاعل ّية‬ ‫التعلّم ّية‪ ،‬خاض متعلّمو‬ ‫ش ّيقة في درس "عناصر الرسالة"‪.‬‬ ‫اِسته ّل المتعلّمون النشاط باكتشاف رموز االستجابة‬ ‫ّ‬ ‫الصف‪،‬‬ ‫السريعة (‪ )QR code‬الموزَّعة في أرجاء‬ ‫مكان إلى آخر‬ ‫ٍ‬ ‫فشعروا بالحماسة‪ ،‬وهم ينتقلون من‬ ‫باحثين عن عناصر الرسالة المخف ّية خلف ك ّل رمز‪.‬‬ ‫كان المشهد ملي ًئا بالنشاط‪ ،‬وبالتعاون‪ ،‬وبالضحكات‪.‬‬ ‫لقد تبادلوا األفكار‪ ،‬وتناقشوا حول ترتيب العناصر‪،‬‬ ‫واستنتجوا خصائصها من خالل استراتيج ّية العصف‬ ‫الذهني‪.‬‬ ‫ّ‬ ‫بعـد ذلـك‪ّ ،‬‬ ‫توصلـوا إليـه‪ ،‬فـي‬ ‫وظـف المتعلّمـون مـا ّ‬ ‫تأليـف رسـائل مكتملـة العناصـر تُع ّبـر عـن أفكارهـم‬ ‫بوضـوح وبتنظيـم‪ ،‬مسـتخدمين مهـارات التواصـل‬ ‫الفـردي لتثبيت‬ ‫الكتابـي‪ .‬ثـ ّم انتقلـوا إلـى مرحلـة العمل‬ ‫ّ‬ ‫ّ‬ ‫مكتسـباتهم عبـر تطبيـق ‪ ،Wordwall‬حيـث شـاركوا‬

‫ٍ‬ ‫أنشـطة تفاعل ّيـة متن ّوعـة شـملت ترتيـب الكلمـات‪،‬‬ ‫فـي‬ ‫ٍ‬ ‫بطريقـة مسـلّية ومشـ ّوقة‪.‬‬ ‫ومـلء الفراغـات‬ ‫لقد ساهم هذا الدمج بين الحركة‪ ،‬والتعاون‪،‬‬ ‫والتكنولوجيا‪ ،‬والتعلّم بمرح في تعزيز دافع ّية‬ ‫المتعلّمين‪ ،‬وفي تنمية مهارات التفكير‪ ،‬والتواصل‪،‬‬ ‫ّ‬ ‫ً‬ ‫نابضا‬ ‫الصف فضا ًء‬ ‫واالستقالل ّية لديهم‪ ،‬وفي جعل‬ ‫بالحيو ّية‪ ،‬وباالبتكار‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ain Aar‬‬

Issue 19 | December 2025

Elementary School - Ain Aar

Les élèves de CE1 deviennent de véritables détectives de l’alimentation ! Dans le cadre de leur Unité de Recherche sur la Santé et le BIen-être, les élèves de CE1 ont eu le plaisir d’accueillir le Dr Rania El Khoury, diététicienne, qui leur a offert une séance à la fois instructive et amusante sur l’importance d’une alimentation équilibrée. Dès le début, Dr El Khoury a invité les enfants à devenir de véritables détectives de l’alimentation afin de découvrir pourquoi nous avons besoin de nourriture et si tous les aliments ont le même rôle dans notre corps. À l’aide d’un PowerPoint captivant, elle a expliqué à quoi sert une alimentation équilibrée et quels effets les aliments riches en sucre peuvent avoir sur notre santé, comme la fatigue ou les caries. Les élèves ont ensuite découvert les différentes familles d’aliments : les fruits et légumes, les céréales complètes, les protéines, les produits laitiers et les matières grasses. Dr El Khoury leur a montré que chaque catégorie joue un rôle essentiel pour garder le corps en bonne santé.

• le mauve et le bleu pour stimuler le cerveau • le marron pour donner de l’énergie Dr El Khoury a également rappelé aux enfants l’importance de manger équilibré, de bien s’hydrater, de faire de l’exercice et de bien dormir. Elle leur a proposé des idées de collations saines comme le yaourt glacé, le beurre de cacahuète, le pop-corn nature, les crêpes légères et le houmous.

Elle a conclu en partageant un secret coloré : elle mange chaque jour un arc-en-ciel ! Elle a expliqué que chaque couleur d’aliment apporte un bienfait particulier :

Les élèves ont quitté la salle enthousiastes, fiers d’être devenus de petits détectives de l’alimentation et décidés à prendre soin de leur santé au quotidien.

• • •

Nous partageons avec vous une belle série de photos illustrant cette rencontre haute en couleurs!

le rouge pour un cœur en bonne santé le vert pour renforcer le système immunitaire l’orange et le jaune pour protéger les yeux

Issue 19 | December 2025

Elementary School - Ain Aar

La magie des mots gentils Cette semaine, à l’IC, nous avons célébré la “Semaine de la Gentillesse”. Lundi, pendant notre séance du Project Positivity (P2), les élèves de CE1 ont discuté de ce que signifie être gentil et pourquoi les mots gentils sont si importants. Ce moment a profondément touché les enfants. Sans que personne ne leur demande, plusieurs d’entre eux ont décidé, le soir même, d’écrire de gentils mots à leurs camarades. Le lendemain, ils sont revenus à l’école avec leurs petits messages remplis de douceur, de joie et d’amitié, qu’ils ont ensuite distribués en classe avec le sourire.

sa bienveillance et son affection.

Nous avons ensuite poursuivi avec une activité en classe :

Nous avons compris que la gentillesse n’est pas seulement un mot : c’est une petite force qui crée du lien, de la confiance et du bien-être autour de nous.

Chacun a reçu un cœur et a écrit un message gentil à un ami ou une amie, exprimant à son tour

La classe s’est remplie de bonheur. Chacun a reçu un mot gentil, chacun s’est senti aimé et important.

Les enfants ont appris qu’un mot doux peut illuminer la journée de quelqu’un, et que la gentillesse se partage comme un trésor inépuisable. Et même les maîtresses ont eu droit à de jolis messages qui ont illuminé leurs cœurs et fait naître de grands sourires. Et pour garder un souvenir de ces beaux moments, voici une série de photos qui montrent la joie et la tendresse de nos petits messagers du cœur.

Issue 19 | December 2025

Elementary School - Ain Aar Un battement d’ailes nommé lecture Au CE1, la lecture ne se limite pas aux pages d’un livre : elle devient un souffle, une aventure, un élan. Sous le titre poétique « La lecture te donne des ailes ! », les élèves des CE1 A et CE1 B ont transformé leur tableau d’affichage en véritable ciel de plumes colorées. À chaque lecture plaisir, les enfants choisissent une plume, y inscrivent le titre de l’album découvert, puis déposent quelques mots sincères : pourquoi ils ont aimé, ou parfois pourquoi l’histoire ne les a pas touchés. Ces petites traces d’enfance s’envolent sur le mur, comme autant de chemins possibles, de portes d’entrée vers d’autres mondes. Ce nuage de plumes est devenu un lieu de partage où chaque lecteur inspire les autres. Les mots s’y mêlent aux rêves, les couleurs aux émotions, et l’envie de lire circule d’un élève à l’autre, d’une classe à l’autre, avec une douceur contagieuse. Dans ces salles, la lecture n’est plus une simple activité scolaire : c’est un battement d’ailes, une liberté offerte, un voyage que les enfants se transmettent avec fierté. Les photos des tableaux d’affichage des CE1 A et B témoignent de cette magie silencieuse : d’un

simple coin de classe est née une communauté de petits lecteurs, curieux, sensibles et déjà passionnés. Une preuve que lorsqu’on lit pour le plaisir… on se met vraiment à voler.

Issue 19 | December 2025

Elementary School - Ain Aar Mini End-of-unit Presentation The KG2 students concluded their Who We Are unit on Healthy Lifestyles by presenting a mini end-ofunit showcase to the KG1 students. This experience allowed them to demonstrate their understanding while taking on the role of young teachers. The presentation included four interactive stations: hygiene, balanced plate, emotions, and physical activity. In small groups, KG2 students explained each concept, modeled routines, and guided KG1 students through simple hands-on tasks. Throughout the event, the KG2 learners used a range of Approaches to Learning (ATL) skills. Their communication skills were evident as they explained ideas clearly using simple vocabulary and visual aids. They applied social skills by collaborating with their peers and supporting the younger students with patience and care. Self-management skills were also

demonstrated as they organized materials, took turns speaking, and stayed responsible at their stations. The presentation highlighted several IB Learner Profile attributes as well. Students were communicators while presenting confidently and listening respectfully. They were caring as they guided and encouraged the KG1 students. As knowledgeable learners, they shared accurate information about staying healthy, and as principled individuals, they took their roles seriously and behaved responsibly. The presentation allowed KG2 students to consolidate their learning, apply key skills, and proudly share their understanding with the KG1 class.

Issue 19 | December 2025

Elementary School - Ain Aar

Dr. Jerdak Visits 2nd Grade to Talk About the Power of Sleep Our 2nd graders recently enjoyed a special visit from Dr. Jerdak, who shared an engaging and informative presentation about the importance of sleep and how it helps children grow, learn, and stay healthy. Dr. Jerdak began by asking students what they enjoy most about bedtime, sparking lots of smiles and enthusiastic responses. He then explained that sleep is not just a time to rest. It’s when our bodies grow stronger, our brains organize memories, and our minds recharge for the next day. Students learned that children their age need 9–1o hours of sleep each night to feel their best. Dr. Jerdak offered helpful tips for a good night’s rest, such as:

• Keeping a consistent bedtime. • Turning off screens before bed. • Reading or listening to calm music before sleeping.

• Limiting caffeine beverages for better sleep

To end his talk, Dr. Jerdak challenged the class to take part in a “Sleep Challenge” aiming to get plenty of rest each night and notice how it helps them focus and feel better during the day. The 2nd graders had a wonderful time learning from Dr. Jerdak and asked thoughtful questions about dreams, bedtime routines, and how sleep helps them grow. A big thank-you to Dr. Jerdak for inspiring our young learners to make sleep a healthy habit!

Issue 19 | December 2025

Elementary School - Ain Aar

Sortie Made by Nature Dans le cadre du thème transdisciplinaire « Le partage de la planète », qui a pour idée maîtresse: “ Le maintien d’écosystèmes sains favorise la vie sur Terre.” Les élèves de CE2 et de Grade 3 ont participé à une sortie scolaire à Made by Nature. Cette visite leur a permis de découvrir, à travers des activités ludiques et interactives, le rôle essentiel des écosystèmes et l’importance de protéger la nature. Les élèves ont observé différents milieux naturels, manipulé des

éléments de la faune et de la flore, et participé à des ateliers très enrichissants. Les élèves ont participé à trois ateliers : le premier sur le compost, le deuxième sur la plantation et le troisième au jardin botanique. Ils se sont montrés très engagés et motivés tout au long de ces activités, posant des questions pertinentes et intéressantes. Cette expérience a éveillé leur curiosité et renforcé leur compréhension du monde vivant qui les entoure.

Issue 19 | December 2025

Elementary School - Ain Aar

Enquête sur le complément de phrase : quand la grammaire devient réflexion Pour apprendre et comprendre la notion de complément de phrase, les élèves ont été invités à réfléchir à partir de phrases contenant des compléments. La séance a débuté par deux questions clés : quelle partie de la phrase peuton enlever sans que la phrase ne perde son sens essentiel, et quel rôle joue cette partie ? Ces interrogations ont donné lieu à une discussion collective, permettant aux élèves de comprendre que le complément apporte des précisions et enrichit le message. Poursuivant cette démarche de recherche,

The Rights of Children Grade 3 B The Grade 3 students explored children’s rights and designed creative posters after reading the book “The Rights of Children.” Each student designed their own poster and began writing about their chosen right, adding details and elaborating to make their work richer and more meaningful.

les élèves ont travaillé en petits groupes pour identifier les compléments dans différentes phrases proposées. Cette phase collaborative leur a permis d’échanger, de confronter leurs idées et de construire progressivement la notion de complément de phrase. La séance s’est terminée par la réalisation d’une carte mentale, outil visuel pour organiser et fixer les apprentissages, puis par un billet de sortie dans lequel chaque élève a noté les éléments essentiels à retenir. Une approche active et réfléchie qui a rendu la grammaire plus vivante et accessible.

Issue 19 | December 2025

Elementary School - Ain Aar

Une rencontre enrichissante avec l’infirmière scolaire Dans le cadre de leur unité de recherche « Qui nous sommes » sur les droits et responsabilités, les élèves de CE2 A et CE2 B ont eu l’occasion d’interviewer Mme Rima Makhoul, l’infirmière scolaire de l’IC. Cette rencontre avait pour objectif de mieux comprendre l’importance de l’hygiène physique. mentale et alimentaire, ainsi que les droits et responsabilités des élèves en matière de santé. Mme Rima Makhoul a expliqué aux enfants dans quelles situations ils peuvent se rendre à l’infirmerie : lorsqu’ils ont mal, se sentent mal à l’aise ou ont besoin de parler. Elle a également rappelé que les élèves ont la responsabilité de prendre soin d’eux-mêmes au quotidien, en se lavant les mains régulièrement, en mangeant sainement et en exprimant leurs émotions lorsqu’ils en ont besoin. Les élèves ont aussi posé de nombreuses questions sur son métier d’infirmière scolaire :

• • •

Quelles sont ses missions ? Comment aide-t-elle les enfants ? Quelles qualités sont importantes pour faire ce métier ?

Mme Rima Makhoul a répondu avec bienveillance et clarté, ce qui a permis à chacun de mieux comprendre son rôle essentiel dans la vie de l’école. Ce fut un moment très éducatif et enrichissant qui a permis aux élèves de faire le lien entre les notions apprises en classe et la réalité de leur quotidien scolaire.

Issue 19 | December 2025

Elementary School - Ain Aar Inquiry in Action: Lawyers, Rights, and Responsibilities Grade 3 and CE2 students are currently inquiring into the central idea: “Rights and responsibilities contribute to the development of self and society.” Inspired by this inquiry, one of the Grade 3 learners suggested inviting a lawyer as a guest speaker. We were delighted to welcome Maître Wadih Akl, who graciously visited our classes to share his knowledge about laws and the important role lawyers play in shaping and supporting society. Maître Wadih Akl, a real-life superhero, kicked off his visit by asking the students about their favorite on-screen superheroes. He then went on to say that while those heroes are fun, the lawyers are actually the real-life heroes! Why? Lawyers “save the day” in real life, just like any other superhero on screen, by fighting for justice and helping people.

He spoke about what inspired him to become a lawyer, explaining that it had been his dream since school, when he felt the need to stand up for victims of bullying. Maître Wadih Akl also answered many thoughtful questions from the students. When asked, “What is the most important law in Lebanon?” he replied, “The constitution, because it protects our rights as citizens.” In response to the question, “Who is the most dangerous criminal?” he wisely answered, “The bully in your class.” Grade 3 and CE2 learners were highly engaged throughout the session—they eagerly asked questions, listened attentively, and even participated in a short skit inspired by the discussion. This visit was a truly meaningful learning experience that helped our students grow, inspire, and lead.

‫‪38‬‬

‫النص‬ ‫َم ًعا َب َنوا‬ ‫ّ‬

‫ِب َما أَ َّن التَ َعلُّم الن َِشط يُ َش ِّكل َركِ يزَة أَ ِ‬ ‫ساس َّية فِ ي ت َْج ِربَتنا‬ ‫الص ّف‪َ ،‬ف َقد تَ ّم إ ْ‬ ‫التَ ْعلِيمِ َّية ِ‬ ‫الص ّف‬ ‫ِشراك ُمتَ َعلِّمِ ي َ‬ ‫داخل َ‬ ‫األَ ِ‬ ‫اع َدتْ ُه ْم‬ ‫ساس ّي الثالِث في أَنْ ِش َطة تَ َفا ُع ِل َّية ُمتَنَ ِّو َعة‪َ ،‬س َ‬ ‫َعلَى َف ْهم َد ْرس أَ ْقسام الْ َكالم‪َ ،‬و َم َّكنَتْه ْم مِ ن ِبنَاء الْ َم ْع ِر َفة‬ ‫ِب َأنْف ُِسهِ م ُم َع ِّززَة لَ َديْهِ م َم َهارات التَفْكِ ير‪َ ،‬والت ْعبِير‪َ ،‬والْ َع َمل‬ ‫الْ َج ِ‬ ‫ماع ّي‪.‬‬

‫ِانْ َطل َ ْقنَا مِ ن نَشاط َج َم ِ‬ ‫يز ّي َج َمع خالله الْ ُمتَ َعلِّمون‬ ‫اع ّي ت َْحفِ ِ‬ ‫الْ ُحروف ِلتَ ْكوين َكلِمات‪ ،‬ثُ َّم َج َمعوا الْ َكلِمات ِلتَ ْكوين ُج َمل‪،‬‬ ‫صوص ُمتَكامِ لَة‪ِ .‬ب َهذِ ه‬ ‫َوبَ ْع َدها َر َّكبوا الْ ُج َمل ِلتَ ْكوين نُ ُ‬

‫َ‬ ‫َص‪ ،‬ب َ‬ ‫ِش ْكل‬ ‫الط ِري َقة‪ِ ،‬ا ْكت ََشفوا الْ َعال َقة بَيْن ُم َك ِّونَات الن ّ‬ ‫يج ّي‪َ ،‬و َس ْهل‪.‬‬ ‫تَدْرِ ِ‬

‫صقْنا‬ ‫استَخْ َد ْمنا ُم َك َّعبات‪ ،‬لَ َ‬ ‫َو ِلتَ ْعمِ يق الْ َف ْهم‪َ ،‬و ِلتَ ْرسيخه ْ‬ ‫ص‪َ ،‬و َطلَبْنا مِ َن الْ ُمتَ َعلِّمِ ين‬ ‫َعلَى ُك ّل ُم َك َّعب مِ نْها فِ ْق َرة مِ َن نَ ّ‬ ‫اع َد ُه ْم َهذا‬ ‫الص ِحيح‪َ .‬س َ‬ ‫َص َ‬ ‫أَن يُ َر ِّكبُوا الْ ُم َك َّعبات لِبناء الن ّ‬ ‫النَشاط َعلَى الْ َف ْهم ب َ‬ ‫موسة َو ُم ْم ِت َعة‪.‬‬ ‫ِط ِري َقة َمل ْ َ‬

‫َو ِب َهذِ ه َ‬ ‫وضوحا‬ ‫الط ِري َقة‪ ،‬ا ْكت ََسب الْ ُمتَ َعلِّمون َف ْه ًما أَ ْكثَر‬ ‫ً‬ ‫ص ِّف َّية مفعمة بالحيو ّية‪ ،‬و ُم َش ِّج َعة‪،‬‬ ‫َص‪ِ ،‬ض ْمن بِيئَة َ‬ ‫ِل ِبنْ َية الن ّ‬ ‫َوتَفا ُع ِل َّية‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ain Aar‬‬

‫‪39‬‬

‫ماس ِة ِل ْل ُمسابقات اللغويّة واألدب ّية‬ ‫ِس ْح ُر اال ْن ِخ ِ‬ ‫راط وا ْل َح َ‬ ‫في أجواء يسودها الحماسة‪ ،‬والتعاون‪ ،‬وروح التح ّدي‬ ‫ّ‬ ‫الصف الخامس المشاركة‬ ‫اإليجابي‪ ،‬ا ِْعتا َد متعلّمو‬ ‫ّ‬ ‫ُ‬ ‫ْ‬ ‫َ‬ ‫في مسابقات لغو ّية‪ ،‬وأدب ّية تشمل القواعد اللغو ّية‪،‬‬ ‫اللغوي‪ ،‬والتعبير‪ ،‬وتَ ْهدِ ُ‬ ‫ف إلى‬ ‫واإلمالئ ّية‪ ،‬والْمخزون‬ ‫ّ‬ ‫تَثْبيت الْمفاهيم‪ ،‬والقواعد المدروسة‪ ،‬أو إلى مراجعتها‬ ‫بطريقة تفاعل ّية‪ ،‬وممتعة‪.‬‬ ‫ّ‬ ‫الصف إلى مجموعات صغيرة‪،‬‬ ‫خالل المسابقة‪ ،‬يُ َق َّسم‬ ‫وتتو ّلى المعلّمة طرح أسئلة حول الهدف الذي ترمي الْعمل‬ ‫عليه‪ .‬يبدأ أعضاء الفريق بالتشاور فيما بينهم‪ ،‬وبالتناقش‬ ‫الختيار الجواب األفضل قبل أن يق ّدموا إجابتهم بثقة أمام‬ ‫الجميع‪ .‬وإذا كانَت اإلجابة صحيحة‪ ،‬يُكا َفأ الفريق بنقطة‬ ‫تُضاف إلى رصيده‪ ،‬األمر الذي يزيد من روح التح ّدي بين‬ ‫حماسة المشاركين‪.‬‬ ‫المجموعات‪ ،‬ويُ ْشعِ ل‬ ‫َ‬

‫يتم ّيز هذا النشاط بتوظيفه أكثر من مِ هارة‪ :‬مهارات‬ ‫التواصل‪ ،‬والمهارات الْفكر ّية‪ ،‬والْمهارات االجتماع ّية‬ ‫في ٍآن واحد؛ فهو يُن ّمي القدرة على التفكير السريع‪،‬‬ ‫واالستماع النشط‪ ،‬والتعبير الواضح‪َ ،‬كما أَ َّن ُه يُ َعزِّز‬ ‫الجماعي‪ ،‬واحترام آراء اآلخرين‪ .‬وإلى‬ ‫مهارات العمل‬ ‫ّ‬ ‫جانب ذلك‪ ،‬يُ ْك ِسب هذا النشاط المتعلّمين مهارات إدارة‬ ‫الذات حين ينتظرون دورهم في اإلجابة‪ ،‬فيتد ّربون على‬ ‫ضبط انفعاالتهم‪ ،‬وعلى التحلّي بالصبر‪ ،‬وعلى االلتزام‬ ‫بالنظام‪ ،‬وبقوانين التح ّدي األمر الذي يجعلهم أكثر وع ًيا‬ ‫بسلوكهم داخل الفريق‪.‬‬ ‫يسهم النشاط في تثبيت المفاهيم‪ ،‬والقواعد اللغو ّية التي‬ ‫العملي والمواقف‬ ‫تعلّمها المتعلّمون من خالل التطبيق‬ ‫ّ‬ ‫ّ‬ ‫جاف إلى تجربة ح ّية‬ ‫الواقع ّية‪ ،‬فيتح ّول التعلّم من حفظ‬ ‫ممتعة‪.‬‬ ‫يع ّبر المتعلّمون عادة عن سعادتهم الكبيرة بالمشاركة في‬ ‫أن التعلّم‬ ‫هذه المسابقات‪ ،‬مؤ ّكدين م ّرة جديدة على ّ‬ ‫شجع على‬ ‫الممتع‪ ،‬والمحفّز يستوجب أسلو ًبا تفاعل ًّيا يُ ّ‬ ‫التعاون‪ ،‬وعلى المنافسة البنّاءة‪.‬‬ ‫وإ ّننا بواسطة هذه الطرائق نُ ِ‬ ‫وحب‬ ‫دخل اللغة العرب ّية‪،‬‬ ‫ّ‬ ‫تعلّمها إلى قلوب المتعلّمين‪ ،‬فتصبح جز ًءا من متعتهم‬ ‫اليوم ّية‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ain Aar‬‬

Issue 19 | December 2025

Elementary School - Ain Aar

The Dean’s Drop: Building Connection and Community With the intention of strengthening connections and building a sense of community, the Dean of Students at IC Ain Aar Elementary School launched a new initiative this year: The Dean’s Drop, a short, engaging newsletter shared with Grade 3, 4, and 5 students every other week. Each issue highlights a character strength or theme linked to our IC values. Through stories, quotes, and

The Dean Drop AA - Elementary

Welcome Back! Dear Grade 3, 4, and 5 Students, Welcome to a brand-new school year! I hope you had a wonderful summer filled with fun, laughter, and moments you’ll always remember.

Other People Matter

15 September 2025

Issue #01

Quote of the week A person who never made a mistake never tried anything new.” – Albert Einstein

Now, as we begin this exciting journey together, I want you to know how happy I am to see you back at school. This year will be full of opportunities to learn new things, try new challenges, and discover new strengths. I believe in each one of you, and I can’t wait to see all the amazing ways you will unlock your potential, grow your mindset, and show how much other people matter. Here’s to a year of learning, kindness, and big dreams!

Challenge of the week Bella Dela Cruz

Connection Challenge:

Learn the name of someone new in your grade and say hello to Zoe San Pedro them everyday this week. Zoe is our Top Reader this week, finishing the most books from our reading challenge, including Noli Me Tangere!

simple challenges, The Dean’s Drop encourages students to reflect on how their words and actions affect others, to celebrate effort and kindness, and to recognize that every moment is an opportunity to learn and grow. Click here to explore the latest issues and join us in celebrating our students’ ongoing journey of character, connection, and community.

The Dean Drop AA - Elementary

Dear Grade 3, 4, and 5 Students, Welcome to our second issue of The Dean Drop!

Other People Matter

29 September 2025

Issue #02

Quote of the week

Coming together is a beginning. Keeping together is progress. Working together is success. Henry Ford

Last time, we focused on connection. This week, we’re focusing on two powerful super skills: Teamwork and Open-Mindedness. Teamwork means listening, sharing, and working together to reach a goal. Open-mindedness means trying to understand new ideas, different opinions, and people who aren’t just like us. When you combine both, magic happens: Classrooms feel happier, projects go further, and friendships grow stronger. This October, you’ll have the chance to practice these skills in a BIG way…

The Dean Drop AA - Elementary

Dear Grade 3, 4, and 5 Students, Let’s pause for a second and think about this: When you really listen to someone, I mean really listen, what happens? They feel seen. They feel valued. They feel that what they say matters. Last week’s focus was on being present and giving others your attention; not just with your ears, but with your eyes, your heart, and your actions. When we’re present, we don’t just hear words; we understand feelings.

Challenge of the week

Teamwork in Cruz Action: Bella Dela

Work with two classmates you don’t usually work with and complete a mini-challenge Zoe San Pedro together (help each other with Zoe is our Top Reader this week, finishing the most books from our reading challenge, homework, clean your classroom including Noli Me Tangere! corner, or plan a quick kindness act). Notice how different ideas can come together to make something awesome!

This week’s focus is on Integrity, one of our IC Core Values. Integrity means doing the right thing even when no one is watching: keeping your word, being honest, and treating others with fairness and respect.

Other People Matter

13 October 2025

Issue #03

Quote of the week

“Integrity is choosing courage over comfort; choosing what is right over what is fun, fast, or easy; and choosing to practice our values rather than simply professing them.” — Brené Brown

Challenge of the week

- WhenBella a friend Dela Cruzis talking to you, stop what you’re doing and look at them. - When you make a promise, keep Zoe San Pedro it! Zoe is our Top Reader this week, finishing the most books from our reading challenge, - Whenincluding you Noli make a mistake, own Me Tangere! it! That’s what integrity looks like in action!

Issue 19 | December 2025

Elementary School - Ain Aar

Construire une image de soi positive en CM2 : se préparer aux changements de la préadolescence En CM2, les élèves se trouvent à une étape importante de leur développement : la préadolescence. C’est une période charnière marquée par de grands changements physiques, émotionnels, cognitifs et sociaux. Ces transformations influencent progressivement la manière dont les enfants se perçoivent et interagissent avec le monde. Dans le cadre du thème transdisciplinaire du PYP « Qui nous sommes », la psychologue scolaire a animé une séance interactive avec les élèves de CM2 - Grade 5 autour de l’image de soi et de la préparation aux changements de cette étape de vie. L’objectif de cette séance était de : •

Accompagner les élèves pour mieux comprendre les transformations qui les attendent au cours des prochaines années.

•

Renforcer une image de soi positive et réaliste, en valorisant leurs forces et en normalisant les changements vécus par tous.

•

Favoriser l’expression émotionnelle et encourager les élèves à poser des questions dans un cadre bienveillant et sécurisant.

•

Développer des compétences socioémotionnelles pour mieux s’adapter à cette nouvelle étape de leur développement.

À travers des discussions, des activités de réflexion personnelle et des échanges collectifs, les élèves ont pris conscience que leur identité se construit petit à petit, au fil des expériences vécues et des transformations intérieures et extérieures. Ce travail s’inscrit dans notre mission éducative globale : aider chaque élève à se connaître, à s’accepter et à grandir en confiance. En abordant ces sujets dès la préadolescence, nous leur offrons les outils nécessaires pour traverser cette période de transition avec assurance et équilibre. Chaque petit changement fait partie du chemin pour devenir la meilleure version de soi-même

Issue 19 | December 2025

Elementary School - Ain Aar

Class Student Representatives – Process Overview The Class Representatives process at IC is designed to be a meaningful and authentic leadership journey that unfolds throughout the year, developing student agency, voice, and responsibility. It begins with nominations, where students reflect on their strengths, responsibilities, and readiness to serve. This is followed by a campaign period that builds essential skills such as communication, organization, collaboration, public speaking, and creative expression through posters, presentations, and speeches. Elections are conducted using secret ballots to mirror real democratic practices. This approach gives students a sense of ownership and trust, and it promotes responsibility, fairness, and integrity. Throughout this stage, students are guided in understanding both the pride of being elected and the emotional learning that comes with not being selected. Our goal is to ensure that every child feels supported and valued, and to reinforce resilience, empathy, and healthy coping strategies. Once elected, Class Representatives participate in regular leadership meetings where they collaborate, reflect, and plan initiatives. During

these sessions, they propose activities and think deeply about the purpose behind each idea—whether it spreads kindness, builds community, brings joy, promotes gratitude, supports wellbeing, or helps others through service. They also consider who will benefit from each activity (their class, another grade, the whole school, or the broader community), whether the activity is manageable, and how to ensure that it is inclusive, safe, and aligned with IC values. This structured yet empowering process encourages students to take initiative, think beyond themselves, practice empathy, and make decisions that positively impact their school community. Leadership becomes not a title, but a practice of thoughtful action, collaboration, and care for others. The overarching purpose of this initiative is to develop students’ agency and voice, encourage them to take initiative, and foster leadership qualities aligned with IC’s core values and the IB Learner Profile. Through regular meetings, shared responsibilities, and collective decisionmaking, student representatives learn how to advocate for their peers, propose meaningful activities, and grow as confident, reflective, and responsible young leaders.

Issue 19 | December 2025

Elementary School - Ain Aar

Celebrating Inclusion and Diversity in Grade 2 This month, our Grade 2 students participated in a special counseling session centered around inclusion, diversity, and accepting others. The goal of the session was to help children understand that each person is unique and that our differences make our community stronger, richer, and more beautiful. To begin, the students engaged in a positive affirmation activity, reminding themselves that they are special and valued just the way they are. Using a colorful PowerPoint presentation and the inspiring story “Wonder”, the children explored the idea that every person is a “wonder,” someone with their own strengths, beauty, and uniqueness. Together, they shared reflections about what makes them special and what they admire in others. After the discussion, the students took part in an “Inclusion Circle”, a joyful activity that brought everyone together. They joined hands, sang the song “Together”, and celebrated the spirit of unity and respect. The circle symbolized how, despite our

differences, we are all connected. These kinds of sessions are essential in helping children build empathy, respect, and a sense of belonging. By encouraging students to embrace diversity early on, we are planting the seeds of kindness, acceptance, and open-mindedness that will grow throughout their lives. In the words of Wonder: “You can’t blend in when you were born to stand out.”

Issue 19 | December 2025

Elementary School - Ain Aar

Bien dormir pour mieux grandir! Dans le cadre de leur Unité de Recherche sur la Santé et le Bien-être, les élèves de CE1 ont eu le plaisir d’accueillir Dr Abdel Ahad, anesthésiste, venue leur présenter une séance passionnante sur l’importance du sommeil. À travers un PowerPoint soigneusement préparé, elle a expliqué pourquoi bien dormir est essentiel pour grandir, apprendre et rester en bonne santé. Dr Abdel Ahad leur a montré que, lorsque nous dormons, notre corps se repose, se répare et grandit, tandis que le cerveau rêve, trie et garde en mémoire tout ce que nous avons appris. Elle leur a aussi expliqué que ces étapes se répètent plusieurs fois pendant la nuit, comme de petits voyages du corps et de l’esprit. Elle a ensuite abordé le nombre d’heures de sommeil nécessaires à leur âge, les effets néfastes des écrans avant le coucher, ainsi que le rôle du cerveau pendant les différentes phases du sommeil : léger, profond et paradoxal.

En conclusion, Dr Abdel Ahad a partagé plusieurs bonnes habitudes pour mieux dormir : avoir une routine du coucher, éviter les écrans, faire du sport, manger léger et sain, ne pas consommer de caféine, se détendre dans un environnement calme, prendre un bain et éviter de manger juste avant de dormir.

Les élèves, très attentifs, ont posé de nombreuses questions pertinentes :

À la fin de la rencontre, les enfants ont compris que bien dormir fait partie d’un mode de vie sain, tout comme bien manger et faire de l’exercice. Ils sont repartis ravis, riches de nouvelles connaissances et décidés à prendre soin de leur santé et de leur bien-être.

— « Quel médicament utilises-tu pour endormir les personnes avant une opération ? »

« Le sommeil est la meilleure des vitamines pour grandir en santé et en bonheur. »

— « Combien d’heures un enfant de sept ans doit-il dormir pour être en forme ? »

Voici quelques photos de cette belle rencontre à découvrir ci-dessous !

— « Que se passe-t-il dans notre corps quand on ne dort pas bien ? » … et bien d’autres questions tout aussi curieuses et intéressantes !

Issue 19 | December 2025

Elementary School - Ain Aar

Réviser les techniques opératoires en s’amusant ! Pour rendre la révision des techniques opératoires plus amusante, les élèves ont participé à une activité pleine d’énergie : une compétition façon relais mathématique !

Avant le top départ, chaque groupe a pris le temps de planifier sa stratégie et de répartir les rôles : calcul mental, vérification, rapidité… tout était pensé !

Répartis en quatre équipes, les élèves se sont alignés face à six opérations à résoudre. Le premier coureur s’élance, résout une opération, puis passe le feutre à son coéquipier… et ainsi de suite jusqu’à la dernière ligne !

Une activité à la fois ludique et stimulante, où coopération, logique et esprit d’équipe étaient au rendez-vous. Les élèves ont révisé en s’amusant et prouvé qu’apprendre peut aussi être un vrai jeu d’équipe !

La victoire revient à l’équipe qui termine toutes les opérations sans faute.

Issue 19 | December 2025

Elementary School - Ain Aar

Visites éducatives : Découverte des biens et des services Dans le cadre de notre unité de recherche Comment nous nous organisons, les élèves de CP ont eu la chance de rencontrer deux professionnels qui leur ont expliqué leur travail et la manière dont ils offrent des services à la communauté.

Curieux et motivés, les enfants ont posé de nombreuses questions aux intervenants pour mieux comprendre comment se déroule le travail au quotidien. Ils ont observé, comparé et parlé des différences entre un service médical et un service de restauration.

Nous avons accueilli Dr Jad Nasr, dentiste, et Madame Nayla Abou Fadel, propriétaire de Nayla’s Kitchen. Grâce à ces visites, les enfants ont pu découvrir les différentes étapes nécessaires pour commencer et organiser un service.

Après la visite, les élèves ont pris un temps de réflexion pour imaginer le service qu’ils aimeraient créer eux-mêmes. Les idées ont été d’une grande créativité ! Parmi les projets imaginés, nous avons entendu :

Les élèves ont appris qu’un service commence toujours avec :

•

• • • •

un capital : ce qu’il faut pour débuter (argent, matériel, idées…) un emplacement : le lieu où l’on travaille des outils ou des produits nécessaires pour exercer son métier une équipe de travail qui aide au bon fonctionnement du service et la publicité, essentielle pour faire connaître son service

•

« Je fabriquerai des objets en bois et je les vendrai. » « Je proposerai mes services pour décorer les maisons à Noël. » « Je chanterai pour les fêtes. »

Ces échanges ont permis aux enfants de mieux comprendre l’organisation du marché et l’importance des services dans notre vie quotidienne. Une belle expérience d’apprentissage qui leur a donné l’envie… de devenir, eux aussi, de petits entrepreneurs !

Issue 19 | December 2025

Middle School - Ain Aar

Digital Literacy and Human Rights As part of their Civics curriculum, Grade 6/6eme and Grade 7/5eme students participated in an engaging workshop on digital literacy and human rights led by Mr. Fadi Hachem, human rights lawyer and international UN expert. The session was highly interactive, prompting students to reflect on realworld challenges related to online behavior, privacy, and rights in the digital age. They stepped into the role of judges, analyzing staged cases and delivering verdicts based on the principles they learned. Student feedback was overwhelmingly positive, they found the discussion insightful, relevant, and captivating. The

Exploration céleste des planètes En physique, les élèves de 3e B ont mené un travail de recherche sur le système solaire. Chaque groupe s’est vu attribuer une planète à étudier et en a présenté les principales caractéristiques. Ils ont ensuite réalisé des maquettes précises illustrant les orbites et les dimensions des planètes, avant de les présenter à l’oral. Cette activité leur a permis de développer à la fois leurs connaissances scientifiques et leurs compétences d’expression orale, tout en nourrissant leur curiosité et leur créativité.

experience not only deepened their understanding of digital citizenship but also connected classroom learning to meaningful, real-life contexts.

Issue 19 | December 2025

Middle School - Ain Aar

Enquête chimique d’un liquide meurtrier Au cœur d’un escape room scientifique, les élèves de 3e B ont déchiffré des messages codés, analysé des indices chimiques et réalisé diverses expériences afin d’identifier le liquide meurtrier et démasquer le coupable.

Une enquête captivante où sciences, logique et esprit d’équipe se sont combinés pour élucider le mystère !

Recherche documentaire au CDI : La respiration Les élèves de 5e ont mené un travail de recherche au CDI sur le thème de la respiration, en s’appuyant exclusivement sur des livres, encyclopédies et documents papier, sans aucun support numérique. Ils ont collecté, trié et synthétisé les informations

pour répondre à une série de questions scientifiques. Une expérience formatrice qui leur a permis de développer leur autonomie, leur sens critique et leurs compétences en recherche documentaire.

Issue 19 | December 2025

Middle School - Ain Aar

Sortie pédagogique au MIM : À la découverte des atomes et des éléments Dans le cadre du chapitre de chimie sur les atomes et les éléments, les élèves de 3e/Grade 9 ont eu l’opportunité de visiter le musée MIM et d’y découvrir une remarquable collection de gemmes. Cette sortie a donné une dimension concrète à leurs apprentissages : chaque gemme illustre le rôle des éléments chimiques et des minéraux,

dont la composition, la structure et l’organisation atomique déterminent les couleurs, les formes et les propriétés uniques. Une expérience à la fois scientifique et inspirante, qui a permis de faire le lien entre les notions étudiées en classe et leur application dans le monde réel.

The Fashion Design Club’s Inspiring Kindness Garden In an inspiring display of creativity, members of the Fashion Design Club have collaborated to create a beautiful Kindness Garden, featuring uniquely painted rocks adorned with uplifting messages. Each student took the time to select colors, designs, and inspiring phrases, resulting in a vibrant collection of rocks, each with its own meaningful message. The Kindness Garden was placed on the students’ terrace, and has quickly become a source of inspiration for students since many have expressed how the uplifting messages have brightened their day and encouraged them to engage in acts of kindness. By aligning this project with Kindness Day that is celebrated on November 13, the students reaffirmed their commitment to IC school’s goal of promoting empathy and compassion among all members of our community. This initiative not only showcases the artistic talents of our students but also emphasizes the importance of spreading kindness within our school community.

‫‪50‬‬

‫ميض ّ‬ ‫الش َ‬ ‫تيق َو َو ُ‬ ‫اش ِة ‪:‬‬ ‫الو َر ِق َ‬ ‫را ِئ َح ُة َ‬ ‫الع ِ‬ ‫ِحكايَ ُة تَ َع ُّل ٍم بَ ْي َن زَ َم َن ْين‬

‫والرقمي»‪،‬‬ ‫الورقي‬ ‫في إطار ال َوحدة التّعلُّم ّية «بين الكتابين‬ ‫ّ‬ ‫ّ‬ ‫الص ّف التّاسع ‪ -‬المستوى المتق ّدم ‪ -‬في‬ ‫قام طلّاب ّ‬ ‫صفوف اللغة العرب ّية للنّاطقين بغيرها بزيارةٍ إلى المكتبة‬ ‫الشرق ّية في جامعة الق ّديس يوسف‪ .‬خالل هذه الجولة‬ ‫ال ّثقاف ّية الغن ّية‪ّ ،‬‬ ‫اطلعوا على تاريخ المكتبة العريق‪ ،‬وما‬ ‫ُجسد‬ ‫تزخر به من مؤ ّلفات‪ ،‬ووثائق‪ ،‬ومخطوطات نَفيسة ت ّ‬ ‫العربي وأصالته‪ .‬كما تع ّرفوا إلى نشأة هذا‬ ‫عمق التّراث‬ ‫ّ‬ ‫صون المعرفة وتناقلها عبر‬ ‫الصرح‬ ‫العلمي ودوره في َ‬ ‫ّ‬ ‫ّ‬ ‫العصور‪.‬‬ ‫وقد أُتيح لهم التّأ ّمل في نُ َس ٍخ ورق ّي ٍة نادرة‪ ،‬ومتابعة مراحل‬ ‫تحويلها إلى مستندات رقم ّية‪ ،‬فاستشعروا من خالل ذلك‬ ‫الرقمي‪،‬‬ ‫الورقي والحاضر‬ ‫الحي بين الماضي‬ ‫التّفاعل‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫وأدركوا قيمة الجمع بين األصالة والتّط ّور‪ .‬كذلك ّ‬ ‫اطلعوا‬ ‫على جرائد تاريخ ّية كـ «البشير» و«المشرق» وغيرهما من‬ ‫الوثائق ا ّلتي تعود إلى مرحلة االستقالل‪ ،‬فتعزّز وعيهم‬ ‫الوطني وتع ّمق تقديرهم للهو ّية الثقاف ّية وللقيم المتّصلة‬ ‫ّ‬ ‫ّ‬ ‫بالمعرفة والطباعة‪.‬‬ ‫ّقليدي في‬ ‫واختُتمت الزّيارة بخوض تجربة البحث الت‬ ‫ّ‬ ‫أروقة المكتبة ومقارنته بأساليب البحث الحديثة في‬ ‫قمي‪ ،‬ما م ّكنهم من استيعاب حجم التّح ّول‬ ‫العصر ال ّر ّ‬ ‫الورقي‪ .‬وقد ع ّبر الطلّاب‬ ‫ّقني وأهم ّية صون اإلرث‬ ‫ّ‬ ‫الت ّ‬ ‫عن ُسرورهم بهذه التّجربة المم ّيزة‪ ،‬إذ جالوا بين رفوف‬ ‫الكتب تغمرهم رائحة الورق العتيق‪ ،‬وتمأل نفوسهم‬ ‫ال ّدهشة إزاء الجهود الحثيثة المبذولة للحفاظ على هذا‬ ‫المعرفي ال ّثمين‪.‬‬ ‫التّراث‬ ‫ّ‬

‫ش ّكلت هذه الزيارة فرص ًة ثمين ًة للطلّاب إلدراك قيمة‬ ‫المكتبات ودورها في نشر المعرفة‪ ،‬وأتاحت لهم تطبيق‬ ‫لي‪ ،‬ما جعل التّعلُّم‬ ‫مفاهيم ال َوحدة التّعلُّم ّية‬ ‫ٍ‬ ‫بشكل َع َم ٍّ‬ ‫تجرب ًة ح ّي ًة ومباشرة‪ ،‬محفوفة باإلثارة والمتعة‪ ،‬وملهمة‬ ‫جسر بين عوالم الكتب الورق ّية والرقم ّية‪ ،‬وجعلتهم‬ ‫لبناء‬ ‫ٍ‬ ‫يق ّدرون جهود العلماء والباحثين في حفظ التّراث ونقله‬ ‫إلى ألجيال القادمة‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪51‬‬

‫ٌ‬ ‫رحلة أدب ّية إلى بسكنتا‪ :‬في رحاب ميخائيل نعيمة‬ ‫السيرة الغير ّية وتحقيق التّكامل‬ ‫في إطار تعميق محور ّ‬ ‫ّ‬ ‫نسق قسم اللغة‬ ‫بين المعرفة النّظر ّية والتّجربة العين ّية ‪ّ ،‬‬ ‫ً‬ ‫نشاطا الص ّف ًيا‬ ‫األساسي‬ ‫الص ّف التّاسع‬ ‫العرب ّية لطلّاب ّ‬ ‫ّ‬ ‫تجسد في رحلة تربو ّية ممتعة إلى منطقة بسكنتا‪.‬‬ ‫ّ‬ ‫تش ّرف ّ‬ ‫الطالب بزيارة ال ّدار التي احتضنت نشأة األديب‬ ‫بناني ال ّراحل‪ ،‬ميخائيل نعيمة‪ ،‬حيث اكتشفوا مهد هذا‬ ‫اللّ ّ‬ ‫الظروف ّ‬ ‫الكاتب الف ّذ وتع ّرفوا على ّ‬ ‫الطبيع ّية والمعيش ّية‬ ‫ا ّلتي صاغت فكره وأدبه ال ّرفيع‪ .‬وقد استُقبِل التّالمذة‬ ‫بحفاوة من قِ بل زوجة أخ األديب‪ ،‬التي أسرتهم بحديثها‬ ‫عن طقوسه اليوم ّية وشاركتهم بعض المعلومات حول أبرز‬ ‫ّ‬ ‫محطات حياته وعناوين مؤ ّلفاته ا ّلتي تركت بصمة خالدة‬ ‫العربي الحديث‪.‬‬ ‫في األدب‬ ‫ّ‬

‫كما كانت لل ّرحلة وقفة في ّ‬ ‫"الشخروب"‪ ،‬حيث نَ َح َت آل‬ ‫الصخر‪ ،‬إجاللًا لذكراه‪ .‬تنقّل‬ ‫عساف تمثال نعيمة على ّ‬ ‫ّ‬ ‫الطالب في األرجاء‪ ،‬مستشعرين عن كثب جمال ّ‬ ‫ّ‬ ‫الطبيعة‬ ‫والبيئة الجبل ّية التي كانت نَبع اإللهام لألديب‪ ،‬ما أفضى‬ ‫واإلنساني‪.‬‬ ‫األدبي‬ ‫بهم إلى إدراك أعمق لثرائِه‬ ‫ّ‬ ‫ّ‬

‫لقد ش ّكلت هذه الزّيارة فرصة فريدة‪ ،‬أيقن ّ‬ ‫الطالب‬ ‫خاللها أهم ّية التّعلّم من ِس َير ال ُعظماء‪ ،‬وتأثير ّ‬ ‫الطبيعة‬ ‫والتّجارب ّ‬ ‫الشخص ّية في صقل المواهب وبناء الوعي‬ ‫والجماعي‪ .‬لقد كان هذا النّشاط بمثابة نافذة‬ ‫الفردي‬ ‫ّ‬ ‫ّ‬ ‫تربو ّية وإنسان ّية أثْ َر ِت المنهج‪ ،‬وغرست في النّفوس‬ ‫تقدي ًرا أعمق لل ّثقافة ولألدب‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

Issue 19 | December 2025

Middle School - Ain Aar

Empowering Future Leaders: Our Journey in Model United Nations In an era marked by global challenges and the need for diplomatic solutions, our middle schoolers are stepping up to engage in meaningful discourse and develop their leadership skills through participation in Model United Nations (MUN). This year, we are excited to announce our registrations for two MUN delegations: one at Notre Dame University and the other at Lebanese American University. The opportunity to engage with fellow delegates at these universities will not only enhance their MUN experience but also allow them to build lasting friendships and networks with peers who share their interests. Every Tuesday, our committed students come together for training sessions that have proven to be truly inspiring. The enthusiasm in the room is palpable as they dive into the complexities of

international relations, learn about negotiation techniques, and hone their public speaking skills. These sessions not only bolster their confidence but also ignite a passion for diplomacy that will serve them well in the future. Students explore pressing global issues, engage in critical thinking, collaborate with each other, and understand the importance of compromise— key components of effective diplomacy. As our students prepare for the upcoming conferences, they are not just learning about international affairs; they are also developing a sense of global citizenship. They are becoming aware of the interconnectedness of nations and the importance of dialogue in addressing global challenges such as climate change, human rights, and security.

Issue 19 | December 2025

Middle School - Ain Aar Quand les élèves deviennent professeurs… en vers et contre tout ! Dans le cadre d’un projet original proposé en classe de français, les élèves ont été invités à concevoir eux-mêmes un cours complet sur la versification. Au lieu d’une présentation traditionnelle ou d’un diaporama, ils ont fait le choix audacieux et stimulant de réaliser… une vidéo pédagogique. Un défi qu’ils ont relevé avec enthousiasme et créativité. L’objectif du projet était simple mais ambitieux : comprendre en profondeur la versification en devenant soi-même enseignant. Cette démarche les a conduits à réfléchir non seulement au fond du cours, mais aussi à sa mise en scène et à sa clarté pédagogique, deux aspects essentiels pour transmettre efficacement un savoir. Le groupe a choisi la vidéo comme support, convaincu que ce format dynamique permettrait de rendre la versification plus accessible et plus vivante. La préparation a demandé un véritable travail d’équipe : écriture du script, répartition des rôles, répétitions, choix des décors et même réflexion sur les transitions. Vidéo réalisée par un groupe de la 3ème B : Léa Khoury , Joya Asfahani et Nazih Najem

Issue 19 | December 2025

Middle School - Ain Aar

Cartes sensibles et chevalerie : les 5e explorent le parcours d’Yvain Et si on suivait un chevalier du Moyen Âge... à travers une carte pleine de symboles, d’émotions et de couleurs ? C’est le défi qu’ont relevé les élèves de 5e en français, après avoir lu Yvain ou le Chevalier au lion de Chrétien de Troyes. Au lieu de tracer une carte classique avec des routes et des villages, les élèves ont créé des cartes sensibles, qui retracent le voyage d’Yvain non seulement dans l’espace, mais aussi dans son cœur. À chaque étape – la fontaine magique, le château d’Esclados, la rencontre avec le lion, la trahison de Laudine, les combats – ils ont représenté ce que vit et ressent le héros : la

colère, la honte, le courage, le doute, l’amour… Pour cela, ils ont utilisé des symboles (un lion pour le courage, un anneau pour la magie…), des couleurs expressives, des citations du roman ou encore des phrases personnelles pour traduire les émotions du héros, le tout avec une grande dose de créativité. Ce travail artistique a permis aux élèves de mieux saisir l’évolution d’Yvain tout en explorant l’univers de la chevalerie de manière originale. Leurs cartes sensibles, aussi variées qu’imaginatives, ont été exposées dans le collège pour inviter chacun à vivre ce voyage médiéval d’un œil neuf.

Issue 19 | December 2025

Middle School - Ain Aar

Partage de lectures fantastiques à la bibliothèque : quand les élèves donnent vie aux livres ! Dans le cadre d’un atelier de lecture mené à la bibliothèque, les élèves de 4e ont été invités à partager leur lecture d’une nouvelle fantastique de manière originale et expressive. Loin des simples résumés, ils ont pu faire vivre leur lecture à travers l’un des trois ateliers créatifs proposés. Des boîtes mystère, soigneusement décorées, qui s’ouvrent comme des coffres à secrets pour révéler les symboles cachés d’un récit étrange. Objets énigmatiques, personnages inquiétants, lieux troublants…

Des planches de BD où fantômes, rêves, métamorphoses inquiétantes prennent vie case après case. Des cartes sensibles, pour explorer les lieux et les émotions du texte comme un voyage intérieur dans l’univers du fantastique. Chaque élève a partagé ses impressions et ses choix artistiques, transformant sa lecture en une création personnelle, lors d’un atelier mêlant littérature et art, riche en échanges et en imagination.

Issue 19 | December 2025

Middle School - Ain Aar

Leadership Team Meets with Students to Launch the Year At the launch of the year, the leadership team (Principal, Assistant Principal and Dean of Students) met with all middle school students to officially launch the year and ensure everyone begins with clarity, confidence, and purpose. During these sessions, the team discussed the many elements that contribute to student success—from academic expectations and study habits, to involvement in service

learning, extracurricular opportunities, and the importance of positive behavior and well-being. Students were reminded of the resources, routines, and supports available to help them thrive throughout the year. These conversations set a shared vision for success and encouraged students to take ownership of their learning, participate actively in their community, and embrace the opportunities ahead.

Voices of Strength and Hope As part of Pink October Month, our community had the privilege of welcoming Mrs. Nathalie Romanos, a parent and cancer survivor, who shared her courageous journey with breast cancer. Her story of resilience, positivity, and perseverance deeply moved everyone in attendance. The session drew a full audience, reflecting the strong spirit of solidarity and compassion within our school. Her

message reminded us of the power of hope, early awareness, and the importance of supporting one another in times of challenge.

Issue 19 | December 2025

Middle School - Ain Aar

From Stress to Success As part of a series of events planned by the Middle School Library, students and parents were invited to attend a session by Ms. Melissa El Hachem, a psychologist who has previously worked in schools and currently collaborates with the NGOs Oum Al Nour and ADRA. Her engaging session, “From Stress to Success: Rewiring Your Brain for Positivity,” offered valuable insights on how to cultivate a positive mindset and manage stress effectively. The talk was inspired by The 7 Habits of Highly Effective Teens by Sean Covey, which was featured in our library to reinforce the session’s focus on personal growth and well-being.

Inspiring Young Writers As part of a series of events planned by the Middle School Library, Mrs. Anna-Rita Bassil Kebbe held a session with our students aimed at nurturing a love for reading and writing. The visit began with an introduction to the author and her collection of books, giving students insight into her journey as a writer and the stories that shaped her work. The session then focused on a presentation of her book “Jil Al 3alam”, where students explored its themes, characters, and messages through an engaging discussion that connected literature to their own experiences. The visit concluded with an interactive writing workshop, designed to “awaken the writer within each student.” Through guided activities and creative prompts, students were encouraged to express their ideas and experiment with their own writing styles—leaving the session inspired, motivated, and excited to write.

Issue 19 | December 2025

Middle School - Ain Aar

Celebrating Lebanon’s Heritage: Grade 6 Meets UNESCO On Wednesday, November 26, IC Middle School proudly welcomed Mr. Georges Awad, UNESCO’s representative in Lebanon, for the second year of an inspiring collaboration. His visit marked the culmination of a rich interdisciplinary journey led by Grade 6 and 6ème, who explored Lebanon’s cultural heritage through geography, history, and civic education. The students opened the event by presenting UNESCO’s mission: protecting cultural sites, safeguarding traditions, and promoting education worldwide. They highlighted that Lebanon is home to six UNESCO World Heritage Sites—each a window into civilizations that shaped our identity. Through the lens of the 5 Themes of Geography, students brought each site to life: •

Baalbek, with its towering Roman temples and monumental stones.

•

Byblos, one of the world’s oldest cities and cradle of the Phoenician alphabet.

•

Tyre, a maritime powerhouse known for its legendary purple dye.

•

Anjar, the urban jewel of the Umayyad empire.

•

The Qadisha Valley, spiritual refuge carved into Lebanon’s mountains.

•

The Cedars of God, our national symbol and a treasure of ancient ecosystems.

Students also introduced the Rachid Karame International Fair in Tripoli, Lebanon’s newest addition to UNESCO’s tentative list, a bold modernist masterpiece designed by Oscar Niemeyer. The project extended beyond monuments to include traditional craftsmanship. Through encounters with Salim Azzam,students discovered how artisans keep ancestral skills alive. To conclude, students reflected on what they had learned: how to locate and describe heritage sites, understand their cultural value, and propose ways to protect them. Their message was clear: heritage is not only made of stones, but of stories, knowledge, and identity. As UNESCO reminds us, “Cultural heritage is the mirror of humanity.” By studying it, our students learn not only about the past, but about the present they are experiencing and the future they want to build.

‫‪59‬‬

‫ال َّت َع ُّل َم ال َي ْن َتهي‬ ‫مي للُّغةِ العرب ّية‪ ،‬ق َّرر متعلّمو اللغةِ‬ ‫في‬ ‫ِ‬ ‫اليوم العالَ ّ‬ ‫االحتِفالِ نَ ْك َه ًة‬ ‫العرب َّيةِ للنّاطقين ِب َغيْ ِرها أَ ْن يُضفوا َعلى ْ‬ ‫َغيْ َر َم ْألو َف ٍة‪َ ،‬ف َقلَبوا ال َموازي َن َرأْ ًسا َعلى َعقِ ب‪َ ،‬و َجعلوا‬ ‫األَسا ِت َذةَ يَ ْجلِسون في َمقاعدِ "ال ُممت ََحنين" أل َّولِ َم َّرة! َوما‬ ‫ِإ ْن ُد ِع َي األَسا ِت َذةُ إِلى المِ ن ََّصةِ َحتّى اعتَ َدلوا َفي َجل ْ َستِهم‬ ‫ِ‬ ‫َّظرات‬ ‫صيري‪َ ،‬وتَبا َدلوا الن‬ ‫ِحان َم‬ ‫اعتِدا َل َم ْن يَتَ َه َّيأُ ال ْمت ٍ‬ ‫ٍّ‬ ‫ْ‬ ‫فاج َأ ًة ِ‬ ‫داهمة‪.‬‬ ‫ال ُم ْرتَ ِب َك َة َو َك َأ َّنهم تَالمِ َذةٌ يَنْت َِظرو َن ُم َ‬

‫أخرج التَّالمِ َذةُ أَ ْورا ًقا ُمن َّم َق ًة َك َأ َّنها َوثا ِئ ُق ِسر َّي ٌة‪َ ،‬وقالوا‬ ‫ِب ِث َق ٍة‪" :‬أيُّها األَساتذةُ الكِ رام… حا َن َو ْق ُت اال ْمتِحان!" ثُ َّم‬ ‫السهام‪ :‬أَلْغا ٌز لُ َغ ِو َّي ٌة ُم َع َّق َدة‪َ ،‬وأَ ْس ِئل َ ٌة َع ْن‬ ‫انْ َطل َ َق ِت األَ ْس ِئل َ ُة َك ِّ‬ ‫ُجذورِ ال َكل ِ‬ ‫ليالت نَ ْح ِو َّي ٌة ت َْحتا ُج‬ ‫الص ْر ِف‪َ ،‬وتَ ْع‬ ‫ٌ‬ ‫ِمات َوميزانِ َّ‬ ‫فاس َطويلَة…‬ ‫إِلى أَنْ ٍ‬ ‫الد ْو ُر َعلى‬ ‫الحدِّ‪ ،‬بَ ْل جا َء َّ‬ ‫َولَم يَتَ َو َّق ِف ال َم ْش َه ُد ِعنْ َد هذا َ‬ ‫ِ‬ ‫ص َملْغو ٌم بِال َه ْم ِ‬ ‫َعصيات‬ ‫زات ال ُمتَ َو ِّسطةِ ‪َ ،‬وال ُم ْست‬ ‫ا ِإل ْمالء؛ نَ ٌّ‬ ‫نيث حي َن تَتَنَ َّك ُر في َهيْئَ ٍة َم ْر َ‬ ‫ال َم ْمدو َدةِ‪َ ،‬وتاءِ ال ّت ْأ ِ‬ ‫بوط ٍة‬ ‫أَو َمبْ َ‬ ‫ْ‬ ‫مات‪،‬‬ ‫سوطة‪ .‬تَسا َق َط ِت األَ ْقال ُم‪،‬‬ ‫واشتَ َعل َ ِت اله ْم َه ُ‬ ‫ض ِح َك التّالمِ َذةُ مِ ْل َء أَف ِ‬ ‫َو َ‬ ‫ْواههم قائلين‪َ " :‬منِ ا ْمت ََحنَنا عا ًما‬ ‫الجميل!"‪.‬‬ ‫كامِ لًا… حا َن اليَو َم أَ ْن نَ ُر َّد لَ ُه َ‬

‫ِض َح ٍ‬ ‫االحتِفا ُل ب َ‬ ‫كات م َد ِّويَة‪ ،‬أَثْ َب َت فيها‬ ‫َو َه َكذا انْتَهى‬ ‫ْ‬ ‫األَسا ِت َذةُ أَ َّن ال َّت َعلُّ َم ال يَنْتَهي‪َ ،‬وأَ َّن ال َع َر ِب َّي َة قادِ َرةٌ دا ِئ ًما‬ ‫ظات ال تُنْسى… َولَو كانَ ْت مغموس ًة ب َ‬ ‫َعلى َخلْقِ لَ َح ٍ‬ ‫ِشيءٍ‬ ‫ِ‬ ‫اللطيف!‬ ‫عب‬ ‫مِ َن ال ُّر ِ‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪60‬‬

‫عيدها‪ِ :‬ا ْم ِت ٌ‬ ‫ُ‬ ‫بداع‪ ،‬وتأ ُّلق‬ ‫نان‪َ ،‬و ِإ ٌ‬ ‫اللغة َ‬ ‫الع َرب ّي ُة في ِ‬ ‫مي للُّغَةِ العرب ّية‪َ ،‬د َّبت في أروقةِ‬ ‫احتفالًا‬ ‫ِ‬ ‫باليوم العالَ ّ‬ ‫المدرسةِ حرك ٌة لطيف ٌة تُشب ُه نسي ًما يم ّر بين األجنحةِ‬ ‫فيوقظ البهج َة في النّفوس‪ .‬فقد ّ‬ ‫ُ‬ ‫نظم قس ُم اللغةِ العرب ّيةِ‬ ‫ٍ‬ ‫شهادات رمز ّي ٍة‬ ‫لتوزيع‬ ‫صصت‬ ‫للنّاطقين ِ‬ ‫بغيرها فعال ّي ًة خُ ِّ‬ ‫ِ‬ ‫ٍ‬ ‫على متعلّمي المرحلةِ‬ ‫شهادات لم تكن حب ًرا‬ ‫المتوسطة‪،‬‬ ‫ّ‬ ‫انعكاسا صاد ًقا لمثابرتهم ال ّدؤوبة‪،‬‬ ‫على ورق‪ ،‬بل كانت‬ ‫ً‬ ‫دروب‬ ‫وسعيهم الحثيث لتقديم أفضلِ ما لديهم في‬ ‫ِ‬ ‫العرب ّيةِ ّ‬ ‫الشائقة‪.‬‬ ‫وقد استُلْهِ َم هذا الحدثُ من شعارِ العام‪" :‬أَ ْط ِلقِ‬ ‫حريصا على أن‬ ‫العِ نا َن لقدراتِك"؛ فكان القس ُم‬ ‫ً‬ ‫يُ ِ‬ ‫فس َح المجا َل لهؤالء المتعلّمين ليُطلِقوا العِ نا َن‬ ‫أن‬ ‫ألقالمهم‪ ،‬ويُن ّموا َملَكاتهم اإلبداع ّية‪ ،‬ويُدرِ كوا َّ‬ ‫العرب ّي َة ليست لغ ًة فحسب‪ ،‬بل هي جس ٌر يصلهم‬ ‫ّعبير ال َّرصين‪.‬‬ ‫بال َمعنى والجمالِ والت ِ‬ ‫ِ‬ ‫لغوي‪،‬‬ ‫شهادات تم ُّي ٍز‬ ‫وقد نال المتعلّمون‬ ‫ٍّ‬

‫ٍ‬ ‫ومشاركة‪ ،‬فكانت ابتساماتُهم‬ ‫وتواص ٍل‪،‬‬ ‫ومثابرةٍ ‪ ،‬وتق ّد ٍم‪،‬‬ ‫ُ‬ ‫ٍ‬ ‫ّشجيع في نُفوسهم‪ .‬وهكذا تح َّول‬ ‫أثر الت‬ ‫خي َر‬ ‫شاهد على ِ‬ ‫ِ‬ ‫ٍ‬ ‫ٍ‬ ‫بديعة‪ ،‬أدرك فيها‬ ‫لحظة تَربو ّي ٍة‬ ‫االحتفا ُل إلى‬ ‫أن َّ‬ ‫كل ٍ‬ ‫كلمة ت ِ‬ ‫ُزه ُر حين تُمنَ ُح‬ ‫الجمي ُع َّ‬ ‫َ‬ ‫وأن إطال َق العِ نانِ للق ِ‬ ‫ُدرات‬ ‫رِ عاي ًة‪َّ ،‬‬ ‫هو بداي ُة ٍ‬ ‫رحلة ال تنتهي نحو اإلبداع‪.‬‬ ‫الح َدثُ إ ّلا ب َو ْقفَةِ‬ ‫وال يكتم ُل هذا َ‬ ‫َ‬ ‫أولئك‬ ‫ِنان ِل ُمعلِّمي اللغةِ العرب ّيةِ ‪،‬‬ ‫اِمت ٍ‬ ‫الجنودِ المجهولي َن ا ّلذين يَسهرو َن إذا نا َم العالَ ُم‪،‬‬ ‫ويُتقنو َن إذا تَها َو َن َغي ُرهم‪َ ،‬فيشقّو َن ليلَهم َونها َرهم‬ ‫ُ‬ ‫حرف ال َعرب ّيةِ ‪َ ،‬وتَبْقى ال ُهو َّي ُة َح ّي ًة ال يَ ْعتريها‬ ‫ِل َي ْعل ُ َو‬ ‫ّبض‬ ‫السرا ُج في‬ ‫دروب ال ُمتعلّمين‪ ،‬والن ُ‬ ‫ِ‬ ‫خُ فوت‪ُ .‬ه ُم ّ‬ ‫ا ّلذي يَح َف ُ‬ ‫لجهود ت ِ‬ ‫ٍ‬ ‫ُزه ُر‬ ‫ظ للّغةِ رون َقها‪ ،‬فطوبى‬ ‫صمتًا‪ ،‬وتُثمِ ُر معرف ًة‪ ،‬وتُخلِّ ُد أث ًرا ال يَزول‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪61‬‬

‫ياة‬ ‫الح ِ‬ ‫أَلغا ٌز َو َك ِلمات‪َ ...‬و َم ْكت َب ٌة َت ِع ُّج ِب َ‬ ‫العالمي للّغة العرب ّية‪ ،‬تح ّولت مكتبة‬ ‫في ُمناسبة اليوم‬ ‫ّ‬ ‫المتوسطة إلى فضاءٍ‬ ‫نابض بالحياة والحركة‪،‬‬ ‫المدرسة‬ ‫ٍ‬ ‫ّ‬ ‫حيث أُقي َم‪ ،‬برعاية أمينة المكتبة وتنظيمها وبالتّعاون‬ ‫ٌ‬ ‫ثقافي‬ ‫نشاط‬ ‫مع قسم اللغة العرب ّية للنّاطقين بغيرها‪،‬‬ ‫ٌّ‬ ‫مم ّي ٌز امت ّد يومين خالل استراحة ّ‬ ‫الظهيرة‪ .‬ولم تكن‬ ‫للصمت والهدوء‬ ‫المكتبة في هذين اليومين مكا ًنا‬ ‫ّ‬ ‫والتّأ ُّمل في ما د َّونَته األقالم‪ ،‬بل َغدت ساح ًة للتّفاعل‪،‬‬ ‫للض ِحك والتَّعلُّم في ٍآن م ًعا‪.‬‬ ‫و ُملت ًقى للفُضول‪َ ،‬و َمو ِئلًا َّ‬ ‫ِ‬ ‫الكلمات‬ ‫فقد نُ ِّظمت أنشطة تفاعل ّية متن ّوعة‪َ ،‬شملت‬ ‫سابقات َّ‬ ‫ِ‬ ‫ِ‬ ‫الطريفة‪،‬‬ ‫المتقاطع َة‪َ ،‬واأللغا َز اللغو َّية‪ ،‬وال ُم‬ ‫ماس ٍة الفِ تة‪ ،‬يَت ََح ّدون‬ ‫فانْ َد َفع ال ُمتعلّمون ِّ‬ ‫الصغار إليها َ‬ ‫بح َ‬ ‫بَ ْعضهم ً‬ ‫مرحة‪.‬‬ ‫بروح تنا ُفس ّي ٍة ِ‬ ‫بعضا‪َ ،‬ويَتبادلون األسئلة ٍ‬ ‫ْريب اللغَةِ ال َع َرب َّيةِ مِ ْن‬ ‫َو َقد َه َد َف ْت هذه ال ُمبا َد َرةُ إِلى تَق ِ‬ ‫َّواصلِ‬ ‫أَ ْذهانِ ال ُمتَ َعلّمين‪َ ،‬و َح ِّثهم َعلى التَّفا ُعلِ َمعها َوالت ُ‬ ‫ليست ُحرو ًفا ت ُْح َف ُ‬ ‫ظ‪ ،‬بَ ْل‬ ‫ِبل ُ َغتِهم األ ّم‪ ،‬إِدرا ًكا َّ‬ ‫بأن الل َغ َة َ‬ ‫للحضا َرة‪،‬‬ ‫هي وِ عاءٌ لل َّثقا َفةِ ‪َ ،‬وحافِ ظ ٌة للتَّقاليد‪َ ،‬ومِ رآةٌ َ‬ ‫ساس ِ‬ ‫راس ٌخ لل ُهو َّية َواالنتِماء‪َ .‬و َهكذا ز ََخ َر ِت ال َم ْكتَ َب ُة‬ ‫َوأَ ٌ‬

‫أن ال َع َرب َّية قادِ رةٌ‪،‬‬ ‫ِح َر ٍكة لَطي َف ٍة َوبَ ْه َج ٍة َعفو َّية‪ ،‬أَ َّك َد ْت َّ‬ ‫ب َ‬ ‫بروح َخلّا َقة‪َ ،‬على أ ْن تَكو َن لُ َغ ًة َح َّي ًة َقري َب ًة مِ َن‬ ‫حي َن تُ َق َّد ُم ٍ‬ ‫ُلوب َقبْ َل ال ُعقولِ ‪.‬‬ ‫الق ِ‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪62‬‬

‫حكاية ّ‬ ‫الضاد في عيون المتع ّلمين‬

‫العالمي للغة العرب ّية‪ ،‬اكتست صفوف العرب ّية‬ ‫في اليوم‬ ‫ّ‬ ‫المتوسطة حلّ ًة لغو ّي ًة به ّية‪،‬‬ ‫للنّاطقين بغيرها في المرحلة‬ ‫ّ‬ ‫وتحو ّلت الحصص ال ّدراس ّية إلى فضاءات ح ّية نابضة‪،‬‬ ‫يتعانق فيها العِ لم والمتعة‪ ،‬وتلتقي المعرفة بال ّدهشة‪ .‬لم‬ ‫أسبوعا‬ ‫يكن االحتفاء مج ّرد وقفة رمز ّية عابرة‪ ،‬بل كان‬ ‫ً‬ ‫جسد المكانة ال ّرفيعة للعرب ّية في‬ ‫لغو ًّيا زاخ ًرا باألنشطة‪ّ ،‬‬ ‫تمسك المدرسة‪ ،‬أساتذ ًة وطلّا ًبا‪،‬‬ ‫وجدان المتعلّمين‪ ،‬وأ ّكد ّ‬ ‫برسالتها الثقاف ّية والهو ّيات ّية‪.‬‬ ‫ّ‬ ‫فخطوا‬ ‫انطلق المتعلّمون في رحلة إبداع ّية مع اللغة‪،‬‬ ‫رسائل ع ّبرت عن ح ّبهم للغة العرب ّية ومكانتها بوصفها‬ ‫ٍ‬ ‫ثقافة وهو ّي ٍة وانتماء‪ ،‬وجس ًرا متينًا يصل الماضي‬ ‫لغة‬ ‫بالحاضر‪ .‬جاءت كلماتهم صادقة نابضة بالوعي‬ ‫ٍ‬ ‫إدراك عميق لدور اللغة في صون‬ ‫واالعتزاز‪ ،‬كاشف ًة عن‬ ‫ال ّذاكرة الجماع ّية وتعزيز ال ّروابط اإلنسان ّية‪.‬‬ ‫ووفق مستوياتهم‪ ،‬غاص التّالمذة في بحار المفردات‬ ‫الزّاخرة ا ّلتي تحتشد بها معاجم العرب ّية‪ ،‬فتأ ّملوا دالالت‬ ‫األصوات وما تحمله من إيحاءات‪ ،‬وتو ّقفوا عند معاني‬ ‫تاريخ وبيئة‪ ،‬كما تت ّبعوا‬ ‫أسماء األشهر وما تختزنه من‬ ‫ٍ‬ ‫أسماء األعالم‪ ،‬باحثين في جذورها ومعانيها وظاللها‬ ‫أن لك ّل ٍ‬ ‫كلمة‬ ‫الثقاف ّية‪ .‬وكانت دهشتهم كبيرة حين أدركوا ّ‬

‫اسم أف ًقا دالل ًّيا ال يُستنفد من القراءة‬ ‫حكاية‪ ،‬ولك ّل ٍ‬ ‫األولى‪.‬‬ ‫ولم يقف النّشاط عند هذا الح ّد‪ ،‬بل أع ّد المتعلّمون‬ ‫والصداقة‪ ،‬والخوف‪،‬‬ ‫الحب‪،‬‬ ‫أبحا ًثا تناولت درجات‬ ‫ّ‬ ‫ّ‬ ‫والحزن‪ ،‬والبرد‪ ،‬وغيرها من المصطلحات‪ ،‬فاكتشفوا‬ ‫سعة العرب ّية وطاقتها المدهشة على التّعبير عن أدقّ‬ ‫االنفعاالت وأخفى األحاسيس‪.‬‬ ‫خصصوا جان ًبا من أعمالهم للتع ّرف إلى الجموع‬ ‫كما ّ‬ ‫الصيغ ا ّلتي ندر تداولها‬ ‫الغريبة في اللغة العرب ّية‪ ،‬تلك ّ‬ ‫اليومي‪ ،‬غير أ ّنها تختزن ثرا ًء لغو ًّيا ودالل ًّيا‬ ‫في الخطاب‬ ‫ّ‬ ‫الفتًا‪ .‬فتأ ّملوا بنياتها‪ ،‬وبحثوا في أصولها‪ ،‬واستقصوا‬ ‫شواهدها في المعاجم والنّصوص‪ ،‬فكانت تلك ال ّرحلة‬ ‫نافذ ًة مش ّرعة على وجوهٍ جديدة من جمال اللغة العرب ّية‬ ‫وعمقها‪.‬‬ ‫أن اللغة‬ ‫لقد كان‬ ‫أسبوعا ثر ًّيا باألنشطة وال ّدالالت‪ ،‬أ ّكد ّ‬ ‫ً‬ ‫حي‬ ‫العرب ّية ليست ما ّدة تُد َّرس فحسب‪ ،‬بل هي كيا ٌن ّ‬ ‫تواصل به‪ .‬وهكذا‪ ،‬ج ّدد المتعلّمون‬ ‫يُعاش ويُحا َور ويُ َ‬ ‫بروح‬ ‫ُقدم‬ ‫صلتهم بلغتهم‪ ،‬وتعلّموا ّ‬ ‫أن العرب ّية‪ ،‬حين ت َّ‬ ‫ٍ‬ ‫خلّاقة‪ ،‬تغدو قريب ًة من القلوب‪ ،‬حاضر ًة في العقول‪،‬‬ ‫ً‬ ‫راسخا للتّواصل واالنتماء‪.‬‬ ‫وجس ًرا‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪63‬‬

‫صحة ُمستدامة‬ ‫توعية غذائ ّية لليافعين‪ :‬خطوة نحو ّ‬ ‫السليم في الجسم‬ ‫في إطار الوحدة التّعلّمية «العقل ّ‬ ‫الصف ال ّثامن في صفوف اللغة‬ ‫السليم»‪ ،‬استقبل تالمذة ّ‬ ‫ّ‬ ‫العرب ّية للنّاطقين بغيرها ضيفة مم ّيزة‪ ،‬هي أخصائ ّية‬ ‫غني بالمعلومات‬ ‫التّغذية تينا شاغوري‪ ،‬في لقاء‬ ‫تثقيفي ّ‬ ‫ّ‬ ‫والتّجارب الواقع ّية الهادفة‪ .‬وقد ش ّكل هذا اللقاء فرصة‬ ‫توازن‬ ‫ٍ‬ ‫ثمينة لتوعية المتعلّمين على أهم ّية المحافظة على‬ ‫أساسا لحياةٍ صح ّية ومنتجة‪.‬‬ ‫وعقلي‪ ،‬بوصفه‬ ‫جسدي‬ ‫ٍّ‬ ‫ً‬ ‫ّ‬

‫المحوري للغذاء‬ ‫الضيفة في حديثها على الدور‬ ‫ر ّكزت ّ‬ ‫ّ‬ ‫«ذكي» قادر على التّركيز‪ ،‬والنشاط‪،‬‬ ‫جسم‬ ‫الصحي في بناء ٍ‬ ‫ّ‬ ‫ّ‬ ‫أن الوجبات المنتظمة والمتوازنة تسهم‬ ‫واإلبداع‪ ،‬مؤ ّكد ًة ّ‬ ‫دني على ح ّد سواء‪ .‬كما‬ ‫هني والبَ ّ‬ ‫في تحسين األداء ال ّذ ّ‬ ‫تناولت أثر السهر وقِ لّة النوم على اإلنتاج ّية والمزاج‪،‬‬ ‫الكافي عنصر ال يق ّل أهم ّية عن الغذاء‬ ‫أن النّوم‬ ‫مب ّين ًة ّ‬ ‫ّ‬ ‫الصحة الشاملة‪.‬‬ ‫في مسار‬ ‫ّ‬ ‫ٍ‬ ‫بأمثلة واقع ّية قريبة من‬ ‫دعمت تينا شاغوري حديثها‬ ‫وقد ّ‬ ‫حياة اليافعين‪ ،‬فتط ّرقت إلى دور المعادن والهرمونات في‬ ‫الصحة‪ ،‬مح ّذر ًة في الوقت نفسه من اإلفراط في‬ ‫تعزيز‬ ‫ّ‬ ‫استهالك الس ّكر ّيات والنّشو ّيات‪ ،‬ومب ّين ًة أثرها المباشر‬ ‫على مستوى ّ‬ ‫الطاقة والتّركيز‪ .‬هكذا‪ ،‬خرج التّالمذة من‬

‫بوعي أعمق لمسؤول ّيتهم تجاه أجسامهم‪،‬‬ ‫هذا اللقاء‬ ‫ٍ‬ ‫ٍ‬ ‫جسم‬ ‫السليم ال يزدهر إ ّلا في‬ ‫وإدراك واضح ّ‬ ‫بأن العقل ّ‬ ‫ٍ‬ ‫سليم‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

‫‪64‬‬

‫اليوم العالمي لللغة العربية‬ ‫حين يتح ّدث متعلّمونا من القلب‪ ،‬تتح ّول اللغة إلى‬ ‫إحساس وانتماء‪ .‬في هذه األشرطة المص ّورة‪ ،‬يشاركنا‬ ‫الصادقة عن أهم ّية اللغة العرب ّية‪،‬‬ ‫التّالميذ شهاداتهم ّ‬ ‫ولماذا تعني لهم الكثير‪ .‬كلمات بسيطة‪ ،‬لكنّها تحمل‬ ‫بتاريخ ما زال ح ًّيا‬ ‫فخ ًرا بهو ّيتنا‪ ،‬وح ًّبا للغتنا‪ ،‬واعتزازًا‬ ‫ٍ‬ ‫فينا‪.‬‬ ‫اللغة العرب ّية ليست حرو ًفا ت َ‬ ‫ُنطقُ… بل هي رو ٌح تُروى‪،‬‬ ‫وصوت يُحكى‪.‬‬ ‫ٌ‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ain Aar‬‬

Issue 19 | December 2025

Middle School - Ain Aar

Members of the Board of Trustees Visit Ain Aar On November 6, 2025, the Ain Aar Campus had the pleasure of welcoming members of the Board of Trustees for a guided school visit. Four outstanding Middle School class representatives proudly led the tour, showcasing the heart of our campus and reflecting the strong sense of belonging that defines the IC community. The student leaders introduced the Board members to the Early Childhood, Elementary, and Middle School facilities, highlighting how each space reflects IC’s mission, vision, and core values. With confidence and pride, they explained how the school’s learning environment has evolved to support students’ growth, well-being, and engagement. During the tour, the class reps pointed out several new and renovated spaces that enrich campus life intentionally created to support students’ socialemotional needs

The Board commended the students for their maturity, knowledge, and pride in their school. Their enthusiasm truly reflected the spirit of IC, one that strives to empower students to become thoughtful, confident, and responsible global citizens. The visit was a meaningful opportunity for our student representatives to shine as ambassadors of the Ain Aar Campus, demonstrating how IC’s values are lived every day within our vibrant community.

Issue 19 | December 2025

Middle School - Ain Aar

Sortie des 6e et Grade 6 : une matinée au cœur de la Préhistoire Le vendredi 17 octobre 2025, les élèves de 6è et Grade 6 d’IC Ain Aar ont visité le Musée de la Préhistoire à Monnot. Après un trajet de 35 minutes, les 30 élèves ont découvert les grandes étapes du Paléolithique et du Néolithique, ainsi que les travaux des pères jésuites et les cartes anciennes du Liban. La visite a présenté l’évolution de l’Homme, de l’australopithèque à l’Homo sapiens, les outils préhistoriques et les innovations majeures du Néolithique comme la domestication, l’agriculture et les techniques de chasse. Les élèves ont ensuite participé à un atelier pratique : création d’objets en céramique selon la technique du colombin. Une sortie enrichissante, dynamique et parfaitement alignée avec le programme, qui a permis aux élèves d’expérimenter la Préhistoire de manière concrète et créative.

Issue 19 | December 2025

Middle School - Ain Aar

Sortie des élèves de 5e : une journée mémorable au centreville de Beyrouth Ce mardi, les élèves de 5e ont participé à une sortie éducative au cœur du centre-ville de Beyrouth. Dès le départ, l’enthousiasme était palpable : sourires, rires et curiosité ont accompagné les élèves du début jusqu’à la fin de la journée.

La visite s’est poursuivie jusqu’à la Place de l’Étoile, célèbre pour son architecture moderne et pour abriter le Parlement libanais. Les élèves ont apprécié l’ambiance chaleureuse de cette place emblématique.

La visite a commencé Place des Martyrs, un lieu emblématique chargé d’histoire. Les élèves ont pu comprendre son importance symbolique pour le pays et observer les monuments qui la composent.

Ils ont ensuite visité la cathédrale Saint-Georges des orthodoxes ainsi que son musée, où ils ont découvert des icônes, fresques et objets liturgiques riches d’histoire et de culture. Cette étape a été l’une des plus appréciées par le groupe.

La promenade s’est poursuivie vers la cathédrale Saint-Georges des maronites, un chef-d’œuvre architectural. Les élèves ont été impressionnés par la beauté intérieure du lieu et son atmosphère apaisante.

Enfin, la sortie s’est conclue par la visite de la mosquée Al-Omari, monument islamique majeur du centre-ville. Les élèves ont été impressionnés par son architecture majestueuse et ont pu comprendre la richesse du patrimoine religieux libanais.

Ensuite, direction la place Riad el Solh, où ils ont découvert la statue du premier Premier ministre du Liban indépendant et appris son rôle dans l’histoire du pays.

Tout au long de la journée, les élèves sont restés heureux, enthousiastes et passionnés par les découvertes. Cette sortie leur a permis d’explorer le patrimoine historique et culturel de Beyrouth tout en vivant un moment de plaisir, de cohésion et d’apprentissage.

Non loin de là, les élèves ont eu l’occasion d’explorer les bains romains de la rue des Banques, vestiges fascinants de l’époque antique. Leur découverte a suscité beaucoup de questions et d’étonnement.

Une journée inoubliable qui restera gravée dans leurs souvenirs !

‫‪68‬‬

‫في ذكرى االستقالل الـ‪٨٢‬‬ ‫احتفالًا بال ّذكرى ال ّثانية وال ّثمانين الستقالل لبنان‪ ،‬نفّذ‬ ‫المتوسطة ‪-‬رأس بيروت‪ -‬في صفوف‬ ‫تالمذة المدرسة‬ ‫ّ‬ ‫برنامج اللّغة العرب ّية للنّاطقين بغيرها مجموعة من‬ ‫األنشطة الهادفة إلى تعزيز مشاعر االنتماء للوطن‪،‬‬ ‫وتنمية روح االعتزاز به مهما واجه من أزمات‪ .‬فلبنان‪،‬‬ ‫رغم ما م ّر به من تح ّديات عبر تاريخه‪ ،‬يبقى قاد ًرا على‬ ‫النّهوض بجهود أبنائه األوفياء‪.‬‬

‫الصعوبات ا ّلتي عاشها‬ ‫بأن الغد سيكون أفضل‪ّ ،‬‬ ‫نؤمن ّ‬ ‫وأن ّ‬ ‫وطننا في المرحلة األخيرة ستتالشى بإذن الله‪ .‬سيبقى‬ ‫لبنان في القلب‪ ،‬وسيظ ّل ذلك الوطن الجميل ا ّلذي وصفه‬ ‫الصيت "ماركوني" عند زيارته له‬ ‫العالم‬ ‫اإليطالي ال ّذائع ّ‬ ‫ّ‬ ‫بأ ّنه‪" :‬جنّة الله على األرض"‪ .‬ك ّل الفخر بتالمذتنا األعزّاء‬ ‫الصادقة! لينا المعلّم عويدات‬ ‫وبوطن ّيتهم ّ‬

‫نشارككم ببعض األعمال الجميلة ا ّلتي قام بها التّالميذ‪:‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Independence Day‬‬

Issue 19 | December 2025

Independence Day

Les GS B célèbrent l’Indépendance avec fierté et espoir Pour célébrer la fête de l’Indépendance, les élèves de Grande Section B ont vécu une matinée pleine de joie et de fierté. Ils ont chanté des chansons libanaises puis ont défilé lors d’une petite parade organisée sur la terrasse de l’école. En classe, les enfants avaient préparé de jolies colombes blanches, symboles de paix et d’espoir. Sur chaque colombe, ils ont inscrit un vœu pour le Liban : un pays plus propre, le retour des familles

éloignées, ou encore une école ouverte à tous les enfants. Pendant la parade, les élèves avançaient fièrement en tenant leurs colombes, chacun portant un message rempli d’amour pour son pays. Un moment simple, authentique et riche en émotions !

Issue 19 | December 2025

Independence Day

‫عيد االستقالل‬ ‫علم‬ ٍ ٍ ‫ ولصقوا أوراقهم على شكل‬،‫ وأمل للبنان‬،‫وإيمان‬ ‫ َف َج َعلُوا ح ّبهم رسالة تُرى قبل‬،‫كبير على زجاج المم ّر‬ .‫أن تُقرأ‬

‫ ولكنّه فرصة‬،‫عيد االستقالل ليس مج ّر َد مناسبة وطن ّي ٍة‬ ،‫ بكلماتهم الْبريئة‬،‫لمتعلّمينا ليع ّبروا عن ح ّبهم للبنان‬ .‫والْعميقة‬

‫ شاه ًدا‬،‫ وبمعانيه‬،‫ وبأبعاده‬،‫وقد غدا هذا العلم بألوانه‬ .‫جيل يحلم بوطن أجمل‬ ٍ ‫على األمل المزروع في‬

‫فقد َكت ََب متعلّمو المدرسة االبتدائ ّية على قطع أوراق‬ ،‫ ووفاء‬،‫ وبيضاء رسائل مح ّبة‬،‫ وخضراء‬،‫صغيرة حمراء‬

Les élèves de FLE mettent le Liban à l’honneur ! À l’occasion de la fête de l’Indépendance, nos élèves de Grade 8 ont réalisé de magnifiques vidéos et vlogs pour faire découvrir le Liban sous son plus beau jour. À travers leurs vidéos, ils ont présenté les paysages, les traditions, la culture et l’énergie unique de notre pays, avec l’objectif d’inciter les visiteurs à venir le découvrir. Ce projet créatif leur a permis de développer leurs compétences en français tout en exprimant leur fierté nationale. Bravo à eux pour ces réalisations inspirantes !

‫‪71‬‬

‫ٌ‬ ‫استقالل ُيضيئه ال ّتراث ويكتبه‬ ‫لبنان الّذي نحتفل به‪:‬‬ ‫المتع ّلمون بلغة األمل‬ ‫في صفوف اللغة العرب ّية للن ِ‬ ‫ّاطقين بغيرها‪ ،‬ارتَأينا هذا‬ ‫ٍ‬ ‫مناسبة‬ ‫العام أن يكون عي ُد االستقالل أكثر من مج ّرد‬ ‫وطن ينهض من رماده‪،‬‬ ‫تُذ َكر‪ ،‬بل نافذ ًة نط ّل منها على روح ٍ‬ ‫ويحيا في ال ّذاكرة فك ًرا‪ ،‬وحضار ًة‪ ،‬وجمالًا ال يَفنى‪ .‬أردناه‬ ‫عي ًدا نحتفي فيه بلبنا َن كما ينبغي‪ :‬لبنان ا ّلذي ال تُختَصر‬ ‫هو ّيته بالحدود‪ ،‬وال تُقاس قيمته باألزمات‪ ،‬بل يعيش في‬ ‫تراثه‪ ،‬وفي لهجته‪ ،‬وفي أغانيه‪ ،‬وفي أمثاله ا ّلتي ير ّددها‬ ‫ٍ‬ ‫حكمة عبر األزمنة‪.‬‬ ‫النّاس ك ّل يوم‪ ،‬كأ ّنها رسائ ُل‬ ‫ومن هذا المنطلق‪ ،‬اختار متعلّمونا أن يُحيوا العيد‬ ‫ٍ‬ ‫ٍ‬ ‫بسيطة ومختلفة‪ ،‬تُشبه صد َق انتمائهم وتُالمس‬ ‫بطريقة‬ ‫ٍ‬ ‫واحد منهم‪ ،‬وفق‬ ‫شغفهم بهو ّيتهم اللبنان ّية‪ .‬فقام ك ّل‬ ‫ٍ‬ ‫غير حمل بين ط ّياته ح ًّبا كبي ًرا؛‬ ‫اللغوي‪،‬‬ ‫مستواه‬ ‫ص ٍ‬ ‫ّ‬ ‫ببحث َ‬ ‫فتت ّبعوا األمثا َل ّ‬ ‫الشعب ّية اللبنان ّية‪ ،‬ووقفوا على َدالالتِها‬ ‫ٍ‬ ‫وحكايات تُشبه أهل الجبل‬ ‫ص ٍور‬ ‫ال َعميقة‪ ،‬وما تَختزله من ُ‬ ‫الصناعات ِ‬ ‫الحرف ّية‬ ‫والساحل والمدينة‪ .‬كما اكتشفوا ِّ‬ ‫ّ‬ ‫ّ‬ ‫ا َّلتي ما زالت‪ ،‬رغم كل شيء‪ ،‬تحرس ذاكرة المكان‪،‬‬ ‫فكتبوا عنها ٍ‬ ‫بلغة متواضعة لكن صادقة‪ ،‬كأ َّنهم يُر ّممون‬ ‫اللبناني الجريح‪.‬‬ ‫بها شي ًئا من الوجدان‬ ‫ّ‬

‫ولم يقفوا عند هذا الح ّد؛ بل جالوا ‪ -‬افتراض ًّيا ‪ -‬في‬ ‫أسواق بيروت القديمة‪ ،‬وفي مقاهيها ا ّلتي ش ّكلت يو ًما‬ ‫ّ‬ ‫والشعر‪ ،‬فقارنوا بين مقاهي شارع‬ ‫صالونات الفكر‬ ‫ّ‬ ‫محطات‬ ‫ثقافي‪ ،‬وبين‬ ‫نبض‬ ‫"الحمرا" وما كانت تُم ّثله من ٍ‬ ‫ّ‬

‫وسط بيروت ا ّلتي تغ ّير وجهها وما زالت تبحث عن ذاتها‪.‬‬ ‫كما أجرى الطلّاب أبحا ًثا تناولت قراهم‪ ،‬فاستعرضوا‬ ‫واعتزاز مق ّومات هذه البلدات وما تنفرد به من‬ ‫بفخر‬ ‫ٍ‬ ‫ٍ‬ ‫ٍ‬ ‫ٍ‬ ‫حي يعكس تعلّقهم‬ ‫عادات وتقاليد‪ .‬وتو ّقفوا عند‬ ‫وصف ٍّ‬ ‫ويجسد ما يحملونه في قلوبهم من‬ ‫بالتراث واألرض‪،‬‬ ‫ّ‬ ‫مح ّب ٍة عميقة لهذه ال ّرقعة ا ّلتي نشأوا فيها وتش ّبعوا من‬ ‫روحها وأصالتها‪.‬‬ ‫وفي ختام احتفائنا‪ ،‬ق ّدم المتعلّمون أنشط ًة صغيرة في‬ ‫حجمها‪ ،‬كبيرة في معناها؛ ع ّبروا فيها عن لبنانهم‪ :‬لبنان‬ ‫ال ّثقافة والمعرفة والتّراث‪ .‬كتبوا بلغتهم البسيطة ما‬ ‫يختلج في القلب من رجاءٍ‬ ‫بأن‬ ‫ٍ‬ ‫وأمل ِب َغ ٍد أفضل‪ ،‬مؤمنين ّ‬ ‫الوطن ا ّلذي يُحتفى به بالفكر والجمال سيبقى دائ ًما‬ ‫وطنًا يُستحقّ أن نح ّبه‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Independence Day‬‬

‫‪72‬‬

‫زهر‬ ‫حين يكتب ال ّتالمذة وط ًنا ينزف ويُ ِ‬ ‫الص ّف ال ّثامن في تصميمهم عد ًدا‬ ‫أط ّل إبداع متعلّمي ّ‬ ‫خاصا من جريدة االستقالل‪ .‬وقد أطلقوا على الجريدة‬ ‫ًّ‬ ‫اسم" لبنان رح يرجع"‪ ،‬فحملت بين صفحاتها نبض لبنان‬ ‫بك ّل أبعاده‪ :‬لبنان األلم واألمل‪ ،‬ولبنان الغد ا ّلذي يحلمون‬ ‫به‪ .‬في ط ّيات الجريدة وبين سطورها‪ ،‬تراقصت الكلمات‬ ‫لتروي حكايات هجرة ّ‬ ‫الشباب‪ ،‬وتداعيات انفجار مرفأ‬ ‫ينس‬ ‫بيروت‪ ،‬مستخلصة دروس التّضامن والتّعاون‪ .‬لم َ‬ ‫طلّابنا أرض الجنوب‪ ،‬وعطر الزّيتون‪ ،‬وكرم اللبنانيين‬ ‫نبراسا للفخر واالنتماء‪.‬‬ ‫وعاداتهم األصيلة‪ ،‬فجعلوها‬ ‫ً‬ ‫ولم يقتصر إبداعهم على المقاالت‪ ،‬بل امت ّد إلى رسوم‬ ‫كاريكاتور ّية‪ ،‬ومتاهات كلمات‪ ،‬وزوايا فنّية ابتَكروها‬ ‫بأناملِهم المبدعة‪َ ،‬فصاغوا من صفحات الجريدة‬ ‫لوح ًة نابض ًة بالحياة‪ .‬في هذا العدد‪ ،‬لم يحتفل طلّابنا‬ ‫وجسدوا‬ ‫بحب الوطن‪،‬‬ ‫باالستقالل فحسب‪ ،‬بل أشرقوا‬ ‫ّ‬ ‫ّ‬ ‫أن اإلبداع لغ ٌة تتح ّدث بها القلوب‬ ‫ثقافته وتراثه‪ ،‬وأثبتوا ّ‬ ‫الحقيقي يولد من المعرفة‬ ‫وأن الفخر‬ ‫قبل العيون‪َّ ،‬‬ ‫ّ‬ ‫الصادقة‪.‬‬ ‫والعاطفة ّ‬

‫‪Issue 19 | December 2025‬‬

‫‪Independence Day‬‬

‫‪73‬‬

‫بمناسبة عيد االستقالل اللبناني‬ ‫يُع ّد عيد االستقالل اللبناني‪ ،‬الذي نحتفل به في ‪٢٢‬‬ ‫تشرين الثاني (نوفمبر) من كل عام‪ ،‬محطة وطنية عظيمة‬ ‫ُجسد نضال اللبنانيين من أجل الحرية والسيادة وبناء‬ ‫ت ّ‬ ‫الوطن‪.‬‬ ‫وفي هذه المناسبة الغالية‪ّ ،‬‬ ‫نظم طالب الصف الثامن‬ ‫في المدرسة المتوسطة ‪ -‬كافة فروعه ‪ -‬رحلة ميدانية‬ ‫إلى المتحف الوطني اللبناني‪ ،‬بهدف اكتشاف تاريخ لبنان‬ ‫العريق والتع ّرف إلى القطع األثرية التي تروي قصة هذا‬ ‫الوطن من العصور القديمة حتى مرحلة االستقالل‪.‬‬ ‫من خالل هذه الزيارة‪ ،‬سنسعى إلى ربط ما نتعلمه في‬ ‫مادة االجتماعيات بالواقع التاريخي الملموس‪ ،‬حيث‬ ‫سيُتاح لكل طالب أن يشاهد كيف تع ّبر اآلثار عن هوية‬ ‫لبنان‪ ،‬وثقافته‪ ،‬ونضاله من أجل الحرية‪.‬‬

‫وفي ختام الرحلة‪ ،‬سيقوم الطالب بتقديم عمل خاص‬ ‫مستوحى من تجربتهم في المتحف‪ ،‬يع ّبر عن فهمهم‬ ‫للهوية الوطنية ودور التاريخ في ترسيخ االنتماء للوطن ‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Independence Day‬‬

Issue 19 | December 2025

Christmas

Building Our Own Christmas Tree in Pre-K The PreK students took part in a creative project using recycled boxes. The activity was introduced after reading the story This Is Not a Box, which encouraged the young learners to think about how ordinary materials can be transformed. Inspired by the powerful message that imagination can turn anything into something special, the students came up with their own idea: they would create their very own Christmas tree using recycled boxes. The students planned and built their own Christmas tree. They colored the boxes, stacked them carefully, decorated them with pegs, and added some sparkle at the end. The process allowed them to share ideas, practice decision-making, and work together as a team. This experience supported our unit, How We Express Ourselves, with a focus on the line of inquiry, the creative use of materials in play, while also reflecting

our P2 positivity quality of creativity as the youngest learners transformed simple materials through imagination and hands-on learning.

Issue 19 | December 2025

Christmas

Creative Kids, Festive Ideas: PreK C Builds a Christmas Tree In Early Childhood, learning is enriched through meaningful, hands-on experiences that connect children’s interests with purposeful learning. Inspired by the winter season and upcoming holidays, students engaged in a creative project that blended play, collaboration, and academic skill development in an engaging and developmentally appropriate way. Children are enjoying the winter season and the festive spirit of the upcoming holidays. They chose to create their own decorations and build a classroom Christmas tree using boxes from our Loose Parts Center. The children drew inspiration from digital visuals and photographs, using their creativity to design and construct.

We connected this project to our academic learning goals by incorporating numbers, counting, shapes, and measurement. Students also explored various materials and colors as they designed their ornaments. They were highly engaged, enthusiastic, and collaborative, demonstrating strong teamwork and communication skills. This experience also supported their artistic expression as they experimented with different materials and shared their ideas. As we continue developing this project, we are building on the children’s creativity, observations, and thinking skills, encouraging them to extend their learning each day.

Issue 19 | December 2025

Christmas

Recyclable, Creative, and Festive: A Christmas Tradition at Ain Aar It was an exciting day on Tuesday, December 16, for the Middle School at Ain Aar, as part of our yearly tradition of welcoming the judges as they visited classrooms to evaluate the best Christmasdecorated door. The judging was based on specific rubrics, including the use of recyclable materials, creativity and colorfulness, clear expression of the Christmas theme, and overall effort.

We are proud to announce that the winning class was Grade 9 B. The Parents’ Committee generously offered the prize, which included burgers, fries, and iced tea from Burger King. Congratulations to the Grade 9 B students for their outstanding creativity and teamwork!

Issue 19 | December 2025

Christmas

“Akle w Bassme”: Grade 10 C Students Bring Joy Through Civic Engagement As part of their Civic Commitment and Service Learning (CCSL) program, Grade 10 C students organized the Akle w Bassme, Spécial Noël, event on the IC campus, transforming the school into a space filled with joy, laughter, and meaningful human connection. The event welcomed 100 children and offered them a festive day of entertainment, care, and shared happiness. Through a variety of thoughtfully planned games and activities, the students ensured that each child felt welcomed, valued, and included.

Beyond the celebration itself, Akle w Bassme was a powerful learning experience. By taking full responsibility for the planning, coordination, and execution of the event, the students demonstrated strong accountability, teamwork, and organizational skills. Their efforts also reflected deep empathy and respect, as they created a safe, inclusive, and joyful environment for their young guests. The Akle w Bassme project stands as a meaningful expression of IC’s core values of empathy, responsibility, integrity, and respect, reflected in students’ commitment to purposeful service.

Issue 19 | December 2025

Christmas

Grade 10 Students Lead Annual Christmas Market Fundraiser Students organized the Annual Christmas Market Fundraiser to support various CCSL projects and initiatives. More than 50 students took part, taking over the Community Kitchen for six days to prepare

recipes, bake, and package Christmas cookies. On the day of the event, they set up the booth, created a festive atmosphere, and rallied the IC community to support their cause and enjoy their handmade treats.

Title AAECES came alive with Christmas melodies today — joyful voices, happy faces, and music everywhere!

Issue 19 | December 2025

Early Childhood - Ras Beirut Leaders on the Playground This week, we witnessed two powerful moments that beautifully captured what it means to be a champion of leadership — when children take initiative, act with purpose, and care deeply for their community. A child in KG1 showed remarkable responsibility and initiative during playground time. He noticed that one of the padded poles was loose and immediately began trying to fix it. When approached, he confidently explained that he wanted to fix it. When asked, “how can we help” he mentioned that he needed tape to secure it properly. After giving him the tape, the padding was fixed — but more importantly, child’s sense of ownership and care for his environment shone brightly. His small action spoke volumes about the kind of learner and leader he is becoming.

Collaborative Play in Action While walking down the hallway, Raja (MS A) discovered a car circuit game set up on a tuff tray between the two Pre-K classes. He was instantly fascinated! Back in class, he expressed his wish to have a similar circuit. Moved by his enthusiasm, his friend Imad suggested making his wish come true, and the whole class eagerly joined in. Together, the children imagined and created their own car circuit, decorating it with drawings of trees, traffic signs, buildings, shops, and characters—bringing their shared vision to life. This collaborative project allowed the children to develop teamwork, creativity, and empathy, and to experience the joy of making a friend happy through shared effort.

Beyond social and emotional growth, this play experience was also a rich learning opportunity. As the children built their circuit, they engaged in language development by negotiating ideas, using descriptive vocabulary, and collaborating to label their drawings (trees, buildings, traffic signs, etc.). Simultaneously, they explored mathematical concepts through spatial reasoning, sequencing, counting elements, and organizing their layout logically to make the circuit functional. This learning experience of collaboration, creativity, and kindness reflected the children’s enthusiasm and their ability to naturally integrate language, math, and social skills through purposeful play.

Issue 19 | December 2025

Early Childhood - Ras Beirut

Sous le signe de la bienveillance en GSB Ce mois-ci, les élèves de la GSB ont vécu plusieurs moments forts autour d’un même objectif : cultiver la gentillesse, l’empathie et la cohésion au sein du groupe. Deux actions complémentaires ont permis de mettre en lumière l’importance des mots et des gestes positifs dans la vie de classe.

fait un dessin pour lui redonner le sourire. Ce geste simple et plein de compassion a touché toute la classe. Les autres enfants ont souhaité participer à leur tour et ont multiplié les petites attentions, les mots chaleureux et les dessins pour réconforter leur camarade.

Dans le cadre de la Semaine de la gentillesse, chaque élève a tiré au sort le prénom d’un camarade et a eu pour mission de lui adresser un message bienveillant. Cette activité visait à développer l’empathie en amenant les enfants à réfléchir à ce qui pourrait faire plaisir à un autre, à encourager l’expression de sentiments positifs et sincères, et à renforcer la cohésion du groupe en créant un climat de respect, d’écoute et de confiance. Grâce à ces mots doux, les élèves ont appris à remarquer les qualités de leurs camarades et à prendre conscience du pouvoir des paroles positives dans la vie de classe.

Ces deux expériences ont rappelé aux enfants, et à nous tous, que la bienveillance n’est pas un geste isolé, mais une manière d’être ensemble. En exprimant leurs sentiments positifs et en prenant soin les uns des autres, les élèves contribuent chaque jour à construire une classe dans laquelle chacun se sent écouté, valorisé et respecté.

Un deuxième moment fort a marqué ce mois : un bel élan collectif de solidarité est né lorsque l’un des élèves est arrivé à l’école un peu contrarié parce qu’il n’avait pas porté la couleur bleue du No Bullying Day. Un camarade lui a alors spontanément

Issue 19 | December 2025

Early Childhood - Ras Beirut

Chasing Shadows: A Journey of Inquiry - KG1B A wonderful example of authentic inquiry and how children’s curiosity drives learning unfolded in our classroom when the students decided to create a shadow puppet show. As they began setting it up, they quickly realized a problem, which was that the shadows were not appearing. This challenge sparked deeper investigation, building on their earlier discoveries about how light creates shadows. First, the children experimented with different classroom lights, observing how the size, shape, and direction of shadows changed, only to discover that none of the lights produced the effect they needed. Still curious and determined, they asked for a flashlight and began testing it in various positions around the puppet theater. Through trial and error, thoughtful questions, hypothesis-building, and collaboration, they eventually discovered that placing the flashlight behind the puppet theater projected a clear shadow. By observing, experimenting, and working together, the children not only strengthened their understanding of light and shadow but also developed essential communication, cooperation, and problem-solving skills, beautifully illustrating how authentic, student-driven inquiry transforms a simple challenge into powerful learning.

Issue 19 | December 2025

Early Childhood - Ras Beirut

Our Learning Journey: Building a Healthy House In KG2B, a spark of curiosity emerged in the construction center when students began wondering, “What can we build that helps us make healthy choices?” click here. This authentic question became the foundation for a rich inquiry that connected directly to our “Who We Are” Unit of Inquiry, focusing on the choices we make to maintain health and well-being. Through thoughtful discussion and collaboration, the children decided to design and build a Healthy House. Together, they identified what such a house should include: a kitchen for preparing healthy food, a gym for exercise, a bathroom to stay clean, and a room for relaxation and happiness. They also suggested adding windows for fresh air and later decided to include a garden where they could grow their own healthy food. To support agency and choice, we co-created a choice board with the four main areas of the house. Each group selected a space that inspired them and began to brainstorm ideas about what should be included. For example, the gym group planned to add dumbbells, weights, and a treadmill, while the kitchen group designed an oven, fridge, and sink. The students drew detailed sketches, labeling the key elements they wanted to build.

This inquiry naturally integrated concepts from across the curriculum. Using non-standard units of measurement, the children explored ways to represent the size of their ideas and later extended their thinking by experimenting with a tape measure to compare lengths more accurately. They engaged in collaborative problem-solving, negotiated roles, and shared materials as they began creating models of their ideas using various loose parts and recycled materials. Throughout this journey, students demonstrated communication, social, and self-management skills, as well as creativity and critical thinking. Their work reflected a deep sense of ownership and joy in learning, hallmarks of both the Reggio Emilia approach and the IB Primary Years Programme. This project, still a work in progress, not only strengthened their understanding of health and wellbeing but also celebrated their capacity to be active, thoughtful, and caring inquirers who take action through meaningful play and collaboration.

Issue 19 | December 2025

Elementary School - Ras Beirut

Assemblies In the spirit of Promoting Wellbeing, our first assembly of the year was all about building a joyful, caring, and connected school community! Students dove into lively discussions about empathy, kindness, and friendship, discovering the difference between everyday conflicts and real bullying, and how we can all play a part in making our school a safe space.

We introduced our exciting new Solution Teams, a student-powered initiative that turns classmates into problem-solvers and supporters. The Wheel of Choices brought plenty of fun as students practiced spotting the “size of the problem” and choosing the best strategy to handle it. We wrapped up with a big, heartwarming pledge to spread kindness, show care, and lift each other up, because at IC, we look out for one another, and every student truly matters!

Issue 19 | December 2025

Elementary School - Ras Beirut

Student Council-Champion Leadership The Student Council journey kicked off in October, beginning with presentations, followed by nominations, spirited campaigns, and finally elections. After several weeks of preparation and student engagement, we are proud to welcome our new Elementary School Student Council—24 dedicated members from Grades 4/CM1 and 5/ CM2. These young leaders are eager to make a difference! In their first meeting, they brainstormed a wide range of ideas, from Christmas activities and

conflict-resolution initiatives to introducing new playground games and even planning a sports field day. Their second meeting focused on developing concrete projects, with their first initiative being a Christmas countdown filled with fun and kindness. Stay tuned to discover how their leadership will help make our school an even more joyful and vibrant place to be!

Issue 19 | December 2025

Elementary School - Ras Beirut

Buzz There’s a brand-new buzz on campus—the Ras Beirut Buzz! Our Grade 4 and 5 (CM1 and CM2) students have launched an exciting news club where they take the lead as reporters, researchers, and storytellers. After signing up through a Google form and choosing the topics they were eager to cover, the students dove into gathering information, drafting their lines, and shaping their news pieces. With the guidance of Mrs. Luna Freidy, ESRB Librarian, and Mrs. Doha Berjawi, ESRB Dean of Students, their hard work came together in an impressive first broadcast. The Ras Beirut Buzz will be published three times this year, expanding to include even more sections—and in three languages! Stay tuned… our young journalists are just getting started. Click to watch!

Issue 19 | December 2025

Elementary School - Ras Beirut

The Library: A Gateway to Discovery! The ESRB Library is not just a place for books; it’s a dynamic, living space where learning becomes an adventure. This environment is intentionally crafted to foster curiosity and connect directly with the exciting topics students explore in their classes. Every other week, our schedule transforms into the Open Library schedule a dedicated space for deep, interactive discovery. Here, students move through various centers and activities designed around their current Units of Inquiry, language arts, and other key subject areas. This approach champions multimodality and gamification, ensuring that learning is both comprehensive and exciting. For instance, our Grade 1 students recently embraced the “Poetry Café” during Open Library, creating original poems and playing games that sharpened their skills in alliteration and rhyming words. Grade 4 experienced history firsthand during their migration unit, as the library was one of the stations, it was transformed into an Ellis Island-style waiting room for them to read and connect with the stories of real passengers. Similarly, Grade 3/CE2 ‘s Natural Disaster unit came to life with four interactive display centers, where they applied map skills to locate disaster zones on maps they created in our makerspace. Beyond the core curriculum, the library is a site for rich cultural and character development. Our recent, vibrant Lebanese Heritage Week was celebrated through a TV show challenge format, where students engaged in fun, competitive games to deepen their knowledge of Lebanese culture. The ESRB Library is also deeply engaged with the Positivity Project,

maintaining a weekly updated display that features stories and resources which reinforce essential character strengths and themes. Technology is a cornerstone of inquiry in the ESRB Library, ensuring students engage with their units in innovative ways. Following their natural cycle unit, Grade 2/CE1 students utilized augmented reality (AR) via Merge Cubes. The Merge Cube is a handheld device that allows students to literally hold and manipulate digital 3D models , providing a tangible and spatial understanding of complex concepts like the Earth’s day and night cycles. Grade 3/ CE2 also used the technological capabilities of Merge Explorer to investigate the mechanism of natural disaster detectors, sharing their exciting discoveries with

Issue 19 | December 2025

Elementary School - Ras Beirut

their peers. This integration turns abstract concepts into hands-on, memorable experiences. We are thrilled to announce the launch of our new Library Blogs this year for both English and French stream! This platform serves as a vital safe space for our community-both librarians and students-to extend the conversations happening in the library. Students can share their thoughts, post comments, present and learn about new books through engaging book talks, and vote on different library-related topics and ideas. The blog fosters digital literacy and builds a continuous community around reading and inquiry, even outside of scheduled library time. We look forward to enjoying more engaging activities, exciting discoveries, and captivating reading with our students throughout the year!

Issue 19 | December 2025

Elementary School - Ras Beirut

The Role of Computer Science in Supporting PYP Units of Inquiry and Fostering Academic Excellence At ESRB, Computer Science sessions play a vital role in enriching the Primary Years Programme (PYP) and supporting the school’s EPIC goals— particularly E for Excel Academically. Through hands-on digital learning, students strengthen their inquiry skills, enhance their creativity, and develop the technological competencies needed for success in an increasingly digital world. Across grade levels, our Computer Science lessons are thoughtfully connected to the Units of Inquiry, reinforcing conceptual understanding while building essential 21st-century skills. During the “Who We Are” unit in Grade 5/ CM2, students created interactive timelines of Lebanon using Canva. By embedding links and showcasing different historical phases, they demonstrated strong research abilities, creativity, and digital communication skills. Their final work reflected both academic rigor and thoughtful design, showing how technology enhances their understanding of identity and history. Students also applied their growing coding abilities through Programming 102, learning how to move objects using the x- and y-coordinate system. As part of the unit “Conflict”, they created a simple game in which a shark chases a fish, illustrating how conflict can appear in stories, nature, and digital settings. This activity strengthened their logical reasoning, spatial awareness, and problemsolving skills while helping them explore how characters respond to challenges.

A the end of the “Rights and Responsibilities” unit, Grade 3/CE2 students explored online safety through an English BrainPOP video and an engaging Kahoot quiz. They reflected on how to stay safe and respectful online, strengthening their responsible digital citizenship skills In Grade 2/CE1, during our study of Earth’s natural cycles, students learned how to download online images related to the day-night cycle, the seasons, and the solar system. They also practiced copying video links and uploading both images and videos to Toddle. These skills allowed them to document their learning more effectively and use digital tools to support scientific inquiry. Across all grade levels, Computer Science at ESRB empowers students to think critically, communicate effectively, and explore creatively. By integrating technology into the Units of Inquiry, we ensure that learners not only develop strong digital skills but also excel academically—an essential part of our EPIC vision.

Issue 19 | December 2025

Elementary School - Ras Beirut

Taking Action- Empowering Learners In the Primary Years Programme (PYP) at ESRB, taking action is an essential part of the learning process. Action allows students to apply what they have learned in meaningful ways, make a positive difference in their community, and develop the confidence to become caring and responsible global citizens. Across all grade levels, students engage in authentic, thoughtful actions directly connected to their Units of Inquiry, demonstrating how learning extends far beyond the classroom walls.

early. Their actions highlighted how small, daily choices contribute to overall wellness.

Grade 1/CP – Building Celebrating Community

As part of the Rights and Responsibilities unit, Grade 3 students focused on the right to quality education. They led a school-wide initiative encouraging elementary students to gather stationery supplies, which were donated to a public school in need—a powerful example of empathy and advocacy.

Friendships

and

During the Friendship unit, Grade 1 students took action by becoming peacemakers during recess. They practiced resolving conflicts, supporting classmates, and ensuring everyone felt included. Grade 2/CE1 – Promoting Health and Protecting the Planet In the Health and Wellbeing unit, Grade 2 learners promoted healthy habits by encouraging healthy meals, setting personal goals for nutritious snacks at school, and committing to going to bed

During the Earth’s Natural Cycles unit, students raised awareness about global warming. They explored ways we can reduce our impact on the planet and shared practical ideas with the school community, reinforcing the importance of environmental responsibility. Grade 3/CE2 – Standing Up for Rights and Ensuring Safety

In the Natural Disasters unit, students took action by creating posters outlining safety measures to follow during emergencies. Their work helped raise awareness and empower others with lifesaving information.

Issue 19 | December 2025

Elementary School - Ras Beirut

Grade 4/CM1 – Understanding Migration and Conserving Resources

Grade 5/CM2 – Exploring Identity and Promoting Peace

During the Migration unit, Grade 4 students raised awareness about the challenges people face when moving from one place to another. They emphasized the importance of being openminded, welcoming, and understanding toward newcomers.

As part of the Identity and Change unit, Grade 5 students created time capsules and personal narratives to reflect on and document how their identities evolve over time. Many chose to publish their stories—either digitally or in print—or to mentor younger students, taking action by inspiring others through their experiences.

In the Natural Resources unit, students acted by recycling paper and transforming it into beautiful art pieces. Their work reinforced the idea that resources can be conserved through creativity and mindful use.

In the Conflict unit, students created a mural about peace, conveying messages of hope, unity, and reconciliation through art. Their collaborative work served as a powerful reminder that peace begins with understanding and dialogue.

Issue 19 | December 2025

Elementary School - Ras Beirut

Community Involvement: Enriching Learning Through Partnerships At ESRB, learning in the Primary Years Programme (PYP) extends far beyond the classroom. One of the greatest strengths of the PYP is its ability to meaningfully connect students with the world around them. Through guest speakers, community partnerships, and field trips, our Units of Inquiry become richer, more relevant, and more engaging. These authentic experiences help students view concepts from multiple perspectives, deepen their understanding, and develop empathy and globalmindedness.

As part of the Who We Are unit on Friendship, Grade 1/CP students welcomed Ms. Reem and Ms. Lina, who shared their personal friendship story. They spoke about how they sustained their friendship over the years, navigated misunderstandings, and supported each other—bringing the unit’s concepts to life in a meaningful and relatable way.

During the How We Express Ourselves unit on Celebrations, parents from diverse nationalities and international backgrounds joined the students to share their traditions, customs, and cultural

practices. Their presentations helped children identify similarities and differences among celebrations and appreciate the beauty of cultural diversity.

Issue 19 | December 2025

Elementary School - Ras Beirut In the “Who We Are” unit on Health and Wellbeing, Grade 2/CE1 students were visited by Ms. Kathia Kozman, who spoke to them about maintaining good health. She shared practical tips on hygiene,

nutrition, and healthy daily routines. Her firsthand guidance reinforced the students’ understanding of how their daily choices impact both their physical and emotional wellbeing.

As part of the Who We Are unit on Rights and Responsibilities,Grade 3/CE2 students had the privilege of welcoming guest speakers from Tahaddi Lebanon NGO as part of their Unit of Inquiry on “Rights and Responsibilities.” The speakers shared the organization’s impactful work in providing health and educational support to children across Lebanon, inspiring students to

reflect on their own roles in making a difference. Motivated by this experience, our students took meaningful action by organizing a school-wide collection of stationery and supplies — generously donated by elementary students — to support children in need. Through this initiative, they discovered that even small acts of kindness can create lasting change.

As part of the Where We Are in Place and Time unit on Natural Disasters, Grade 3/CE2 students welcomed guest speaker Ms. Shalimar Sinno. She discussed community leadership and volunteering, highlighting how people can work together to respond to and recover from environmental challenges. The session also connected to

environmental science, emphasizing awareness, conservation, and climate action, and how these efforts can help prevent or reduce the impact of natural disasters. Students reflected on the links between natural disasters and climate change, deepening their understanding of both topics.

Issue 19 | December 2025

Elementary School - Ras Beirut

Grade 4/CM1 students also explored the theme of human migration through literature. They had the pleasure of meeting author and storyteller Ms. Saria Hanna Moutran, who read her book about Gibran Khalil Gibran and his journey of

migrating and building a new life abroad. Through this engaging storytelling experience, students deepened their understanding of migration by connecting biography, literature, and real-life experiences.

As part of the Sharing the Planet unit on Natural Resources, Grade 4/CM1 welcomed Ms. Rita El Hajj, Sustainability Program Coordinator at IC. She shared practical ways to protect natural resources and emphasized the importance of responsible consumption.

Issue 19 | December 2025

Elementary School - Ras Beirut

Furthermore, our Grade 4/CM1 students brought their Unit of Inquiry Sharing the Planet to life during an energizing visit to Terre-Liban.

Rotating in small groups allowed every child to participate fully and meaningfully in each experience.

Through four immersive stations—recycling, planting, eco-citizenship, and a nature hike— students explored what it truly means to care for the world we share. They sorted waste like environmental experts, planted with purpose, reflected on responsible daily habits, and reconnected with nature while discovering the beauty of Lebanon’s landscapes.

This outing sparked enthusiasm, awareness, and a renewed sense of responsibility—reminding our learners that even small actions can make a big difference for our planet.

Issue 19 | December 2025

Elementary School - Ras Beirut

Enriching Learning Through Transdisciplinary Collaboration

Our single-subject teachers play a vital role in enriching our students’ learning experiences by seamlessly integrating their subjects with our Units of Inquiry. By exploring concepts from various perspectives, students develop a deeper understanding and are able to transfer their knowledge to new contexts. Below are a few examples of how our dedicated music, art, and physical education teachers are contributing to our students’ holistic development: Exploring Creativity and Identity

Our Grade 4/CM1 artists explored how artists throughout history have used natural resources to create beautiful works of art, with a focus on charcoal. They investigated the origins of charcoal and the paper they use, while developing charcoal techniques applied to drawing a mug. Students also reflected on ways to protect the environment by conserving trees and took action by creating beautiful recycled paper. This hands-on approach helps them understand the importance of conservation while enhancing their artistic skills.

Our Grade 5/CM2 students have been diving into a vibrant art project that blends creativity, expression, and personal identity. Through guided exploration, students experimented with different artistic techniques to create pieces that reflect who they are and what inspires them. This project encouraged them to think deeply, take creative risks, and translate their ideas into visual form. The final artworks are a beautiful celebration of individuality and imagination, showcasing both their growing artistic skills and their unique voices as young creators. In PE, the CM1 students participated in a series of adventure challenge activities that encouraged critical thinking and collaborative problem-solving. Each game presented a new scenario where they had to plan, communicate, and make decisions as a team. By finding creative ways to complete each task, students built confidence, strengthened cooperation, and learned to adapt to different situations. It was inspiring to see their teamwork and problem-solving skills grow throughout the lessons!

Issue 19 | December 2025

Elementary School - Ras Beirut Makerspace: STEAMing Ahead Building up on students’ curiosity and creativity, we are exploring, experimenting, and creating in the makerspace, connecting learning across subjects through STEAM activities. In the makerspace, ideas come to life through hands-on learning, allowing students in all grade levels to apply their thinking, test their solutions, and see their ideas in action.

Our Spinning Earth: Discovering Day and Night Grade 2 / CE1 students, in the unit How the World Works, Earth’s Natural Cycles, explored day and night by creating rotating Earth models. Using styrofoam balls, skewers, and flashlights, they observed how Earth’s rotation on its axis causes day and night. Students practiced spinning their globes, demonstrated sunlight movement, and explained their observations with a partner, answering the question: “Why do we have day and night?”

Innovating for Safety: Natural Disasters in Action Grade 3 / CE2 students, in the unit Where We Are in Place and Time, Natural Disasters, explored natural disasters by presenting STEAM project models. They explained each disaster’s causes, impacts, and human responses. Working in groups, students used the Engineering Design Process to design, build, and test models simulating their chosen disaster.

‫‪97‬‬

‫‪A Second Chance:‬‬ ‫‪Paper Recycling in Action‬‬ ‫‪Grade 4 / CM1 students, in the unit Sharing the Planet,‬‬ ‫‪Natural Resources, focused on sustainability by‬‬ ‫‪making recycled paper in the makerspace. They used‬‬ ‫‪outdated newspapers from the school library and‬‬ ‫‪other paper students brought in. In groups, students‬‬ ‫‪turned the paper into pulp, pressed it into sheets,‬‬ ‫‪and let it dry. Once dry, they designed and decorated‬‬ ‫‪Christmas cards, learning how materials can be‬‬ ‫‪reused and gaining awareness of environmental‬‬ ‫‪stewardship.‬‬

‫ٌ‬ ‫صفحات من حيا ِتنا المدرس ّية‬ ‫من ضمن األنشطة الهادفة في مجال العرض‬ ‫ّ‬ ‫األساسي‬ ‫الص ّف الخامس‬ ‫والت‬ ‫ّعبيرالشفو ّييْن‪ ،‬ق ّدم تالمذة ّ‬ ‫ّ‬ ‫ً‬ ‫عروضا شفو ّية أمام زمالئهم‪ ،‬حيث قاموا باختيار مواضيع‬ ‫من ّوعة من مجلّة "ك ّل يوم"‪ .‬وأعادوا صياغة األخبار أو‬ ‫الخاصة‪.‬‬ ‫المواضيع المنتقاة‪ ،‬بطريقتهم‬ ‫ّ‬ ‫في ختام محور "أين نحن في الزّمان والمكان"‪ ٬‬قام تالمذة‬ ‫األساسي بعرض المقابلة ا ّلتي أجروها مع‬ ‫الص ّف ال ّرابع‬ ‫ّ‬ ‫ّ‬ ‫شخص ّية هاج َرت من لبنان‪ .‬ق ّدم التّالميذ المقابلة بطريقة‬ ‫إبداع ّية ُمبتكرة بين معلومات على ورق مق ّوى‪٬‬‬ ‫فيديو ُمص ّور وشرائح مص ّورة‪.‬‬

‫فريقي من‬ ‫األساسي بنشاط‬ ‫الص ّف ال ّرابع‬ ‫قام تالمذة ّ‬ ‫ّ‬ ‫ّ‬ ‫جريدة "ك ّل يوم" تع ّرفوا من خالله على معلومات تتعلّق‬ ‫ببحيرة القرعون‪ .‬هذا النّشاط يُساهم بتنمية مهارة‬ ‫البحث‪ ٬‬حيث يقوم المتعلّمون باكتشاف معلومات جديدة‬ ‫مرئي‪.‬‬ ‫يبحثو َن عنها من ُمستند‬ ‫ّ‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

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‫في إطار محور "كيف نع ّبر عن أنفسنا" ا ّلذي يتناول‬ ‫الص ّف‬ ‫موضوع األعياد وطرق االحتفال بها‪ ،‬شارك تالمذة ّ‬ ‫األساسي في نشاط داخل المكتبة‪ ،‬تع ّرفوا من خالله‬ ‫األ ّول‬ ‫ّ‬ ‫أغان لبنان ّية‬ ‫على مناطق مختلفة من لبنان‪ ،‬إضاف ًة إلى ٍ‬ ‫ومصطلحات وتعابير شائعة‪ .‬وقد أبدى المتعلّمون حماسة‬ ‫كبيرة خالل المباراة والنّشاطات المصاحبة‪.‬‬

‫جماعي ُممتع حول‬ ‫الص ّف ال ّثاني بنشاط‬ ‫قام تالميذ ّ‬ ‫ّ‬ ‫تصنيف التّص ّرفات إلى لطيفة وغير لطيفة‪ُ .‬ق ّدمت لهم‬ ‫مجموعة من البطاقات المل ّونة ا ّلتي تتض ّمن مواقف مختلفة‬ ‫من الحياة اليوم ّية‪ ،‬مثل‪ :‬مشاركة األلعاب‪ ،‬مساعدة صديق‪،‬‬ ‫السخرية من اآلخرين‪ .‬تعاون أفراد‬ ‫مقاطعة الحديث‪ ،‬أو ّ‬ ‫المجموعة على قراءة ك ّل بطاقة‪ ،‬ث ّم ناقشوا فيما بينهم إن‬ ‫كان التّص ّرف مناس ًبا أم ال‪ ،‬وبعدها وضعوا البطاقة في‬ ‫الصحيح‪ .‬أبدى التّالميذ حماس ًة كبير ًة‪ ،‬وتعلّموا‬ ‫العمود ّ‬ ‫الصداقة‬ ‫من خالل الحوار أ ّن التّص ّرفات اللّطيفة تُعزّز ّ‬ ‫الحزن‬ ‫واالحترام‪ ،‬بينما التّص ّرفات غير اللّطيفة تُس ّبب ُ‬ ‫وتُؤذي المشاعر‪.‬‬

‫الص ّف‬ ‫بهدف التع ّرف بد ّقة إلى مالمح المتعلّم‪ ،‬قام تالميذ ّ‬ ‫ال ّثاني بنشاط صفّي مم ّيز وممتع‪ .‬فقد ُق ِّسم الطلّاب‬ ‫إلى مجموعات صغيرة‪ ،‬وتسلّم ك ّل فريق مجموعة من‬ ‫البطاقات التي تحمل مالمح المتعلّم المختلفة‪ .‬كان على‬ ‫ك ّل مجموعة قراءة ك ّل بطاقة‪ ،‬مناقشتها‪ ،‬ث ّم اختيار الملمح‬ ‫المناسب ولصقه في العمود الصحيح على الورقة‪ .‬وقد‬ ‫أظهر التّالميذ خالل هذا العمل تعاو ًنا رائ ًعا‪ ،‬وقدرة على‬ ‫التمييز بين المالمح‪ ،‬إضاف ًة إلى حماس كبير أثناء ترتيب‬ ‫البطاقات ومقارنة النتائج بين المجموعات‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪99‬‬

‫الص ّف ال ّثاني ا ّلذين ع ّبروا‬ ‫الكتابة صارت متعة لتالميذ ّ‬ ‫بجمل تا ّمة المعنى‪ ،‬عن فصل ّ‬ ‫ثنائي‬ ‫ضمن نشاط‬ ‫الشتاء ُ‬ ‫ٍ‬ ‫ّ‬ ‫ُم ْمتع‪.‬‬

‫في ختام محور "أين نحن في المكان والزّمان" ق ّدم متعلّمو‬ ‫الص ّف ال ّثالث أبحا ًثا متن ّوعة حول كوارث طبيع ّية اختاروها‬ ‫ّ‬ ‫مثل الزّلزال‪ ،‬البركان‪ ،‬اإلعصار‪ ،‬الفيضان‪ ،‬الجفاف‪،‬‬ ‫الجليدي‪ .‬عرض ك ّل متعلّم تعريف‬ ‫التّسونامي واالنهيار‬ ‫ّ‬ ‫الكارثة ا ّلتي اختارها‪ ،‬وشرح أسباب حدوثها ونتائجها‬ ‫على اإلنسان والبيئة‪ ،‬كما ق ّدم طرق الحماية والوقاية منها‬

‫عند تو ّفرها‪ .‬وقد أرفقوا أبحاثهم بصور داعمة تُسهم في‬ ‫اتي‬ ‫توضيح المعلومات‪ ،‬ث ّم مأل ك ّل متعلّم شبكة للتّقييم ال ّذ ّ‬ ‫ليتأ ّمل في عمله ويُق ّيم مدى التزامه بمراحل البحث‪ .‬أظهر‬ ‫وجد ّية في إعداد أعمالهم وتن ّو ًعا جميلًا‬ ‫المتعلّمون اهتما ًما ِ‬ ‫في اختيار المواضيع وطريقة عرضها‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

Issue 19 | December 2025

100

Elementary School - Ras Beirut

The Wonder Box At International College, we are committed to fostering academic excellence through engaging, inquiry-based learning experiences. Across the elementary school, students explore a variety of subjects and Units of Inquiry that encourage curiosity, critical thinking, and real-world connections. What follows are just a few examples of the rich and dynamic learning opportunities happening across our classrooms, showcasing how we inspire students to question, explore, and excel academically. The Wonder Box! Throughout the week, students drop

in questions that spark their curiosity — anything they wonder about the world around them. At the end of each UOI session, one of these questions is chosen, and together, the class embarks on a mini journey of discovery. Sometimes the question connects to their unit, sometimes it takes them somewhere entirely unexpected — but it always leads to deep thinking, meaningful conversations, and joyful learning. What a beautiful way to celebrate curiosity and inspire lifelong learners!

Issue 19 | December 2025

101

Elementary School - Ras Beirut

One of the most engaging and adorable activities in CP this week was Les chuchoteurs. Using these little whisper tools, students read softly while listening to the sound of their own voice. This gentle routine not only makes reading fun and intimate, but also helps

Our grade 5 students read about famous people they were interested in, such as Danny Thomas, Helen Keller, Nelson Mandela, and Muhamad Ali. They made concepts maps and presented them to the class, showing their understanding of the different aspects that shape a person’s identity.

Dans le cadre de notre thème sur l’identité, les élèves de Grade 5 se lancent dans une belle aventure : écrire leur identité en français. À travers leurs mots, ils nous ouvrent une fenêtre sur ce qu’ils sont vraiment, sur leurs passions, leurs rêves et leur personnalité. C’est un exercice qui demande du courage et de la sincérité, mais qui leur permet de mieux se connaître et de mieux se faire connaître des autres.

children strengthen their fluency, improve their selfcorrection skills, and grow more confident as young readers. It is a simple practice that brings both joy and meaningful progress to our literacy time.

Issue 19 | December 2025

102

Elementary School - Ras Beirut

Tuning in into the unit of inquiry How the World Works about simple machines, Grade 1/CP students engaged in hands-on activities at different stations. They worked collaboratively to make lemonade, prepare a salad, move a heavy box, create shapes with play dough, and remove screws from a wooden box - all without any tools initially. This challenged them to think critically about the task difficulties. Upon reflection, they recognized the need for appropriate tools to make their work more efficient. In the second phase, students demonstrated risktaking by testing their predictions with various tools - a lemon squeezer, a knife, play dough cutters, a scooter, and a screwdriver. Through this practical comparison, they developed a clear understanding of how simple machines make work easier. The experience fostered cooperation as they worked together at each station, whilst strengthening their inquiry skills through meaningful experimentation and reflection.

Les élèves de CE1 ont découvert la notion de monnaie. Ils ont participé à un jeu de rôle de marchande, où certains jouaient le rôle du vendeur et d’autres celui du client. Cette activité leur a permis de se familiariser avec les billets et les pièces de monnaie. Ils ont même eu l’occasion de simuler des échanges commerciaux. Grâce à cette expérience ludique, les élèves ont pu comprendre l’importance de la monnaie dans la vie quotidienne. Ils ont appris à reconnaître les différentes valeurs des billets et des pièces, ainsi qu’à effectuer des calculs simples pour déterminer le montant à payer et la monnaie à rendre.

Issue 19 | December 2025

103

Middle School - Ras Beirut

Sortie aux Cèdres Dans le cadre d’un projet interdisciplinaire, les classes de 3èmes A,B et C ont participé à une sortie scolaire au Cèdres de Bécharré le vendredi 7 novembre, accompagnés de deux de leurs enseignants , Mme Georgette Francis et M. Elie Hayek. La sortie a d’abord été préparée en classe par le visionnement du documentaire La bataille du Cèdre qui raconte comment un médecin , le Dr Youssef Tawk, a pu réaliser le rêve fou de reboiser des collines entières en plantant environ 120 000 jeunes cèdres. Les élèves ont rencontré le Dr Tawk qui leur a expliqué le processus de plantation allant de la collecte des graines jusqu’à la mise en terre. Les élèves ont ensuite planté un cédre au nom de chaque classe en souvenir de la visite. Un don en espèces a été offert à la réserve en signe d’encouragement pour la poursuite de la mission de la préservation de ces majestueux arbres millénaires. Les élèves de 3èmes étaient ravis de cette sortie et ils ont exprimé leur reconnaissance pour les organisateurs.

Issue 19 | December 2025

104

Middle School - Ras Beirut

À la rencontre de la mémoire des orphelins du génocide arménien Dans le cadre du chapitre d’Histoire « Civils et militaires dans la Première Guerre mondiale », les élèves de 3e A ont effectué une sortie scolaire émouvante et instructive. Cette visite visait à replacer les connaissances du cours dans un contexte concret, en mettant en lumière les souffrances des civils et le génocide arménien. Le lieu visité, un ancien orphelinat construit en 1920 par les Anglais, accueillait autrefois des enfants arméniens rescapés du génocide. Devenu aujourd’hui un espace de mémoire, il transmet l’histoire et invite à la réflexion sur cette période tragique. Les élèves ont découvert des photographies, illustrations et témoignages retraçant le destin de ces orphelins. Cette expérience leur a permis de mieux comprendre l’impact de la guerre sur les civils et d’aborder des thèmes universels comme les droits de l’homme et le devoir de mémoire. Enfin, les échanges qui ont suivi ont été riches en émotions et en réflexion, renforçant l’empathie, la conscience citoyenne et le sens moral des élèves. Par Maya Karam, professeure d’HistoireGéographie

Issue 19 | December 2025

105

Middle School - Ras Beirut

Intervention de Mme Soulaima Rassi : sensibilisation aux enjeux juridiques du comportement en ligne Dans le cadre du cours d’Enseignement Moral et Civique (EMC), les élèves de la classe de 5e A ont assisté à une intervention animée par Mme Soulaima Rassi, avocate et ancienne élève de l’IC. L’objectif principal de cette séance était de faire comprendre aux élèves les implications juridiques des comportements en ligne, en particulier dans les situations de cyberharcèlement et de mauvaise conduite numérique, conformément à la loi libanaise. Au cours de la présentation, Mme Rassi a présenté plusieurs cas pratiques illustrant les conséquences légales possibles pour les mineurs.

Elle a précisé que, selon la législation en vigueur, les personnes de moins de 18 ans peuvent être tenues responsables de leurs actes numériques, notamment en cas d’insultes, de publication non autorisée d’images ou d’atteinte à la vie privée. Cette activité a permis de renforcer les connaissances juridiques et civiques des élèves tout en les amenant à adopter une attitude plus responsable dans leur usage du numérique. Par Maya Karam , Professeure d’HistoireGéographie-EMC

Issue 19 | December 2025

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Middle School - Ras Beirut

La visite des élèves de 6ème au CDI : une étape clé pour découvrir les grandes périodes de l’Histoire Dans le cadre de l’introduction des grandes périodes de l’Histoire, les élèves de 6ème ont eu l’opportunité de visiter le Centre de Documentation et d’Information (CDI). Cette visite a constitué une opportunité essentielle pour développer leurs compétences en recherche documentaire tout en enrichissant leurs connaissances historiques. Accompagnés par leurs enseignants et avec l’aide précieuse de Madame Nora Kabraelian, documentaliste, les élèves ont d’abord appris à utiliser la plateforme Destiny, un outil numérique qui facilite la recherche des livres et ressources disponibles au CDI.

Ensuite, les élèves sont partis à la découverte des rayons du CDI. Ils ont ainsi appris à repérer les livres sur les étagères correspondant à leur recherche, une compétence précieuse pour s’orienter dans un espace documentaire. Enfin, ils ont collecté les informations nécessaires pour compléter leur travail d’introduction au chapitre d’Histoire. Cette démarche les a aidés à mieux comprendre les caractéristiques majeures de chaque période, ainsi que l’importance de s’appuyer sur des sources fiables. Cette visite au CDI prépare les élèves à devenir des lecteurs et chercheurs autonomes.

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Middle School - Ras Beirut

Visite des élèves de l’IC au musée archéologique de l’AUB La visite des élèves de 5ème au musée archéologique de l’AUB a constitué une expérience enrichissante dans le cadre du premier chapitre d’Histoire intitulé « Byzance et l’Europe carolingienne». Cette sortie pédagogique a offert aux élèves une occasion unique d’observer et d’explorer des artefacts authentiques datant de la période de l’Empire byzantin. Au fil de la visite, les élèves ont découvert une variété d’objets historiques fascinants: mosaïques aux motifs complexes et couleurs éclatantes, ustensiles du quotidien, bijoux finement travaillés, ainsi que des pièces de monnaie témoignant des échanges économiques et culturels de

l’époque. Ces objets ont permis aux élèves de mieux visualiser la richesse et la diversité de la civilisation byzantine. Cette visite au musée a servi de contextualisation concrète à la leçon abordée. En évoluant dans un environnement différent de la salle de classe, les élèves ont pu s’inspirer des vestiges du passé, établir des liens entre les contenus historiques étudiés et les réalités matérielles de l’époque. En somme, cette visite a renforcé l’apprentissage des élèves en rendant l’histoire tangible et vivante, tout en stimulant leur curiosité et leur respect pour le patrimoine culturel.

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Les docteurs de la 4e : Quand la science devient une véritable vocation. Dans le cadre d’un projet scientifique ambitieux et porteur de sens, les élèves de la classe de 4e se sont brillamment illustrés en se mettant dans la peau de véritables docteurs en sciences de la santé. Le thème choisi, à la fois actuel et essentiel, portait sur les maladies digestives, le rôle du microbiote et leur relation étroite avec l’hygiène corporelle. Avec sérieux, rigueur et un enthousiasme remarquable, les élèves ont mené un véritable travail de recherche scientifique. Ils ont consulté des sources fiables, trié les informations avec une grande délicatesse intellectuelle et présenté leurs résultats avec un professionnalisme digne de jeunes chercheurs. Chaque groupe a étudié des pathologies digestives, expliqué leurs causes, leurs symptômes, les moyens de prévention ainsi que les traitements, comme de véritables médecins en formation. Au-delà des connaissances scientifiques acquises, ce projet a permis de développer chez les élèves des compétences essentielles : l’esprit critique,

l’autonomie, le travail d’équipe, la communication orale et la responsabilité face aux enjeux de santé. Leur implication, leur curiosité et leur sens de l’éthique ont été impressionnants du début à la fin. En reliant le microbiote intestinal aux bonnes pratiques d’hygiène corporelle, les élèves ont su transmettre un message fort : la santé commence par les petits gestes du quotidien. Leur capacité à vulgariser des notions complexes avec clarté et précision témoigne d’une maturité scientifique remarquable. Ce projet restera sans aucun doute une expérience marquante, à la fois éducative et humaine. Félicitations à nos “Docteurs de la 4e” pour ce travail exceptionnel, inspirant et très prometteur ! Ils ont prouvé que la passion, le sérieux et la curiosité sont les meilleures bases pour construire les scientifiques et les professionnels de demain. Par Grace Badine et Nancy El Achkar

‫‪109‬‬

‫الطبيعة‬ ‫تعليم خارج الجدران‪ :‬تع ّلم ُم ِ‬ ‫لهم في حضن ّ‬ ‫ليس ال ّتعليم مج ّرد جلوس لل ّتالميذ بين أربعة جدران يتل ّقون‬

‫المعلومات بطريقة تقليد ّية أو يستمعون إلى اإلرشادات من‬ ‫الحقيقي هو أن‬ ‫دون تفاعل أو مشاركة‪ .‬فجوهر ال ّتعلّم‬ ‫ّ‬

‫وفي لحظة تعليم ّية مم ّيزة‪ ،‬جلس ال ّتالميذ في أحضان‬ ‫ّ‬ ‫الطبيعة بنا ًء على َطلبهم ليكتبوا ويصفوا ما يحيط بهم‪،‬‬

‫يختبر المتعلّمون المعرفة بأنفسهم‪ ،‬وأن يعيشوا تجارب‬

‫ً‬ ‫متعة وح ّر ّي ًة واختيا ًرا‪.‬‬ ‫مدركين أنّ ال ّتعلّم يمكن أن يكون‬ ‫ما أجمل أن نتيح لهم فرصة تحديد المكان الّذي يشعرون‬

‫الص ّ‬ ‫ف ال ّثامن مع المعلّمة‬ ‫ومن هذا المنطلق‪ ،‬اختار تالميذ ّ‬

‫أنفسهم بطرق ّ‬ ‫خاّلقة ومختلفة‪.‬‬

‫ُتغني فهمهم و ُتق ّربهم م ّما يدرسون‪Unlock their potential .‬‬

‫المتوسطة أن ينتقلوا إلى‬ ‫الس ّيدة لينا عويدات في المدرسة‬ ‫ّ‬ ‫ّ‬

‫راسي‪ ،‬انسجا ًما مع المحور‬ ‫الخارج ل ُيت ّموا نشاطهم ال ّد‬ ‫ّ‬ ‫الّذي يعملون عليه بعنوان‪" :‬ارتباطنا بالمكان والزّمان ‪-‬‬ ‫السفر وال ّترحال"‪ .‬فقد تع ّرف ّ‬ ‫الط ّاّلب في هذا المحور وطنهم‬ ‫ّ‬ ‫ً‬ ‫لبنان‪ ،‬وجمال طبيعته وتن ّوع مناطقه‪ ،‬إضافة إلى ّ‬ ‫اطالعهم‬

‫على أدب ال ّرحلة وفنون الوصف‪.‬‬

‫فيه بال ّراحة واإلبداع‪ ،‬وأن نمنحهم مساحة ُيع ّبرون فيها عن‬ ‫فال ّتربية الحديثة تؤمن بأنّ ال ّتجارب الن ِ‬ ‫رسخ المعرفة‬ ‫ّشطة ُت ّ‬ ‫حب االستكشاف‪ ،‬وتجعل ّ‬ ‫الط ّاّلب شركاء حقيق ّيين‬ ‫و ُت ّ‬ ‫شجع ّ‬ ‫في رحلة ال ّتعلّم‪ ،‬ال مج ّرد متل ّقين‪.‬‬ ‫درس جديد‪ّ ،‬‬ ‫ّ‬ ‫وكل تجربة باب للمعرفة‪.‬‬ ‫كل مكان‬ ‫ٌ‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ras Beirut‬‬

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‫رحلة تثقيف ّية إلى محم ّية أرز الباروك‬ ‫بهدف تنفيذ مشروع تداخل الموا ّد (االجتماعيات ‪ -‬اللغة‬

‫العربية) ‪ ،‬قام ّ‬ ‫الص ّ‬ ‫ف ال ّتاسع ‪ -‬القسم اإلنكليزيّ ‪-‬‬ ‫طاّلب‬ ‫ّ‬

‫البرنامج اللبناني برحلة تثقيف ّية إلى محم ّية أرز "الباروك" ‪.‬‬

‫وقد هدفت ال ّرحلة الى تعميق المفاهيم المكتسبة في ما ّدة‬ ‫الط ّاّلب تد ّرج المناطق ّ‬ ‫الجغرافيا بحيث شاهد ّ‬ ‫الطبيع ّية‬

‫ّ‬ ‫تشكل سطح لبنان‪ ،‬وتع ّرفوا بمختلف ال ّتضاريس الّتي‬ ‫التي‬ ‫ُ‬ ‫تتض ّمنها‪ .‬كما أتيح لهم ّ‬ ‫االطالع على االنتهاكات ال ّتي تتع ّرض‬

‫لها الموارد ّ‬ ‫الطبيع ّية والّتي تؤ ّدي من جهة إلى نقصانها ومن‬ ‫جهة أخرى إلى تشويه ّ‬ ‫الطبيعة‪ ،‬وإدراك أه ّم ّية المحم ّيات‬

‫في الحفاظ على ال ّثروة ّ‬ ‫الطبيع ّية والحيوان ّية‪.‬‬ ‫ّ‬ ‫الطاّلب أبرز‬ ‫أ ّما بالنّسبة لما ّدة اللّغة العرب ّية‪ ،‬فقد د ّون‬

‫مشاهداتهم واألنشطة التي قاموا‪ ،‬وذلك في بطاقة تحوي‬

‫إنشائي‬ ‫نص‬ ‫تصمي ًما بال ّرحلة بهدف توسيع أفكارهم في ّ‬ ‫ّ‬ ‫بها في باب أدب ال ّرحلة ‪.‬‬

‫ّ‬ ‫الواقعي‬ ‫الطاّلب‬ ‫لقد ساهم هذا النّشاط في تعزيز فهم‬ ‫ّ‬ ‫للمفاهيم الجغراف ّية النظر ّية‪ ،‬وربط المعرفة النّظر ّية بال ّتطبيق‬

‫أدبي‪ ،‬ما‬ ‫الميداني‪ ،‬وتوثيق أنشطتهم ومشاهدتهم بأسلوب‬ ‫ّ‬ ‫ّ‬ ‫انعكس إيجا ًبا على خبراتهم وتعزيز مهاراتهم‪.‬‬

‫‪Issue 19 | December 2025‬‬

‫‪Middle School - Ras Beirut‬‬

Issue 19 | December 2025

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Middle School - Ras Beirut

The Enlightenment Thinkers: The “Guess Who?” Game Our Grade 9 AMER students recently stepped into the world of 18th-century philosophy by exploring the great minds of the Enlightenment in a fun and interactive way. The activity challenged them to understand the political philosophies of Enlightenment thinkers while demonstrating their knowledge through creativity, collaboration, and play. The goal was for students to see how Enlightenment intellectuals shaped ideas about politics, society, economics, and religion—and how their writings challenged existing structures of power. At the same time, they practiced essential skills such as working with peers, organizing information clearly, and completing a structured, short-term assignment. Spanning two periods, the project began with students completing a comparison chart on Enlightenment thinkers. In groups of three, they then used this material to design a custom “Guess Who?” game, creating flashcards with portraits, philosophies, and famous writings of seven Enlightened philosophers. In the second session, groups paired up as rivals, taking turns presenting their cards while their opponents guessed which philosopher was being described. This activity reflected our school’s commitment

to academic excellence and student well-being. Students engaged with complex historical/ philosophical ideas while enjoying an interactive experience. The “Guess Who?” game showed that learning about Locke, Montesquieu, Voltaire, Rousseau, and others can spark both critical thinking and fun in the classroom. Written by Carla Antar

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112

Middle School - Ras Beirut Faces of the American Revolution: U.S. Dollar Bills Exploration As part of the Grade 9’s Social Studies American Program, students took part in an engaging activity titled “Faces of the American Revolution: U.S. Dollar Bills Exploration,” where they connected modern currency to the historical figures who shaped the United States. Inspired by the U.S. dollar bills students use in their daily lives, the activity encouraged learners to discover who appears on these bills and why, while making meaningful connections to the chapter they are studying on the American Revolution. Students began by learning about influential figures featured on current U.S. bills—such as George Washington ($1), Thomas Jefferson ($2), Benjamin Franklin ($100), Alexander Hamilton ($10), Andrew Jackson ($20), and others. Each of these individuals played a defining role in the American Revolution or in shaping the nation’s early political and financial systems. Building on this foundation, students worked with fact sheets and digital resources to deepen their understanding of both male and female figures from the era, including Abigail Adams, Penelope

Barker, and Mercy Otis Warren. They identified each person’s contributions and reflected on how their efforts supported the independence movement and the founding principles of liberty and equality. The highlight of the lesson came during a creative pair-work activity in which students selected one male and one female historical figure not currently featured on U.S. currency and designed two new hypothetical dollar bills to reflect their contributions to the American independence movement. This activity not only strengthened students’ research, design, and creative skills but also promoted academic excellence by encouraging critical thinking, evidence-based reasoning, and thoughtful reflection. At the same time, it supported well-being by fostering engagement, collaboration, and a sense of agency as students expressed their ideas creatively and explored meaningful historical narratives. Carla Antar

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113

Middle School - Ras Beirut

Reviving the Renaissance: A Journey of Learning, Agency, and Global Citizenship Our Grade “8 American” journey into the Renaissance has been a vivid demonstration of how learning can come alive when students are invited to explore not just facts, but ideas and values — humanism and individualism — through literature, art, and architecture. Through a variety of hands-on and differentiated activities, our students became deeply engaged, eager to show their understanding, and able to reflect on how the historical currents of the Renaissance continue to shape our world today. This process helped strengthen their critical-thinking skills and fostered a sense of personal agency — echoing the mission of International College (IC), which “inspires and challenges every learner to think critically, take initiative, and contribute to the advancement of society.” In line with this year’s EPIC goal “E: Excel Academically,” the Renaissance unit challenged our “Grade 8 American” students to stretch their intellectual curiosity and academic abilities, while also encouraging global citizenship and intercultural awareness — qualities that IC values as we prepare lifelong learners ready to engage with a diverse, interconnected world.

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Middle School - Ras Beirut

Grade 7 / 5ème Classes Celebrate World Kindness Day Through a Week-Long Coding Activity In recognition of World Kindness Day, middle school Ras Beirut Grade 7 / 5ème students participated in a meaningful and creative activity that blended coding with the values of kindness and empathy. This initiative took place throughout the entire week of November 10, allowing students extended time to explore and reflect. Across all classes, and under the guidance of their Design Technology teachers: Nivine Aziz, Marcelle El Riz, and Reine Sakr, students explored how technology can be used to spread positive messages and foster kindness within the school community while also supporting our ongoing efforts to promote wellbeing. Using BBC micro:bits, students learned to code simple yet powerful displays. They programmed the micro:bit to show a beating heart whenever the device was shaken—symbolizing how kindness can be “activated” through small, deliberate actions. Throughout the week, students were also filmed demonstrating their work. As they shook the micro:bit and watched the heart animation appear, they proudly shared the message: “Kindness is our code, bullying is our bug.” This slogan beautifully combined the technical aspect of coding with the social-emotional purpose

of the activity, encouraging students to reflect on the impact of kindness and the importance of speaking out against bullying. The activity highlighted true collaboration across all Grade 7 / 5ème classes. Students engaged in hands-on coding while exploring meaningful values, using the micro:bit as a creative platform to express messages of empathy and positivity. It provided a powerful opportunity to connect digital learning with personal development, reinforcing our school’s commitment to fostering kindness, empathy, and overall wellbeing. By merging technology with values-based learning, our Grade 7 / 5ème students demonstrated that coding can serve as a language for empathy, connection, and positive change.

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Middle School - Ras Beirut Safety First in the STEAM Lab In our STEAM Lab, safety is the foundation upon which innovation and creativity are built. Before students begin experimenting, designing, or exploring new technologies, they must first understand how to protect themselves, their peers, and their environment. This is why our safety unit is designed to be interactive, engaging, and meaningful, ensuring that students learn not just the rules, but the reasoning behind them. Throughout the first week of the school year, students participated in a series of hands-on activities that introduced them to the many dimensions of safety in the STEAM Lab. The sessions covered essential topics including lab procedures, safe handling of tools and materials, internet and digital citizenship, and personal well-being while working in a collaborative space. To make the learning experience memorable, students took part in a variety of dynamic activities that brought safety concepts to life: Snake and Ladder Safety Challenge: Students encountered real scenarios on the game board, climbing for safe decisions and slipping back for unsafe ones. This visual, playful format helped them identify positive habits and recognize potential risks. Jeopardy-Style Safety Quiz: Using a friendly competition format, students tested their knowledge of lab rules, equipment use, and online safety. This activity reinforced key ideas while building confidence and teamwork.

Role-Playing Scenarios: Through dramatized real-life situations—such as responding to inappropriate online messages, or resolving conflicts—students practiced decisionmaking, problem-solving, and responsible communication. These activities promoted collaboration, critical thinking, and self-reflection, showing students how individual actions can influence the safety and success of the entire community. By exploring safety through games and discussions, they developed a deeper understanding of the shared responsibility that comes with working in a STEAM environment. To conclude the unit, students signed a STEAM Lab Safety Agreement. This symbolic act emphasized their promise to follow the rules, look out for one another, and contribute to a positive, respectful learning atmosphere. By transforming safety from a list of rules into an interactive learning experience, students did more than memorize guidelines—they internalized the values behind them. They left with a strong sense of ownership, knowing that a safe environment is essential for creativity, experimentation, and discovery to flourish in the STEAM Lab.

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Middle School - Ras Beirut Engineering Electric Fan Cars in Grade 6/6ème: A Hands-On Journey into Design Thinking In our STEAM Lab, Grade 6 / 6ème students took on an exciting engineering challenge: designing and building their own electric fan cars using TeacherGeek materials. This hands-on project introduced students to fundamental concepts in mechanics, electricity, and aerodynamics, while guiding them through the full Design Thinking process. The adventure began with students constructing the frame of their racers using wooden dowels, blocks, and connector strips. Students then added wheels and axles designed to spin smoothly— giving them their first experience working with real mechanical components. A highlight of the project was integrating the electric motor and propeller system. After mounting the motor securely onto their frame, students designed and built three-blade propellers using cardboard materials, tape, and small wooden skewers. This creative element allowed them to explore how blade shape, size, and balance affect thrust and motion. As the propeller spun, it generated airflow that pushed the vehicle forward—turning the students’ creations into true electric-powered fan cars. Throughout the process, students followed the key stages of Design Thinking: Empathize & Define: Understanding the challenge

of building a fast, stable, motor-powered vehicle. Ideate: Sketching and brainstorming frame types, propeller shapes, and motor placement. Prototype: Building an initial version using various components. Test & Improve: Running their racers, analyzing movement, and making adjustments to enhance performance. The open-ended nature of the project encouraged critical thinking, creativity, and resilience. Students discovered how even small changes— such as adjusting the angle of a blade or aligning a wheel—could make a big difference in distance and speed. Many chose to redesign parts of their racer multiple times, experimenting with new ideas and learning from each test run. More than just a build, this experience helped students understand how engineers combine science, creativity, and iteration to solve problems. By the end, they had created unique electric fan cars that reflected their ideas, experimentation, and teamwork. This project not only sparked excitement in the STEAM Lab—it also gave students confidence as innovators. With the Design Thinking mindset now introduced, they are ready to tackle future challenges in robotics, engineering, and beyond.

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117

Middle School - Ras Beirut Engineering With Purpose: Building an Electromagnetic Crane Through Design Thinking This term, our students explored the powerful relationship between electricity and magnetism through a hands-on engineering challenge: designing and building a working electromagnetic crane. The activity brought together Design Technology and Science, showing students how concepts learned in the classroom become real, functional solutions. A Design Thinking Approach The project was structured entirely around the Design Thinking Process, guiding students through a cycle of creativity, problem-solving, and improvement: 1. Empathize & Understand Students watched a demonstration video and discussed how real-world cranes use electromagnets to move metal safely and efficiently. 2. Define the Problem Students identified the key challenge: “How can we build a safe, stable, and effective crane that uses electricity to create magnetism and lift metal objects?” This required them to think like engineers: balancing strength, safety, efficiency, and ease of use.

3. Ideate & Sketch In teams, students sketched possible crane structures, including two types of pivots—a rotating base and a hinged arm. 4. Prototype Using classroom materials, they built their first versions of the crane. This stage highlighted creativity and problem-solving as students experimented with: Crane arm length, pivot placement, electromagnet coil size, wire organization and battery setup 5. Test & Improve Students conducted trials to see how many washers their crane could lift, how well it rotated, and how stable it remained. They collected observations and made informed decisions about what to improve, fulfilling ATL goals of predicting outcomes, making hypotheses, and evaluating evidence. The electromagnetic crane activity demonstrated the power of interdisciplinary learning, blending science, engineering, and design into one meaningful experience. Through the design thinking process, students learned to explore, test, reflect, and improve—skills that prepare them not just for school, but for real-world innovation.

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118

High School

Gambling Isn’t Just A Game: Understanding the Legal Consequences Today, Grades 11 and 12 students attended a legal awareness session titled “Gambling Isn’t Just a Game: Understanding the Legal Consequences.” The session aimed to raise awareness among students about the dangers of gambling, whether online or offline, and its serious legal, financial, and social repercussions. The discussion was led by Lawyer Karim Noueihed ’98, former IC Alumni Association President and member of the National Association for Legal Awareness; Lawyer Hidab Zeidan, also a member of the association; and Colonel Bilal Mahfouz, Head of the Anti-Gambling Unit at the Internal Security Forces (ISF). Lawyer Noueihed opened the session by stressing that gambling is not just an ethical or social issue but a clear legal offense: “In Lebanon, gambling is prohibited for anyone under 21 years of age, and violations carry serious legal consequences. Once a person is penalized, it is recorded in their criminal record, which can affect their future opportunities, whether in employment, education, or travel. Young people must understand that what starts as a game can leave a lasting mark on their record and reputation.” Lawyer Zeidan further highlighted the psychological and social harm that often accompanies gambling: “Behind every gambling incident lies a story of loss. Loss of trust, of money, and sometimes of mental stability. The law protects individuals not just from illegal acts but from the destructive cycle that gambling can

trigger. Awareness is the first step in safeguarding one’s well-being and future.” Colonel Mahfouz shed light on the growing challenge of online gambling and the ISF’s efforts to counter it: “Our unit is closely monitoring online gambling activities, especially through apps and websites disguised as gaming platforms. We are coordinating with all money transfer companies in Lebanon to track suspicious transfers linked to gambling sites. Students should know that even small online transactions can be detected and investigated.” The session concluded with an engaging Q&A, during which students asked insightful questions on how they can protect themselves and their peers from such risks. Through this initiative, IC continues to provide its students with knowledge that extends beyond the classroom, empowering them to make informed, responsible choices that shape a brighter, lawabiding future.

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119

High School

Student Voices in Action: Program Student Leaders Elections For one full week, campus energy was at its peak as students took center stage in the Program Student Leaders Elections, a vibrant chapter of campaigning, conversations, and community engagement that truly brought student voice to life. This student-led democratic experience is coordinated and guided by our Activities Director, Mr. Riad Chirazi, whose leadership helps channel student enthusiasm into meaningful, structured engagement. This year’s elections were crowned with the announcement of four Program Student Leaders, proudly chosen by their peers: Lebanese Moukahal

Baccalaureate

Program:

Mustafa

French Baccalaureate Program: Jad Doughan International Baccalaureate Diploma Program: Yara Ibrahim American Program: Michael Nercessian Each of these students will represent their respective program, serving as a bridge between students, faculty, and school leadership.

This activity provided a meaningful platform for candidates to present their vision and connect with their peers. It was more than an election; it was an exercise in leadership, dialogue, and democracy on campus. Campaign celebrations took place exclusively during break times, ensuring that academic learning remained uninterrupted. Music played, students danced and sang, and campus came alive with color as each candidate chose a campaign color that turned the courtyard into a vibrant scene. What was truly remarkable, however, was how our students embodied above

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High School all the IC spirit. They may have been competing against one another, their names side by side on the same voting paper, but they remained united, supporting and cheering for each other, not only on the dance floor, but across campus. Throughout the week, candidates delivered their official speeches to the Class of 2026, presenting their ideas, values, and goals. They also visited the classrooms of Grades 10 and 11, sharing brief speeches about their programs, proposed initiatives, and what student leadership means to them. Students across all programs were invited to

reflect on who best represents them and who most strongly embodies our EPIC values. With Mustafa, Jad, Yara and Michael stepping into their roles as Program Student Leaders, our community looks forward to the projects, initiatives, and collaborations they will bring to life. They carry the trust of their peers and the responsibility of representing their programs with excellence, integrity, and care. The Program Student Leaders Elections have once again shown what happens when students are empowered to lead, they rise to the occasion, thoughtfully, passionately, and together.

Issue 19 | December 2025

121

High School

Rhea Alameddine Uses Creativity to Teach Financial Skills and Support Vulnerable Children Rhea Alameddine (Grade 12 – French Baccalauréat Program) created an educational board game called MarketQuest, a fast-paced strategy game designed to help children and adults build essential financial skills through play. Entirely imagined and developed by Rhea, MarketQuest immerses players in dynamic market scenarios, teaching budgeting, negotiation, and smart decision-making in a fun and engaging way. Motivated by Lebanon’s ongoing economic challenges, Rhea set out to empower young people with a tool that makes financial concepts simple, accessible, and enjoyable. To broaden the game’s impact, she partnered with AFEL, a Lebanese NGO supporting vulnerable children. She led a financial literacy workshop, introduced the children to MarketQuest, donated game copies, and pledged all profits from its sales to support the organization. Now making its way into toy stores across Lebanon, MarketQuest stands as a testament to Rhea’s creativity, initiative, and commitment to making financial education approachable for all.

Issue 19 | December 2025

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IC Talents

Seane Bou Abboud Returns Home with a Remarkable Achievement Seane recently traveled with the National Badminton Team to participate in the West Asia Championship, an incredible milestone at her young age. Competing alongside older and more experienced players, she embraced the challenge with determination and heart. This journey was truly meaningful, and she is deeply grateful for the opportunity to represent at this level. We are so proud to share that Seane returned home with three medals: • Silver in U15 Teams • Bronze in U15 Women’s Singles • Bronze in U15 Women’s Doubles A remarkable achievement and a beautiful start to her athletic journey!

Issue 19 | December 2025

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IC Talents

Christopher Rahbani Competes in the Lebanese Championship of Horseback Riding Christopher Rahbani recently competed in the Lebanese Championship, where he placed 2nd in the junior category. Christopher has been the Champion of Lebanon in his category since 2018, holding the title proudly for seven consecutive years. Although this is the first time he moves to second place, his determination, talent, and consistency make him every bit a champion. His journey this year reflects resilience, growth, and an unwavering commitment to his sport, qualities that define true winners.

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Michel Fakhry Competed in the IFMA Youth World Championship for Muay Thai Michel Fakhry traveled to Abu Dhabi to compete in the IFMA Youth World Championship for Muay Thai. Although he lost his match against the Uzbekistan champion, the experience was truly invaluable. Competing alongside athletes from all over the world allowed him to learn, grow, and gain valuable insight from high-level competition. Beyond the matches, he discovered what it truly means to be part of a national team. Representing Lebanon alongside fellow athletes felt like being part of a family. This journey taught him powerful lessons both in and out of the ring and motivated him to train even harder, with his sights firmly set on securing the gold next year. He is deeply grateful for the opportunity to have represented Lebanon on such an international stage.

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Art

Art Activities During the November In-Service Day During the Faculty and Staff In-Service Day on November 21st, the 2nd session was an introduction to ceramics with Mr. Samer Aouad, a potter and glazemaker based in Beirut, specializing in tableware and sculptural vessels. The artists discussed with the Art Department the different characteristics of clay, demonstrated various techniques, and explained how to safely use the kiln in the new Art Center.

One of the 3rd sessions, which was dedicated to Wellbeing for all, was led by Ms.Ranwa Jeha, who introduced participants to different collage techniques using magazines, colored papers, newspapers, and cardboard to create expressive storyboards. All participants expressed their joy in designing their colorful cut-out compositions. The ambiance was calm and creative, and everyone had the chance to unleash their full artistic potential.

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Calendar Theme for 2026-2027 The Art Department has released its 2025–2026 annual calendar, which has once again received wonderful feedback. Sincere thanks to Ms. Ranwa Jeha for her genuine, inspiring foreword that added a special touch to this year’s edition.

RB EC & ES Art Teachers Attend On-Campus Art Therapy Workshop During 3-Way Conference During the 3-Way Conference for Early Childhood and Elementary School, our Art teachers participated in a specialized on-campus workshop on Art Therapy, led by Ms. Zeinab Bourgi, a certified art therapy trainer from the International Academy for Building Capacity. This enriching session offered practical tools on how art can support emotional expression, stress relief, and wellbeing within the classroom environment. It also highlighted strategies to help students use creativity to manage emotions and build confidence. The workshop was highly beneficial, equipping our teachers with new approaches that will enhance student engagement, foster a positive classroom climate, and integrate wellbeing practices into everyday learning.

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Lunch Break Studio This weekly creative pause offers teachers and staff a relaxing, informal space to explore art techniques, try new materials, and unwind in the middle of a busy day. Thanks to the thoughtful organization of Art Department Chairperson Ms. Carine Arayssi, these

sessions are open to all—no skills required, just a desire to breathe, create, and enjoy. Thank you, Ranwa, Maya, Melissa, and Carine, for bringing creativity, calm, and community to our workplace!

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IC Athletics A new season, and we’ve already broken the mold. IC Athletics just hit its highest signups in history! The 25/26 athletic season has officially launched, and it’s off to a record-shattering start. But this momentum isn’t just about big numbers; it reflects the growing passion our students have for athletics and their enthusiasm to be part of a thriving, dynamic program. Our facilities on both the Ras Beirut (RB) and Ain Aar (AA) campuses are buzzing with unmatched energy. We received an extraordinary 2,680 applications across 14 disciplines, proof once again that records are made to be broken. After an intense and highly competitive tryout period, we are excited to announce that more than 1,650 committed athletes have earned their place on an impressive 82 teams.

ACS x IC Friendly Swim Meet The first meet of the season was the ACS x IC Friendly Swim Meet, held at LAU. Our JV and Varsity Swimming teams took to the pool to kick off the competitive spirit, using this friendly meet as the perfect warm-up and preparation ahead of their upcoming NESAC trip.

IC Brings the NBA Experience to Beirut This Christmas This Christmas break, IC is partnering with the NBA Basketball School to bring the official NBA Camp to our Beirut campus. Through this exciting collaboration, young athletes will have the chance to train with international coaches and NBA Technical Director Hernando Planells, gaining a world-class basketball experience right here at IC. The camp is open to all students, not just our athletic squads, and offers a unique opportunity to sharpen skills, deepen understanding of the game, and learn directly from top-tier basketball educators.

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A Milestone Season: ICougars Return to NESAC Season 1 While IC has consistently participated in Seasons 2 and 3 at NESAC, this year marked the longawaited return of the ICougars to Season 1, three years after stepping back due to the circumstances in Beirut. The excitement among our students and athletes was unmistakable as they stepped once again onto the international stage to proudly represent IC. This season, our teams and student leaders traveled across the region for a series of outstanding events:

Volleyball in Bahrain

Varsity Volleyball in Bahrain JV Volleyball in Kuwait Varsity & JV Swimming in the UAE Leadership Conference in Egypt At IC, these trips truly matter. We take great pride in working together to offer opportunities that go beyond competition. Traveling, learning, engaging with peers from around the world, and representing IC are experiences that not only strengthen our students’ sense of belonging, but also shape character, build confidence, and create memories and lessons that stay with them long after the journey ends. As we wrap up the first season of the year, our basketball and soccer athletes are already looking ahead with determination and excitement for Season 2. Over the past weeks, we have launched a series of friendly games to gear up for our upcoming commitments, setting the stage for another strong season of competition.

UAE Swimming

JV Volleyball - Kuwait

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IC Athletics A New Court, A New Chapter for IC Tennis During the Board of Trustees meeting in Beirut, members had the chance to step onto the newly refurbished tennis court. The upgraded facility is now officially ready to serve our expanding tennis program, which has grown to 55 players.

We are thrilled to share that, with this refreshed court, we’ve expanded our training schedule to run from Monday through Saturday—creating more opportunities for students to join and further elevating the level of play across the program.

IC Athletics Earns NIAAA Membership We are proud to share that the IC Athletics Office is now a registered member of the National Interscholastic Athletic Administrators Association (NIAAA). This certification strengthens the professional standards we uphold and enhances the quality of service and leadership we provide to our studentathletes, coaches, and the entire athletics program. It also reflects our ongoing commitment to aligning IC Athletics with international best practices in safety, management, and athletic development.

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IC Athletics Our New Gymnasium at Ain Aar Has Officially Hosted Its First Friendly Game! And it wasn’t just our students who were excited— parents and spectators from the visiting school were equally impressed by the stunning new court. The debut game even coincided with a beautiful sunset, adding an unforgettable glow to the atmosphere. At the heart of IC Athletics, we value far more than winning. Our grassroots program is grounded in discipline, teamwork, and, above all, genuine sportsmanship. That’s why we strive to give our young athletes the right platform to develop these essential traits. This commitment shone brightly over the weekends as our Middle School Soccer teams from Ain Aar (AA) and Ras Beirut (RB) shared the pitch. The MS tournament kicked off immediately after tryouts, with AA and RB athletes participating in mixed games designed less for competition and more for connection. These friendly matches focused on positive play, collaboration, and strengthening

the bond between our two campuses. It was truly inspiring to see our younger athletes from AA and RB connect, cheer for one another, and grow, both as players and as proud members of the IC family.

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Environmental Sustainability Elementary Schools (Ras Beirut & Ain Aar)

Maintaining Healthy Ecosystems - CE2 /Grade 3 As part of their Unit of Inquiry “Sharing the Planet”, CE2 and Grade 3 students in Ain Aar embarked on an enlightening journey to understand the vital importance of maintaining healthy ecosystems to support life on Earth. Through their exploration of the intricate components of ecosystems, they investigated the dynamic interactions between living organisms and non-living elements, and how these relationships sustain balance within natural systems. Recognizing the fragility of this equilibrium, students reflected on the impact of human actions and their own responsibility in preserving ecological harmony. To enrich their understanding, Ain Aar learners hosted the Middle School’s éco-délégués, who introduced them to the diverse ecosystems found across Lebanon and emphasized the importance of protecting them. To further deepen their learning, students also visited the “Made by Nature” botanical garden, by Marc Beyrouthy, where they explored a variety of natural ecosystems firsthand. During the visit, they participated in engaging hands-on activities such as composting and identifying the components of ecosystems. These experiences provided them with a concrete understanding of ecological processes and strengthened their awareness of the essential role

each individual plays in protecting the environment. Inspired by these discoveries, our caring students decided to take meaningful action. In collaboration with the Lebanon Reforestation Initiative (LRI), they carried out a forest cleaning campaign in Baskinta, during which they hiked, collected accumulated waste, and contributed to maintaining the natural beauty of the area, showcasing their strong commitment to environmental stewardship and the preservation of local ecosystems.

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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 from both Ras Beirut and Ain Aar campuses delved into the different types of natural resources, their importance, human uses, and the threats they face. They welcomed Mrs. Rita Hajj, Head of IC’s Sustainability Program, who shed light on the vital role of these resources in meeting human needs and the adverse impacts of human activity. This inspired students to recognize their responsibility for the sustainable use and preservation of these invaluable assets.

By the end of the unit, and to culminate their learning, students visited the Baabda forest ecosystem, where they participated in a series of activities designed to promote the preservation of natural resources. During this immersive experience, they practiced proper waste sorting, explored the importance of maintaining clean and healthy ecosystems, and took meaningful action by planting native species. This visit not only reinforced their understanding of responsible resource management but also empowered them to become active stewards of the environment.

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Environmental Sustainability Understanding Energy to Build a Better Tomorrow CM2 / Grade 5 - Ain Aar As part of their unit of inquiry “How the World Works,” CM2 and grade 5 students in Ain Aar embarked on a meaningful exploration of the concept of energy its sources, types, forms, uses, and global impact. This inquiry led them to investigate how the growing demand for energy and its unequal distribution across communities can spark both conflict and innovation. To deepen their understanding of real-world challenges, students welcomed Mr. Ralph Fadl (an IC parent) as a guest speaker. He offered insightful explanations about the different sources and forms of energy, their transfer and transformation, and the pressing energy challenges people face today. He also highlighted the importance of transitioning

toward sustainable energy solutions and the role that individuals and communities can play in promoting responsible energy use. Following this enriching session, students will continue their learning journey in January by hosting a second guest speaker from the NGO “Lebanon of Tomorrow.” This encounter will help them better understand the current energy crisis in Lebanon - particularly its impact on the most vulnerable communities - and explore practical and innovative solutions. Ultimately, this learning will guide students in designing and implementing a meaningful action project aimed at promoting sustainable and equitable energy practices.

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Environmental Sustainability Middle School (Ain Aar) Save the Forest - 6ème/Grade 6 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. This December 2025 marked the launch of our 6ème/Grade 6 interdisciplinary project, “Save the Forest”, designed to raise awareness about the importance of forests in Lebanon, the impact of human activities on forest ecosystems, and the possible remediation measures. Across various disciplines, students will approach the topic from unique perspectives. In Science, learners will explore the importance of forest ecosystems in Lebanon, their structure, their dynamics, and the threats they face. They will also investigate possible solutions to mitigate the negative consequences of human activities on forests. In English, 6ème students will analyze the novel Save the Forest, while Grade 6 counterparts will create an informational video that integrates their learning from readings, a series, and reallife experiences, about animal allies in forests. In Arabic classes, students will create posters based on the novel ‫يــوم اختفــت األشــجار‬. In French, 6ème students will write an ecological tale in which Humans are portrayed as a monster that destroys the forest, while grade 6 will imagine their sustainable city, what’s in it and what

should they do to protect nature, in FLE. Social Studies in 6ème and grade 6 will create charters for a sustainable civilization. They will imagine a civilization living in or near a forest, designed to protect and sustain the forest ecosystem. Art will incorporate the use of charcoal in artistic productions, and STEAM classes will craft plush replicas of Lebanon’s animal forest wildlife. On December 4, 2025, the 6ème and Grade 6 students had the pleasure of welcoming Dr. Carla Khater, Advisor to the Minister of Environment, and Dr. Johnny Fenianos, International Environmental Specialist. The speakers addressed the vital role forests play in Lebanon, the impact of human activities on these fragile ecosystems, and our shared responsibility to protect and conserve them. This intervention enriched students’ understanding, connected their classroom learning to real-world environmental challenges, and inspired them to engage more actively in forest stewardship. On January 8, 2026, students will be visiting the Jabal Moussa Biosphere Reserve to explore firsthand the structure and dynamics of a Mediterranean forest ecosystem, as well as the impacts of human activity on forest ecosystems. Stay tuned to discover their findings and the actions they will come up with as part of their CCSL program to culminate their project!

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Environmental Sustainability

Students Unlock the Escape Room of the Seasons! - 6ème As part of their science curriculum, 6ème students at Ain Aar explored the cycle of seasons in an thrilling and educational way, through an interactive escape room! Designed to deepen their understanding of the Earth’s revolution, axis tilt, and the beauty of Lebanon’s four seasons, this adventure featured five engaging stations: The Invisible Message, the Hidden Word, the Globe

Riddle, the Seasons parade, and the Secret Code. Each station challenged students with games, videos, secret codes, and simulations. Fueled by adrenaline and teamwork, they decoded clues, solved riddles, and completed their mission in just 40 minutes, unlocking not only the escape room but also a richer appreciation of science and seasons!

My Sustainable School - Grade 6 As part of their FLE program, our Grade 6 students explored what it means to have a sustainable school. They learned simple actions to protect the environment, such as turning off lights, throwing trash in the right bins, picking up papers, keeping the courtyard clean, turning off taps, and using reusable water bottles.

In groups, students created awareness-raising posters titled “A Sustainable School”, with five sentences starting with “we must” or “we must not” and drawings illustrating each action. This activity helped them understand that small daily habits can make a big difference in protecting our school and the planet.

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Environmental Sustainability

Exploring Ecosystems: A Journey Through Nature with DI, AI, AR & VR - 6ème As part of their interdisciplinary project “Save the Forest”, 6ème students in Ain Aar delved into the world of ecosystems through an innovative Differentiated Activity (DI). By integrating cuttingedge technologies such as artificial intelligence (AI), augmented reality (AR), and virtual reality (VR), they explored the intricate components of ecosystems in a highly engaging way. With AI, students created interactive products that highlighted the delicate balance between living organisms, their habitats, and the complex interactions within ecosystems. Using augmented reality, they manipulated virtual ecosystems,

experimenting with how changes to biotic and abiotic factors (such as temperature, water, or plant species) can impact the overall dynamics of an ecosystem. Through virtual reality, students immersed themselves in diverse ecosystems, including forests, seas, and deserts, allowing them to explore and interact with the components of each environment, from the flora and fauna to the soil and climate. This hands-on, tech-driven approach not only deepened their understanding of ecosystems but also empowered them to visualize and experiment with ecological concepts in a way that was both educational and inspiring.

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Environmental Sustainability

Cultivating Connections - 5ème / Grade 7 As part of their Biology unit on plant reproduction, 6ème students visited the Kaftoun Nature Reserve to explore a typical Lebanese Mediterranean ecosystem and investigate plant life cycles in a natural setting. They enjoyed a guided hike through the forest along the Nahr el-Joz River, where they observed various native plant species and

learned about their reproductive strategies and seasonal cycles. The outing also included teambuilding activities, allowing students to bond while deepening their appreciation for nature and the ecological importance of plant reproduction in maintaining biodiversity and ecosystem balance.

Revitalizing Lebanese Heritage - Grade 7 As part of their FLE curriculum, Grade 7 students explored Lebanon’s cultural heritage by researching a local monument and creating a model using recycled materials. This project encouraged students to appreciate the significance of preserving both historical landmarks and the environment. By

reusing items like plastic bottles and cardboard, students learned how sustainability and heritage conservation can work together, fostering a deeper sense of responsibility for both the environment and Lebanon’s cultural history.

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Environmental Sustainability

Islam and the Environment - 5ème As part of the unit on Islam in Social Studies in 5ème, a specific focus on the relationship between Islam and the environment was integrated. The students explored how foundational texts, ethical principles, and historical practices in Islam have encouraged, and continue to encourage today, the preservation of nature and resources. To deepen their understanding, the students welcomed Mrs. Rita Hajj, IC’s Sustainability Program Chairperson, for a session where she elaborated on the history of environmental conservation and

protection in Islam, from the early Islamic period to the present day. Through this presentation, the students developed a richer appreciation of the deep connections between Islamic faith and sustainability, and how Islamic teachings continue to inspire environmental protection efforts around the world. After this intervention, students designed mind maps to illustrate the key concepts they learned and highlight the various ways Islam promotes environmental stewardship.

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Environmental Sustainability

Cedars’ Chronicles - Grade 7 As part of their biology course, Grade 7 students in Ain Aar explored the intricate dynamics of ecosystems and plant reproduction. After studying the stages of plant reproduction in class, they deepened their understanding by examining the life cycle of gymnosperms. During a field trip to the Tannourine Cedar Forest Nature Reserve, students observed firsthand the reproduction process of the cedar trees and the environmental factors that influence their natural regeneration. Through guided exploration, they analyzed the challenges that hinder cedar regeneration, such as climate conditions, soil composition, and human impact. This immersive experience allowed students to appreciate the ecological and cultural significance

of cedar forests, reinforcing the importance of conservation efforts to protect these emblematic trees for future generations.

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Environmental Sustainability

My Environmental Footprint - 4ème/Grade 8 As part of their Arabic as a Foreign Language (AFL) course, 4ème B and Grade 8 students engaged in a project titled “My Environmental Footprint” under the unit “Preserving the Environment.” The activity aimed to deepen their understanding of the ecological footprint concept and inspire them to reflect on how their daily actions affect the planet. Students began by defining the ecological footprint and examining real-world environmental challenges, such as pollution, deforestation, and global warming. They then used an online ecological footprint calculator to assess their personal impact and explored ways to reduce it. Following this, students created awareness-raising materials highlighting the effects of urbanization on

ecosystems and promoting sustainable practices in urban development. This project not only enhanced students’ environmental knowledge but also empowered them to take proactive steps toward protecting the planet.

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Environmental Sustainability The Wellness Garden - 3ème / Grade 9 As part of their STEAM curriculum, all 3ème and Grade 9 classes are implementing their long-awaited Wellness Garden within the school premises - an ambitious project that began two years ago, when these same students were in Grade 7. After years of thinking, designing, and reflecting, the time has finally come to bring their ideas to life. Before transitioning from the Ain Aar campus to Ras Beirut, students are committed to creating a garden that will remain as a meaningful legacy for the generations that follow. The wellness garden was born from a simple observation: the outdoor area was not being used to its full potential and did not serve a clear purpose for learning or exploration. The need soon became evident - to transform this space into a fun, creative, and educational garden that supports student well-being. Guided by the Design Thinking process in STEAM, students researched the site, took measurements, collected field data, and explored best practices in gardening, wellness design, and biodiversity enhancement. Their work was enriched by a guest session with Nathalie Mennawi from the Other Dada, who offered valuable insights on gardening and landscaping. Her expertise inspired students to imagine a relaxing space, a gardening zone, a biodiversity conservation corner, and even a wet area, all represented in a comprehensive model. The vision for the wellness garden is to transform

the space into a vibrant, creative, and relaxing environment where students can learn, explore, and grow. It will include areas dedicated to handson learning, collaborative activities, quiet reading, gardening, and wellness. Across STEAM, students are contributing to the garden’s creation by sewing bean bags and cushions, building wooden birdhouses, tables, and stools, designing and upcycling plant pots and garden elements, lasercutting meaningful signs, and creating various networked features that connect the garden into a cohesive whole. More than just a physical project, the wellness garden reflects a commitment to sustainability, creativity, and well-being. It encourages responsible resource use, strengthens students’ sense of environmental stewardship, and positions them as global citizen leaders striving to make their school and their planet better places. This garden is intended to grow, evolve, and inspire even after the students move to Ras Beirut next year. The next steps include pitching the project to the Middle School Principal and the President, initiating the construction phase as part of the STEAM curriculum, and participating in the AEFE Educational Gardens Championship, where the project will be showcased on a national stage. Stay tuned to follow the progress of this exciting journey as the wellness garden comes to life!

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Environmental Sustainability Éco-délégués: The “Gym en Fleurs” This year, the Middle School Ain Aar eco-delegates turned their attention to a space many students pass through every day: the entrance of the newly established gymnasium at IC AA. What they noticed was striking - the area felt sad, empty, and lifeless. Rather than accepting it as it was, the eco-delegates demonstrated true leadership by deciding to reimagine the space and bring it back to life. Their vision is to transform the gymnasium’s entrance into a welcoming, vibrant, and ecofriendly zone - a “Gym en Fleurs”. Over the past weeks, the eco-delegates have been brainstorming, planning, and designing creative solutions that combine sustainability, school identity, and aesthetic appeal. Among their ideas

are the installation of green walls, the creation of an IC Cougars logo made entirely from recycled plastic caps, and the development of other natureinspired features that highlight environmental stewardship. They are now preparing a formal pitch to present their proposal to the Middle School Principal and the President, outlining both the environmental benefits and the visual impact of their project. Their goal is to turn this once dull entrance into a lively, inspiring, and meaningful space that reflects IC’s values and the commitment of its young environmental leaders. Stay tuned to discover how our MSAA ecodelegates bring their “Gym en Fleurs” project to life and transform vision into action.

The Éco-délégués Leading the Way: Inspiring Younger Learners As part of their ongoing mission to promote environmental awareness across campuses, the Middle School éco-délégués took on an important leadership role in supporting the Unit of Inquiry “Sharing the Planet” in CE2 and Grade 3. Committed to fostering a deeper understanding of ecosystems and sustainability, the eco-delegates designed and led an engaging session for the younger learners in Ain Aar. During their session, the éco-délégués introduced students to the rich diversity of ecosystems found across Lebanon, highlighting their unique characteristics and the delicate balance that sustains life within them. They also explained how interactions between living and non-living components shape these natural systems, and why human actions can either protect or endanger this balance. Through their clear explanations, thoughtful examples, and passion for environmental protection, the eco-delegates helped younger learners recognize the importance of preserving local ecosystems. Their leadership not only enriched the students’ understanding but also inspired them to think critically about their role in caring for the planet.

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Environmental Sustainability Middle School (Ras Beirut)

“Projet climat” - 5ème As part of their science program, 5ème learners in Ras Beirut implemented a project titled “Le Climat dans le Futur.” Students explored the causes and effects of climate change on both humans and the environment, as well as strategies to mitigate its impacts. They had the privilege of welcoming Ms. Danielle Chemaly, Project Associate for Climate Change Projects at the United Nations Development Programme, Ministry of Environment. Ms. Chemaly addressed the causes and consequences of climate change in Lebanon and the country’s commitment to the UNFCCC (United Nations Framework Convention on Climate Change). Following this insightful session, the students created brochures to raise awareness about climate change, focusing on its effects, prevention methods, and the role each individual can play in combating this global challenge.

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Environmental Sustainability Projet “Bio-Géo-Diversité” - 5ème As part of the 4ème physics course on energy, students inquired into renewable energy solutions that are adapted to the Lebanese energy crisis and that can be afforded by the underprivileged families. Students welcomed guest speakers from the “Me-Green” company, with whom they explored the different solutions available on the market, that function based on renewable energies and that can actually be afforded by underprivileged communities. After this intervention, students produced a catalog of available and affordable energy solutions that can improve the living conditions of some poor families in Lebanon, in order to improve their social condition.

The Conquest of the Cedars - 3ème As part of their interdisciplinary project The Conquest of Cedars and in alignment with their Biology course, students began by exploring key concepts related to natural resource conservation. They analyzed the issues surrounding the exploitation of Lebanon’s cedar forests. In addition, students examined how the forest area has changed over the years, discussing the current state of Lebanon’s cedar forests. Students then delved into the documentary La bataille du cèdre, identifying the major challenges that have hindered the natural regeneration or reforestation of the Bcharreh cedar forest. They applied various note-taking methods, such as the “Cornell method” and “Outlining method,” to effectively capture and organize the key points from the documentary. These methods helped them prepare for a deeper analysis of the issues. To bring their learning to life, students visited the cedar forest of Bcharreh, where they met with Dr. Youssef Tawk, a key figure in cedars’ conservation efforts, to gain further insights into the challenges and ongoing restoration

initiatives in Lebanon. During the visit, they hiked through the forest, explored the history of cedar conservation in Lebanon, and actively participated in the restoration by planting three cedar trees, contributing directly to the preservation and regeneration of this iconic ecosystem. This handson experience allowed students to connect their classroom learning to real-world environmental challenges, reinforcing their understanding of sustainable forest management and their role as young environmental stewards.

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Environmental Sustainability High School

Exploring Sustainable Agriculture - Grade 10 LB As part of their science program, 5ème learners in Ras Beirut implemented a project titled “Le Climat dans le Futur.” Students explored the causes and effects of climate change on both humans and the environment, as well as strategies to mitigate its impacts. They had the privilege of welcoming Ms. Danielle Chemaly, Project Associate for Climate Change Projects at the United Nations Development Programme, Ministry of Environment. Ms. Chemaly addressed the causes and consequences of climate change in Lebanon and the country’s commitment to the UNFCCC (United Nations Framework Convention on Climate Change). Following this insightful session, the students created brochures to raise awareness about climate change, focusing on its effects, prevention methods, and the role each individual can play in combating this global challenge.

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Environmental Sustainability

Environmental Laws and Ethics - DP2 As part of the DP2 ESS program, students were delighted to welcome Ms. Lea Kai, Advisor to the Minister of Environment and Project Manager for Climate Change Projects at the United Nations Development Programme (UNDP). The session was highly interactive, with students engaging in in-depth discussions about environmental laws, regulations, and compliance in Lebanon, as well as the real-world challenges of policy implementation. Drawing on her extensive experience, Ms. Kai shared valuable insights from her work guiding national climate programs, supporting governmental reforms, and participating in international climate negotiations, including her 20 years representing Lebanon in global climate agreements.

Through local case studies and practical examples, students developed a deeper understanding of how environmental policies are shaped and why sustainability work is critical in today’s Lebanon. Her visit greatly enriched students’ learning, inspiring them to think more critically about environmental governance and their own role in driving positive change.

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Environmental Sustainability Naissance du comité CESCE à l’IC Suite à l’obtention du label “École Durable - Niveau 3, Expertise” de l’AEFE - Agence pour l’enseignement français à l’étranger, IC poursuit son engagement en créant le Comité CESCE (Comité d’Éducation à la Santé, à la Citoyenneté et à l’Environnement). Ce comité a pour mission d’assurer la cohérence et la visibilité des initiatives menées dans les pôles Santé, Citoyenneté et Environnement au sein de l’établissement, de garantir la pérennisation des actions entreprises par ces 3 pôles et de proposer de nouvelles initiatives transversales reliant ces trois dimensions essentielles à une éducation durable et responsable.

Un bel élan collectif pour faire vivre les valeurs du développement durable au cœur de notre communauté éducative !

IC remporte le prix de la meilleure recette du jardin pédagogique L’International College a remporté le prix de La Meilleure Recette du Jardin dans le cadre du Championnat du Liban du Jardin Pédagogique, organisé par l’AEFE - Agence pour l’enseignement français à l’étranger, une reconnaissance qui vient saluer l’engagement de l’école à offrir aux enfants des expériences d’apprentissage authentiques, ancrées dans la nature et la durabilité. Fidèle à sa vision, permettre aux apprenants d’aujourd’hui de devenir les leaders et les citoyens du monde de demain, l’école maternelle a mené un projet éducatif d’envergure, mobilisant toute la communauté : équipes éducative et administrative, comité des parents, anciens élèves et élèves de tous les cycles. Ensemble, ils ont transformé l’école en un écosystème d’apprentissage vivant, où chaque expérience favorise curiosité, coopération et responsabilité écologique. De la collecte d’informations au compostage, de la préparation du sol à la plantation et à la transformation des récoltes, les enfants ont exploré le monde végétal à travers des activités sensorielles

et interdisciplinaires riches de sens. « À l’école maternelle, nous croyons que les jeunes enfants apprennent le mieux lorsqu’ils vivent des expériences réelles, sensorielles et porteuses de sens. Tout au long de l’année, chaque classe a exploré la nature à travers des activités concrètes; semer, observer, comprendre et prendre soin, découvrant ainsi les cycles de la vie, les fondements de l’agriculture durable et les gestes du quotidien favorables à l’environnement. » explique Catherina Dahdah, la Spécialiste de l’Enseignement à l’école maternelle de Ras Beyrouth. Ce projet ne se limite pas aux apprentissages en classe. Il renforce la conscience écologique des enfants et leur montre que chaque geste compte pour protéger notre planète », souligne Rita El Hajj, Responsable du Développement Durable. Cette distinction nationale reflète la créativité, la passion et l’esprit de collaboration qui animent chaque membre de la communauté IC, unis par la conviction que c’est en apprenant par la nature que l’on grandit avec elle.

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Civic Commitment and Service Learning

Ajyal Salima Workshop As part of the Capacity Building Workshops offered by the CCSL Department, and in collaboration with the AUB Nutrition Department through the Ajyal Salima Programme, students participated in sessions on Healthy Eating and Lifestyle. They learned how food, hydration, and dental care affect their energy, mood, and overall well-being, as well as the importance of

balanced breakfasts and mindful snacking. These workshops encouraged students to reflect on healthy changes they can make in their daily lives. Moving forward, the students will also be advocating what they have learned to underprivileged students, helping spread awareness about healthy habits within the wider community.

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Civic Commitment and Service Learning

Volunteering at Ain Aar As part of the CCSL Volunteering Strand, CCSL student volunteers have been joining Enfants de Lumière monthly since October and will continue throughout the school year. They support the distribution of food parcels, organize shelves, and help manage the clothing shop. CCSL students also take part in special initiatives, including this year’s Christmas event, where they will distribute gifts, entertain families, and sing together. In addition to their off-campus service, they contribute to their school community by assisting Grade 6/ 6ème students in planning their Christmas fundraising workshop, preparing bracelets to be sold at the bake sale , wrapping and decorating soap that will be distributed to underprivileged families and assisting their own school in cleaning the laptops that will be donated to public schools .

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Civic Commitment and Service Learning

Civic Commitment at Ain Aar Civic commitment is part and parcel of IC’s middle school curriculum and a promotional requirement. The students of 5ème have been given the opportunity to go on a mission to support Resto du Cœur by entertaining and distributing daily food portions to the underprivileged, as well as assisting in the restaurant to ensure everyone is attended to. The Grade 6 (6ème) classes visited the School for the Blind and Deaf in Baabda, where they played with the students during their break, attended their classes, and learned about their challenges as well as the ways they communicate using the Braille method. After interviewing their music teacher, they decided to raise funds to purchase a new music organ for the school. The experience does not end with the visit—students return to reflect on what they learned, share their experiences with friends in other sections, discuss how the visit impacted them, and provide guidance for future students participating in the same mission.

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RBMS CCSL Program Launches Event Series in Honor of the International Day for Tolerance RBMS’s CCSL Program recently kicked off an exciting new series of awareness campaigns, bringing together students, faculty, and staff to celebrate the International Day for Tolerance. This first event in the series was especially meaningful, as it highlighted a fully student-led initiative. Our 4ème students, guided and supported by their English teachers, drew inspiration from the novel Wonder to explore and address an important issue that touches everyday life: the value of kindness, acceptance, and understanding. Their work reflected not only their engagement with literature, but also their commitment to building a more inclusive and empathetic school community. Their projects were remarkably creative, revealing the effort and thought they dedicated to the task. Through their presentations, we were able to see a different side of the students—one that showcased their empathy, imagination, and willingness to take initiative.

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Civic Commitment and Service Learning Donating Pre-Owned Laptops Ready for Donation to PYP Public Schools Thanks to a Whole School Collaboration IC’s ongoing commitment to technology renewal as well as community service have really united this term. With teachers gradually replacing their HP laptops with new MacBooks, students across both campuses have worked in partnership with several departments to help prepare these laptops, now looking as good as new! The school is proud of our AGC and CCSL students under the supervision of Ms. Abdel Baki and Ms. Gholam. Factory resets have been undertaken by the ERC and IT departments and the Physical Plant has supported in the transferring of these devices, now ready for donation. The Outreach program is coordinating IC’s partnership with the Ministry of Education and Higher Education, International Baccalaureate Organization and Hariri Foundation, supporting the 11 public schools on their PYP authorization journey. These laptops, which will be distributed by the Foundation to the schools across Lebanon, will help activate dynamic instruction and learning

of material and activities aligned with the IB PYP. A lovely Christmas gift that will keep on giving in the weeks, months and years to come.

Empathy in the Field: Statelessness and Human Rights Seventh graders, as part of their unit on rights and responsibilities and in partnership with the Civic Engagement and Service Learning Department, observed International Human Rights Day with a focused lesson on statelessness. Guests from the local NGO “Rights Pioneers” introduced students to the challenges faced by stateless people, emphasizing empathy and respect and helping students recognize that not everyone enjoys the same basic rights and opportunities.

Following the presentation, students designed awareness campaigns—posters and short videos— sharing their work and reflecting on their roles as global citizens and future leaders. The project reinforced values of integrity and responsibility, encouraged using their voices to highlight injustices, and aimed to inspire continued service learning, active empathy, and ongoing attention to human rights

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Civic Commitment and Service Learning Launching Life-Saving Skills Workshops Grades 10 to 12 students recently took part in workshops as part of the CCSL program, gaining essential life skills and safety awareness.

Grade 11 students took part in Fire Safety Training with the Beirut Fire Brigade, learning about fire types, extinguishers, and evacuation procedures.

Grade 10 students joined a first aid workshop with the Lebanese Red Cross, practicing lifesaving skills. All students will have the chance to complete these trainings throughout the year and receive certificates recognizing their new skills.

Grade 12 students attended a Road Safety Session with “Kunhadi,” exploring the dangers of reckless driving and distractions, and will engage on a later stage in hands-on simulations on seatbelt use, safe car exit, and traffic laws.

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Annual NGO Fair Guides Students Toward Volunteering and Community Work The CCSL Team hosted its annual NGO Fair on October 7 for Grade 11 students, promoting civic awareness and community engagement. Twelve pre-approved partner NGOs, active in environmental, educational, humanitarian, and animal welfare fields, presented their missions and volunteer opportunities to students.

Following the fair, students registered with the NGO of their choice that best aligns with their interests and have begun their year-long volunteering journey.

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Akle w Bassme: Four Years of Community Impact Launched in 2022, Akle w Bassme continues to bring IC’s mobile community kitchen to underserved communities across Lebanon. Students prepare and serve nutritious meals while building leadership, empathy, and teamwork. Before each outing, they participate in cookingsessions and training on food and kitchen safety. This year’s first outing, in collaboration with Ahla Fawda in Hamra, supported children from the Ghassan Abu Sittah Children’s Fund (GASCF), including young survivors from Gaza. The second outing served elderly residents in a retirement home, where students offered meals, care, and companionship. Through these events, students take on meaningful roles, strengthening their sense of responsibility, empathy, and service.

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Wellbeing Wellbeing in Action: Building a Stronger IC Community Wellbeing is not something we find; it’s something we intentionally create. Yet many people assume it happens naturally or only begin to notice it when their own wellbeing is at risk. This year, IC has proudly committed to strengthening our school culture by implementing two essential programs that nurture character, belonging, and safety. The Positivity Project (P2) P2 offers a daily curriculum focused on 24 character strengths that exist within each of us. Through these lessons, students grow in self-confidence, selfawareness, and appreciation for others. Over time, these strengths foster healthier relationships and support happier, more productive lives—both inside and outside the classroom. The Power of Zero: No Bully At IC, we believe that everyone matters. Every student deserves to feel safe and that they belong. When a

situation arises that challenges this, we now activate a Solution Team: a trained adult leader, the students involved in causing harm, and positive peers from the grade or section. Together, they discuss what needs to change to support the targeted student. Follow-up meetings help ensure progress. This approach has a proven 90% success rate, and early implementation across our schools has already shown tremendous impact. Opening of the IC Wellbeing Center We are also thrilled to share that our new Wellbeing Center is now open on campus. While final touches are still underway, the space is already taking shape. Located by the lower cafeteria in front of the Middle School, the center will serve middle and high school students—and faculty and staff are always welcome. We look forward to keeping you updated as these initiatives continue to grow and positively shape our community.

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Wellbeing Positivity in Action The Positivity Project is a school-wide initiative that cultivates kindness, integrity, and the recognition of strengths in oneself and others. We are delighted to see our ESRB students and teachers actively engaging in this project. The seeds have been planted, and as this year-long project unfolds, we are excited to witness the growth and positive outcomes taking root.

interactions in different IC locations, one in the Upper Campus and one in Sawwaf creating a warm and welcoming environment for students to respond to simple gratitude prompts such as “What are you grateful for today?” or “What’s something that made you happy this week?”Students were invited to step up, read the prompt displayed on a colorful gratitude sign, and share their thoughts on camera.

In celebration of Gratitude Day, our Elementary students engaged in a beautiful school-wide activity focused on reflection, positivity, and emotional awareness. We set up a filming station using a tripod and mini-microphone to capture authentic student

Their responses were heartfelt, spontaneous, and often inspiring. This interactive element encouraged students to express appreciation, notice the positive moments in their day, and connect with their own sense of wellbeing.

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Wellbeing

No Bullying Day It was truly inspiring to see our entire school community come together in shades of blue to mark International No Bullying Day (UNESCO). The color blue—symbolizing peace, trust, and safety—was proudly worn by students, teachers, and staff alike, transforming our campus into

a vivid statement of unity and kindness. This initiative was more than a dress-code moment; it served as a reminder of our shared commitment to creating a safe and caring environment where every student feels respected and supported.

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Mindfulness Techniques As part of their Who We Are unit of inquiry about health and wellbeing, our grade 2/CE1 PYP learners enjoyed a truly refreshing experience with our school counselor, Ms. Yara Chaaban, who guided them through a session dedicated to mindfulness and relaxation techniques. To set the mood, Ms. Yara took the students outside to the garden next to the library, played soft calming music, and led them through a gentle mindfulness exercise. Together, they practiced deep breathing

and simple gestures—like imagining the scent of a flower—to help calm their bodies and minds. Afterward, students were encouraged to wander freely around the garden, noticing what they could see, hear, smell, and touch. The activity sparked curiosity, calmness, and joy as students connected with their surroundings in a peaceful way. This beautiful initiative reminded us all that well being means caring for our hearts and minds as much as our learning.

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Grade 5 Learning and Growing Through the Positivity Project At International College - Ain Aar, Grade 5 students have been enjoying and learning from the Positivity Project, a program that focuses on building character and spreading kindness throughout the school community. Throughout this experience, students have been exploring different character strengths such as integrity, teamwork, and kindness. They have taken time to reflect on their own strengths and to recognize those of their classmates. These reflections have helped them understand that every individual brings something unique and valuable to the group. In class, students discussed why other people matter and shared personal examples of moments when kindness or empathy made a difference in their lives. They also worked together to create short messages that promote positivity across the school. These activities helped them see how powerful it can be when small actions lead to a big impact. The Positivity Project plays an important role in helping Grade 5 students develop strong values, build positive relationships, and strengthen their sense of community. It reminds them that

kindness, honesty, and respect are not just words but everyday choices that shape who they are and how they contribute to the world around them.

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Wellbeing Connection Between P2 (Positivity Project) and Creativity We began with something simple — a drawing of an empty box — and invited everyone to use their imagination to transform it into something creative. What emerged was a beautiful display of originality and perspective: • Diala turned her box into a sandbox filled with children playing. • James imagined it as a boat, sailing across the water. • Ann-Sofia created a house for butterflies. • Pia transformed hers into a flower pot. • Victoria turned hers into a horse, with a person riding it. • Naïa designed a cozy house. It was truly inspiring to see how one simple box could become so many different things through the power of creativity! This activity reminded us that imagination unlocks endless possibilities—each child’s unique vision and interpretation reflect how differently they see and make sense of the world. When we nurture this kind of thinking, we encourage children to explore, take risks, and view learning as a joyful, open-ended journey.

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Elementary School - Ain Aar

Merci du Fond du Cœur : un geste de gratitude au CPB Dans le cadre du projet sur la positivité, et plus particulièrement dans l’initiation des élèves à vivre la gratitude, les élèves du CPB ont pris l’initiative de remercier une personne chère de leur choix, que ce soit à la maison ou à l’école. Ils ont écrit un “merci” sur un cœur, en exprimant la raison de leur affection ainsi que leurs sentiments de reconnaissance et de gratitude.

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Wellbeing Grade 7 / 5ème Classes Celebrate World Kindness Day Through a Week-Long Coding Activity In recognition of World Kindness Day, middle school Ras Beirut Grade 7 / 5ème students participated in a meaningful and creative activity that blended coding with the values of kindness and empathy. This initiative took place throughout the entire week of November 10, allowing students extended time to explore and reflect. Across all classes, and under the guidance of their Design Technology teachers: Nivine Aziz, Marcelle El Riz, and Reine Sakr, students explored how technology can be used to spread positive messages and foster kindness within the school community while also supporting our ongoing efforts to promote wellbeing.

This slogan beautifully combined the technical aspect of coding with the social-emotional purpose of the activity, encouraging students to reflect on the impact of kindness and the importance of speaking out against bullying.

Using BBC micro:bits, students learned to code simple yet powerful displays. They programmed the micro:bit to show a beating heart whenever the device was shaken—symbolizing how kindness can be “activated” through small, deliberate actions.

By merging technology with values-based learning, our Grade 7 / 5ème students demonstrated that coding can serve as a language for empathy, connection, and positive change.

Throughout the week, students were also filmed demonstrating their work. As they shook the micro:bit and watched the heart animation appear, they proudly shared the message: “Kindness is our code, bullying is our bug.”

The activity highlighted true collaboration across all Grade 7 / 5ème classes. Students engaged in hands-on coding while exploring meaningful values, using the micro:bit as a creative platform to express messages of empathy and positivity. It provided a powerful opportunity to connect digital learning with personal development, reinforcing our school’s commitment to fostering kindness, empathy, and overall wellbeing.

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Parenting in the Digital Age: Nicolas Carlisle Leads Three-Day Workshop Series At IC As part of its ongoing commitment to student well-being and a safe, nurturing learning environment, International College recently hosted a three-day workshop series led by Nicholas Carlisle, CEO of Power of Zero. The sessions, held on both the Ain Aar and Ras Beirut campuses, as well as a dedicated in-service training for all faculty and staff, explored what it means to parent and educate in the digital age. Over the course of the three days, Carlisle engaged parents, faculty, and staff in an honest and practical conversation about children’s lives online, the challenges they face, and the role adults play in guiding them. He introduced Power of Zero’s C-A-R-E Framework, a practical approach that helps adults support children’s healthy development and resilience in a world where screens, social media, and online interactions are part of everyday life. “Every parent today is trying to figure out how to be a digital parent and guide their child through an extraordinary time of change,” said Nicolas Carlisle. “I encourage every parent to C-A-R-E: C for setting Controls on children’s devices, A for Agreeing clear tech rules and time limits, R for Respect, teaching children to treat others kindly online, and E for Example, because the most powerful lesson we give our children is how we use technology ourselves.” The workshops tackled key topics such as online safety, cyber violence, and the impact of digital behavior on children’s emotional and social wellbeing. Carlisle highlighted how small, consistent actions from adults can make a real difference in preventing bullying and fostering positive, respectful interactions.

For IC faculty and staff, the in-service day provided tools to reinforce the school’s antibullying mission in classrooms, hallways, and online spaces. Educators explored ways to recognize early signs of digital conflict, respond constructively, and partner with parents to ensure consistent support for students. For parents, the Ain Aar and Ras Beirut sessions offered concrete strategies for setting boundaries, opening conversations about online experiences, and modeling empathy and responsibility. Carlisle underlined the importance of staying connected to children’s digital lives not through surveillance, but through trust, presence, and ongoing dialogue. These workshops form a vital part of IC’s community-wide effort to strengthen respect and kindness in every part of school life. IC continues to build a culture where every student feels supported, and protected both offline and online.

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