Inside IC Spring Issue

Issue 17 April 2025

La communauté scolaire d’IC a plongé dans la richesse de la langue française et a célébré la diversité des cultures francophones à l’occasion de la Semaine de la Francophonie, qui s’est déroulée dans une ambiance festive et immersive.

Cette année, le thème “Parlez-vous français ?” a pris vie à travers des visuels dynamiques et des activités interactives. Les couloirs ont été décorés de bannières, d’affiches et de suspensions mettant en avant des faits amusants sur les pays francophones, des expressions françaises incontournables et des symboles emblématiques tels que la Tour Eiffel et les croissants.

Les élèves et le personnel ont eu l’occasion d’arborer des autocollants et des badges avec des phrases comme Je parle français ! et C’est la vie !, ajoutant une touche joyeuse et colorée à l’événement.

Issue 17 | April 2025

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Lower School - Ain Aar Un moment magique avec Copico !

Le vendredi 4 avril, les élèves de la petite section ont eu la chance d’assister à un spectacle merveilleux : Copico. Un moment coloré, plein de musique, de rires… mais aussi de messages très importants ! À travers l’histoire de Copico, les enfants ont découvert l’importance de parler

leur langue maternelle, l’arabe, avec fierté. Le spectacle a aussi abordé, avec douceur et humour, un sujet très sérieux : le harcèlement. Grâce aux personnages attachants et aux situations du quotidien, les enfants ont appris que chacun mérite d’être respecté, écouté et encouragé.

Curiosity Sparked by a Furry Visitor in Nursery One morning, our Nursery students discovered a small, frightened cat hiding in the classroom.

Concerned for her well-being, they took the initiative to offer food from their lunch boxes, sparking a wave of curiosity. As they observed the cat, they began asking questions: Does the cat eat crackers? Why doesn’t the cat wear clothes? Why does the cat lick itself? To explore their wonderings, they organized their questions on a Question Continuum, sorting them from closed to open-ended.

Eager to find answers, the children applied their research skills, searching through books, watching educational videos, and using online resources.

They learned that cats groom themselves by licking to stay clean, their fur keeps them warm, and their diet primarily consists of meat. This experience fostered their inquiry skills while reinforcing the learner profile attributes of caring and inquirers, as they showed empathy and took an active role in their learning.

Issue 17 | April 2025

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Lower School - Ain Aar

L’Art, une merveilleuse façon de s’exprimer !

Quelle belle aventure artistique pour nos petits élèves ! Ils ont eu le plaisir de rencontrer Ghinwa, une artiste passionnée de théâtre, venue leur ouvrir les portes du monde de l’art. Avec douceur et enthousiasme, elle leur a expliqué que l’art est bien plus qu’une simple activité : c’est un moyen extraordinaire d’exprimer ses pensées, ses émotions et son imagination. À travers le théâtre, la danse et les jeux d’expression, Ghinwa a captivé les enfants. Elle a joué de petites scènes pour leur montrer comment les émotions prennent vie sur scène, comment un geste, un regard ou une parole peuvent raconter une histoire.

Fascinés, les enfants ont observé, ri, et partagé leurs impressions avec émerveillement.

Réunis tous ensemble, les trois classes ont pleinement profité de cette rencontre. À la fin, Ghinwa les a même invités à découvrir le théâtre,

cet espace magique où l’on peut devenir un personnage, vivre mille aventures et exprimer librement tout ce que l’on ressent.

Les visages illuminés de joie témoignaient de leur enthousiasme. Ce fut un moment riche en découvertes, en rires et en émotions. Un grand merci à Ghinwa pour cette belle expérience qui restera gravée dans le cœur de nos jeunes artistes en herbe !

Issue 17 | April 2025

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Lower School - Ain Aar

À la découverte de l’art : une exploration sensorielle en classe Dans notre classe, une véritable aventure artistique a pris vie ! À travers une exploration sensorielle immersive, les enfants ont découvert comment l’art éveille nos sens et nous aide à exprimer nos émotions.

Tout a commencé avec quatre coins d’exploration : - Le coin visuel regorgeait d’œuvres d’art, de miroirs et de cadres vides, invitant les enfants à observer et imaginer.

- Le coin auditif leur a permis d’écouter des musiques variées et d’expérimenter avec des instruments comme des maracas et des tambourins.

- Le coin tactile proposait des matières diverses – tissu, argile, papier, plumes – pour stimuler le toucher et la créativité.

- Le coin du mouvement offrait des foulards et

des rubans pour que chacun puisse exprimer ses émotions par la danse.

Après cette exploration libre, les enfants ont partagé leurs ressentis : « La musique me donne envie de bouger ! », « J’adore toucher l’argile, c’est doux et froid », « Cette image me fait penser à une histoire… » Autant d’impressions qui les ont menés à une belle conclusion : l’art est partout et nous permet de voir le monde autrement !

Enfin, place à la création ! Chaque enfant a choisi son mode d’expression préféré : peinture, danse, modelage… Leurs œuvres ont ensuite été présentées avec fierté et exposées dans une galerie d’art en classe.

Une expérience enrichissante qui a éveillé les sens et les esprits, prouvant une fois de plus que l’art est un merveilleux moyen de communication et d’émotion !

Issue 17 | April 2025

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Lower School - Ain Aar

Little Architects at Work During our “How We Express Ourselves” unit, KG1 students explored different forms of art, including visual arts, performance, fashion, architecture, and literary arts. As part of our exploration of architecture, we were joined by the mother of one of our KG1 students who is an architect. She shared her role as an architect and guided the children through

hands-on activities. With her support, the students traced house outlines using carbon paper, like the process of creating blueprints. They then brought their ideas to life by designing and building their own house maquettes. It was a meaningful and creative experience that connected learning to the real world.

Issue 17 | April 2025

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Lower School - Ain Aar

Exploration de la lumière et du son : Une présentation éblouissante !

Dans le cadre de notre unité de recherche “Lumière et Son”, nos jeunes explorateurs de la Grande Section A ont plongé dans un univers fascinant mêlant science et créativité. Cette aventure s’est clôturée par une présentation originale et interactive qui a émerveillé parents et enfants.

Au fil des semaines, les élèves ont découvert comment la lumière et le son façonnent notre perception du monde. Pour mettre en pratique leurs apprentissages, chaque enfant a vu sa silhouette dessinée avec précision, capturant ainsi son profil sous forme d’ombre. Ces silhouettes ont ensuite été soigneusement affichées pour la présentation finale.

Mais la surprise ne s’arrêta pas là ! Chaque prénom, inscrit au “crayon magique”, restait invisible à l’œil nu et n’apparaissait qu’à la lumière d’une lampe de poche. Lors de l’exposition, les parents ont ainsi été invités à deviner la silhouette de leur enfant avant de

révéler son prénom à l’aide de la lumière. Un moment riche en émotions et en émerveillement !

Cette activité a permis aux élèves de comprendre concrètement les propriétés de la lumière tout en vivant une expérience sensorielle et artistique unique.

Un grand bravo à nos petits scientifiques et artistes en herbe pour leur engagement et leur créativité !

Issue 17 | April 2025

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Lower School - Ain Aar

Experiencing the Working World As part of our unit “How We Organize Ourselves”, our students had the opportunity to step into the working world with exciting visits to the Spinneys supermarket and Loris Gourmet Restaurant. At Spinneys, the children interviewed various employees, including the area manager, store manager, shelf stocker, butcher, baker, cashier, fishmonger, cheese counter attendant, and cleaner. They asked insightful questions about each role and gained a deeper understanding of how teamwork keeps the supermarket running smoothly.

The Spinneys staff was incredibly welcoming, offering valuable insights into their daily responsibilities.

Our journey continued at Loris Gourmet Restaurant,

where the students were warmly welcomed by the staff and given a behind-the-scenes look at restaurant operations. They explored different areas of the restaurant, meeting the host, waiters, chefs, and other team members. As they observed the restaurant in action, they learned about the importance of organization, teamwork, and respect in ensuring smooth service.

These hands-on experiences provided a meaningful way for our students to see real-world professions in action, reinforcing the value of cooperation and responsibility in different workplaces.

Issue 17 | April 2025

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Lower School - Ain Aar

Celebrating 100 Days of Learning, Laughter, and Love!

100 days of laughter, 100 days of fun, 100 days of learning, look how far we’ve come!

With kindness in our actions and courage in our play, We celebrated together in a joyful, thoughtful way.

Grade 1 students marked this special milestone with excitement and pride! The day was filled with creative activities that highlighted just how much we’ve grown. From 100-word charts and sorting games to fun workouts and math challenges, the learning never stopped.

One of the most meaningful parts of the day was our 100th-day domino activity, where students created a

beautiful domino trail using cereal boxes and nonperishable food items they had lovingly brought in.

These donations were later given to the Acsauvel organization in support of students with Down Syndrome, making our celebration one of both joy and giving.

We also reflected on “100 ways to show kindness”, because being thoughtful and inclusive is at the heart of all we do.

Here’s to the next 100 days of growing, caring, and shining together!

Issue 17 | April 2025

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Lower School - Ain Aar Supermarket Role-Play in Our Classroom!

Our classroom transformed into a supermarket as the students took charge of organizing materials to create different sections, just like a real store! Once everything was set up, each child took on a role, with some acting as cashiers, stockers, and managers, while others became customers shopping for items.

This hands-on activity was a fantastic way to build social skills, problem-solving, and teamwork while also reinforcing math and communication skills in a real-world context. The kids were fully engaged, taking ownership of their roles and interacting in meaningful ways. It was a fun and immersive learning experience!

A Shared Journey Through Ancient Rome As part of their exploration of ancient civilizations, our second-graders had the opportunity to engage in a meaningful learning experience with seventhgraders who had previously studied Ancient Rome.

The older students enthusiastically shared the books they had created, offering valuable information to our young learners. The second graders took notes, demonstrating their research skills and datagathering strategies, which they will later use in their own inquiries.

Throughout the session, students showcased essential communication, social, and selfmanagement skills. The second graders actively listened, asked thoughtful questions, and engaged in discussions, while the seventh graders patiently

explained concepts and provided clarifications. To wrap up the reading session, the seventh-graders challenged their younger peers with thoughtprovoking questions about the Roman Empire, sparking critical thinking and deeper inquiry.

The second-graders amazed their older peers with their knowledge and curiosity, impressing them with their ability to analyze and connect ideas.

Recognizing that some terms were new to the younger students, the seventh-graders paused periodically to explain key vocabulary, ensuring understanding.

This collaborative learning experience was rich in knowledge-sharing and fostered meaningful exchanges between different grade levels, making it a truly memorable moment for all involved.

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‫داَمة‬ ‫ْس َ​َت َ‬ ‫مًعا‪َ​َ ،‬ن ْ​ْج َ​َعل مدي َ​َن َ​َتنا َ​َمدي َ​َن ً​ًة ُ​ُم ْ‬ ‫ً‬ ‫ّ‬ ‫األساسّي‬ ‫الصّف‬ ‫تفاعلّي‪ ،‬قام متعّلّمو‬ ‫تعليمّي‬ ‫يف إطار‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫الثاني باكتشاف خصائص املدينة من خالل أبحاث‬ ‫جماع ّ​ّية استندوا خاللها إلى مصادر متن ّ​ّوعة كاملقاالت‪،‬‬ ‫وكاخلرائط‪ ،‬وكاألفالم الوثائق ّ​ّية‪ ،‬وكالقصص‪ .‬وقد‬ ‫استخدموا يف ذلك مهارات البحث‪ .‬كما أ ّ​ّنهم تعاونوا‬ ‫خالل األعمال الفريق ّ​ّية فن ّ​ّموا مهاراتهم االجتماع ّ​ّية‪.‬‬ ‫ويف خطوة عم ّلّية‪ ،‬قاموا برحلة ميدان ّ​ّية إلى مدن لبنان ّ​ّية‬ ‫ليروا إن كانت شروط املدينة املستدامة تط ّ​ّبق فيها‪.‬‬ ‫راقبوا املدينة عن كثب‪ ،‬وف ّ​ّكروا يف طرق لتحسينها‪ ،‬ويف‬ ‫جعلها تراعي شروط احلفاظ على البيئة‪ ،‬قادرة على تلبية‬

‫احتياجات س ّ​ّكانها‪ .‬كانت هذه التجربة فرصة مه ّ​ّمة شّغّل‬ ‫واإلبداعّي‪ ،‬واقترحوا‬ ‫النقدّي‪،‬‬ ‫فيها املتعّلّمون تفكيرهم‬ ‫ّ‬ ‫ّ‬ ‫حلوًلًا حول كيف ّ​ّية حتويل مدنهم إلى مدن مستدامة‪.‬‬ ‫ويف ختام النشاط‪ ،‬استخدموا مهارات التواصل‪ ،‬حني‬ ‫توّصلوا إليه من‬ ‫قاموا بعرض ما تعّلّموه‪ ،‬فق ّ​ّدموا ما‬ ‫ّ‬ ‫أفكار‪ ،‬ومن ر ً​ًؤى‪ .‬وقد ق ّ​ّدموا حلولهم املبتكرة بإبداع ّ​ّية‪.‬‬ ‫سمح هذا النشاط للمتعّلّمني بالتفكير يف كيف ّ​ّية تطبيق ما‬ ‫توّصلوا إليه يف حياتهم اليوم ّ​ّية‪ ،‬وذلك ليكونوا جز ً​ًءا من‬ ‫ّ‬ ‫احل ّ​ّل يف حتويل جميع املدن إلى مدن مستدامة‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Lower School - Ain Aar‬‬

Issue 17 | April 2025

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Lower School - Ain Aar

Un voyage enchanteur au son du violon Les premières notes se sont envolées dans la classe, légères et envoûtantes, suspendant le temps.

Monsieur Demirdjian, violoniste passionné, a fait découvrir aux enfants la magie de son instrument, transformant l’espace en une véritable bulle musicale. Chaque mélodie racontait une histoire, chaque vibration éveillait une émotion, et les enfants, fascinés, ont écouté avec des yeux émerveillés.

Mais la musique ne se contente pas d’être entendue : elle se vit, elle se ressent. Après avoir partagé l’histoire de ses premiers pas avec le violon jusqu’à la composition de sa propre musique, Monsieur Demirdjian a offert aux enfants un moment inoubliable. Un à un, ils ont pris l’instrument entre leurs mains, caressé les cordes avec l’archet et fait naître leurs propres sons. Un instant de découverte,

de curiosité et de fierté, où chacun s’est laissé porter par la magie du violon.

D’autres classes se sont jointes à cette belle découverte, rendant ce moment encore plus riche en partage et en émotions. Les étoiles dans les yeux des enfants en disaient long : la musique avait laissé son empreinte, une mélodie précieuse qui continuera de résonner en eux.

Un immense merci à Monsieur Demirdjian pour ce moment hors du temps, où la passion et la générosité ont donné naissance à des souvenirs inoubliables.

Issue 17 | April 2025

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Lower School - Ain Aar L’importance de faire de bons choix dans l’utilisation des médias Dans le cadre de leur unité de recherche intitulée « Comment nous nous exprimons », les élèves des classes de CE2 A, CE2 B et Grade 3 ont eu le plaisir d’accueillir M. Assaker, intervenant, directeur général et père de Kimmy Assaker, élève de CE2 A. Leader dans le domaine de la publicité et du marketing, M. Assaker a su captiver l’attention des élèves grâce à une présentation interactive et adaptée à leur âge. Il les a sensibilisés à l’importance de faire de bons choix dans l’utilisation des médias.

En lien avec l’idée maîtresse « Les médias forment notre façon de penser et notre capacité à prendre des décisions », il a abordé des sujets essentiels tels que la fiabilité des informations, la gestion du

temps d’écran, et l’impact que les médias peuvent avoir sur notre perception du monde.

Grâce à des exemples concrets, des échanges dynamiques et des mises en situation, les élèves ont pu réfléchir à leur propre usage des médias et à leurs responsabilités en tant que jeunes citoyens numériques.

Cette intervention a permis d’enrichir leur compréhension des médias, tout en développant leur esprit critique et leur capacité à prendre des décisions éclairées.

Les enseignantes de CE2

‫‪13‬‬

‫أّمي!‬ ‫ع ّ​ّلمتني ّ‬ ‫احلّب‪ ،‬وربيع‬ ‫األ ّ​ّم هـي مدرسـة اإلنسـان األولـى‪ .‬وهي نبـع‬ ‫ّ‬ ‫العطاء‪.‬‬ ‫مبناسـبة عيد األ ّ​ّم ع ّ​ّبر متعّلّمو الصفوف الثاني‪ ،‬والثالث‪،‬‬ ‫ّ‬ ‫واملوّظفون عن‬ ‫والرابع‪ ،‬واخلامس‪ ،‬واملعّلّمون‪ ،‬واإلدار ّ​ّيون‪،‬‬ ‫البصمـة التـي تركتهـا أ ّ​ّمهاتهـم يف قلوبهـم‪ ،‬ويف عقولهـم‪،‬‬ ‫صّحتهـم اجلسـد ّ​ّية‪ ،‬والنفسـ ّ​ّية‪ ،‬ويف ثقافتهـم‪ ،‬ويف‬ ‫ويف‬ ‫ّ‬ ‫ٍ‬ ‫بطاقـاٍت جمـًلًا‬ ‫مسـيرتهم التعّلّم ّ​ّيـة‪ .‬فقـد َ​َسـ َ​َكبوا علـى‬ ‫ع ّ​ّبـروا فيهـا ع ّ​ّمـا تعّلّمـوه مـن أ ّ​ّمهاتهـم؛ عّلّمتنـي أ ّ​ّمـي أن…‪،‬‬ ‫وأن… وأن… ‪ .‬وقد َأَ​َت َِِت الكلمات مليئة بالدفء‪ ،‬وباملشاعر‬ ‫الصادقـة واملؤ ّ​ّثـرة‪ .‬حت ّ​ّدثـوا عـن احمل ّ​ّبـة غيـر املشـروطة‪،‬‬ ‫وعـن الصبـر‪ ،‬وعـن التضحيـة‪ ،‬وعـن العطـاء بال مقابـل‪،‬‬ ‫وعـن…‪ ،‬وعـن… فأتـى مـا كتبـوه شـهادة حقيق ّ​ّيـة علـى األثـر‬ ‫أوالدـهّن‪.‬‬ ‫الذهـبّي اـلذي تترـكه األ ّ​ّمـهات يف‬ ‫ّ‬ ‫ّ‬

‫سمح هذا النشاط للمتعّلّمني بأن يكونوا متواصلني‪ ،‬وبأن‬ ‫يتد ّ​ّربـوا علـى أن ُيُْلِْبِسـوا مشـاعرهم كلمـات تع ّ​ّبـر عنهـا‪.‬‬ ‫كمـا أ ّ​ّنـه كان فرصـة لهـم نظـروا فيها إلى تفاصيل حياتهم‬ ‫احلحّب الكامـن فيهـا‪ ،‬وتعّلّمـوا أهم ّ​ّية تقدير‬ ‫اليوم ّ​ّيـة‪ ،‬ورَأَوا‬ ‫ّ‬ ‫إيجابـّي يف رفاه ّ​ّيتهم‪.‬‬ ‫احلحّب األمـر الـذي كان لـه أث ٌ​ٌر‬ ‫هـذا‬ ‫ّ‬ ‫ّ‬ ‫وقـد كشـف لهـم تبـادل األفكار الذي حصـل بني املتعّلّمني‪،‬‬ ‫ّ‬ ‫واملوّظـفني هـذه احلالـة اإلنسـان ّ​ّية‬ ‫واملعّلّـمني‪ ،‬واإلدار ّ​ّيني‪،‬‬ ‫إلـى َتَ ْ​ْعُبُـ ُ​ُر الزمـان‪ ،‬واملمكان‪ ،‬والعمـر‪ ،‬والبيئـة… إ ّ​ّنهـا األ ّ​ّم‬ ‫وبأفعـاٍل‬ ‫حتحّب بطرائـق مختلفـة‪ ،‬وبأشـكال متعـ ّ​ّددة‪،‬‬ ‫التـي‬ ‫ٍ‬ ‫ّ‬ ‫صغيـرة‪ ،‬وكبيـرة‪ .‬وهـي املسـتحّقّة ك ّ​ّل تقديـر‪ ،‬وعرفـان‬ ‫ـيوٍم‪.‬‬ ‫جمـيل‪ ،‬يف ـيوم عيدـها‪ ،‬ويف ك ّ​ّل ٍ‬

‫‪Issue 17 | April 2025‬‬

‫‪Lower School - Ain Aar‬‬

Issue 17 | April 2025

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Lower School - Ain Aar

Grade 4’s First Lab Visit!

During Grade 4’s unit on “How the World Works”, we explored different types of mixtures and how they can be separated. As part of this exciting unit, we had the chance to visit the middle school science laboratory! There, we learned about separation techniques like evaporation and decantation through hands-on experiments and

demonstrations. It was an amazing opportunity to see how science works in real life, and we were very curious and engaged as we watched mixtures being separated right in front of our eyes. This experience helped us better understand how mixtures are part of our everyday lives and how scientists work to separate them.

Issue 17 | April 2025

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Lower School - Ain Aar

Upcycling for a Greener Future During Grade 4’s unit on “Sharing the Planet”, we explored natural resources and the importance of conserving them in our daily lives. As part of our learning, Grade 4A students took action by upcycling old tires and transforming them into beautiful hanging flower planters for the garden.

This hands-on project helped us understand how reusing materials can reduce waste and protect the environment. Grade 4B transformed old chairs into colorful masterpieces through their creative upcycling project! With a splash of paint and imaginative designs, these chairs were given new life, ready to brighten up the picnic area. The students worked together, blending art and sustainability.

Each chair tells a unique story of creativity and teamwork. What a fun and eco-friendly way to make the picnic spot more inviting!

It was inspiring to see how something discarded could be turned into something useful and sustainable, reinforcing the importance of conservation in our everyday choices.

Issue 17 | April 2025

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Lower School - Ain Aar

Celebrating Our Unique Strengths Our Grade 4 students had an amazing experience during our advisory session on “What Makes Me Unique?” Through the “How I See Myself vs. How Others See Me” activity, they had the chance to reflect on their personal strengths while also receiving uplifting words from their classmates.

It was heartwarming to see their faces light up as they discovered how others appreciated their talents, kindness, and unique qualities. This activity not only boosted their confidence but also strengthened our classroom community, reminding everyone that we all have special strengths that make us who we are!

‫‪17‬‬

‫العربّية‬ ‫مباراة في قواعد اللغة‬ ‫ّ‬ ‫يف ج ٍ​ٍّو من املنافسة اإليجاب ّ​ّية‪ ،‬ومن احلماسة شارك‬ ‫ّ‬ ‫األساسّي الثالث يف مباراة يف حتويل‬ ‫الصّف‬ ‫متعّلّمو‬ ‫ّ‬ ‫املذ ّ​ّكر إلى مؤ ّ​ّنث‪.‬‬

‫القواعد اللغو ّ​ّية التي تعّلّموها‪ .‬كما أ ّ​ّنهم استعملوا‬ ‫املهارات االجتماع ّ​ّية فتعاونوا ضمن الفرق إليجاد‬ ‫اجلواب‪ .‬دون أن ننسى استعمالهم مهارات التواصل حني‬ ‫ناقشوا اقتراحاتهم مع أعضاء فريقهم‪.‬‬

‫متهيدّي مصّغّر حول مهارات اإلدارة‬ ‫سبق املباراة درس‬ ‫ّ‬ ‫الذات ّ​ّية تناول موضوع الربح واخلسارة‪ ،‬وطريقة ضبط‬ ‫النفس خالل املنافسة‪ ،‬وااللتزام باملبادئ األخالق ّ​ّية‬ ‫واحلضار ّ​ّية على مستويى التعبير‪ ،‬والتص ّ​ّرف‪.‬‬

‫وقد انتهت املباراة بتعادل الفرق املتنافسة‪ ،‬ليخرج‬ ‫بتعليٍق مؤ ّ​ّثر‪ " :‬ما يه ّ​ّم هو أ ّ​ّننا تعّلّمنا‪ ،‬و َ​َف ِ​ِر ْ​ْحنا‬ ‫املتعّلّمون‬ ‫ٍ‬ ‫خالل النشاط‪".‬‬

‫أظهر املتعّلّمون خالل هذا النشاط قدرات ملحوظة على‬ ‫استخدام مهارات التفكير‪ .‬فقد حّلّلوا اجلمل‪ ،‬وط ّ​ّبقوا‬

‫حّب املتعّلّمني‬ ‫نتطّلّع إلى مزيد من األنشطة التي تن ّ​ّمي ّ‬ ‫للغة العرب ّ​ّية‪ ،‬وتزيد من فرحهم يف أثناء تعّلّمها‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Lower School - Ain Aar‬‬

Issue 17 | April 2025

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Lower School - Ain Aar

Les CM2 à la rescousse de la biodiversité avec des “seed bombs” !

Dans le cadre de leur unité de recherche sur la biodiversité, les élèves de CM2 ont mené une action concrète pour préserver l’environnement : la fabrication de seed bombs, de petites boules composées d’argile, de compost et de graines.

L’objectif ? Répandre la vie en lançant ces bombes écologiques dans des espaces naturels afin de favoriser la croissance de nouvelles plantes et ainsi contribuer à la restauration des écosystèmes.

Cette activité immersive a été encadrée par Madame Ghada Keyrouz et Monsieur Charbel Abi Nassif, deux intervenants passionnés de l’ONG Lebanon Reforestation Initiative, qui ont guidé les élèves tout au long du processus. Après une introduction sur l’importance des semences et la nécessité de reboiser certaines zones, les enfants se sont attelés à la tâche avec enthousiasme. Ils ont mélangé les ingrédients, formé leurs bombes de graines et appris les meilleures techniques pour les disperser efficacement dans la nature.

Mais au-delà de l’aspect manuel et ludique, cette initiative a été une véritable prise de conscience pour les élèves. En manipulant les matériaux, en comprenant l’impact des plantes sur l’équilibre écologique et en s’impliquant activement dans un projet environnemental, ils ont développé un profond sentiment de responsabilité envers la nature.

Entre éclats de rire, travail collaboratif et engagement écologique, cette journée restera un moment fort de leur parcours scolaire. Une belle démonstration que chaque petit geste compte et que la nouvelle génération est prête à relever les défis environnementaux avec enthousiasme et créativité !

Issue 17 | April 2025

19

Lower School - Ain Aar Understanding the Role of the UN and SDGs in Peacekeeping & Growth Grade 5A learners embarked on an exciting exploration of the United Nations (UN) and its crucial role in maintaining global peace. As part of our inquiry-based learning approach, students delved into the UN’s mission, its peacekeeping efforts, and the significant connection between these efforts and the Sustainable Development Goals (SDGs).

We began our session by discussing what we already knew about the United Nations. It was wonderful to hear students share their thoughts and prior knowledge, setting the stage for deeper inquiry. To enhance their understanding, we watched an engaging video about the UN’s peacekeeping missions, highlighting real-world efforts to resolve conflicts and support communities in crisis.

After the video, we held a thoughtful discussion where students reflected on what they had learned. They shared insights about the importance of peacekeeping and why global cooperation is essential for a better world. Their responses showed a growing awareness of their role as global citizens.

Next, we explored the 17 Sustainable Development Goals (SDGs), which address global challenges like poverty, inequality, and climate change. In small groups, students were assigned four SDGs and brainstormed how these goals connect to peacekeeping and development. They showcased their understanding through creative projects, including

posters, digital presentations, songs, and symbolic drawings.

The highlight of our session was the group presentations, where students confidently shared their projects with the class. Their explanations demonstrated critical thinking, collaboration, and a strong sense of empathy for global issues. It was inspiring to see their enthusiasm in becoming advocates for peace and positive change.

As a PYP school, we strive to nurture internationally minded learners who are empowered to take action.

This learning experience allowed our students to think beyond the classroom and see themselves as part of a larger, interconnected world.

Issue 17 | April 2025

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Lower School - Ain Aar

Classifying Plants Grade 5A students embarked on an exciting inquiry into the fascinating world of plants! As part of our PYP approach to fostering curiosity and conceptual understanding, we explored how plants can be classified into four main groups: plants with fruits, plants with cones, mosses, and ferns.

Students had the opportunity to conduct independent research on a plant group of their choice. They explored two examples of plants in their selected category and discovered unique facts about their structures, reproduction, and environmental roles. Many students made meaningful real-world connections, considering questions like, “How do

mosses contribute to the health of an ecosystem?” and “Why are ferns important in tropical forests?”

To wrap up our learning experience, students shared their findings with their peers through various formats, including verbal presentations and digital slides. This collaborative sharing deepened their understanding and appreciation of the diversity of plant life.

This inquiry-based experience not only enhanced students’ scientific knowledge but also nurtured their skills in communication, collaboration, and critical thinking.

Issue 17 | April 2025

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Lower School - Ain Aar

Igniting Inquiry: A Hands-On Exploration of Energy in Grade 5B As part of our inquiry-based approach in the Primary Years Programme (PYP), Grade 5B embarked on an exciting learning experience to tune into our unit on energy. This provocation was designed to spark curiosity, encourage exploration, and support students in unpacking the central idea through concept-driven inquiry.

Students rotated through a series of interactive stations, each providing a unique perspective on energy. In groups, they documented their learning, observations, and connections. This hands-on approach allowed students to construct meaning from their experiences and share their insights with their peers.

At one station, students explored a selection of books related to energy, identifying the genre, discussing its purpose, and extracting key vocabulary. By connecting these keywords to sentences, they began forming initial understandings of the unit’s scope and central ideas. Another station challenged students to build ramps using a stack of books and test how far toy cars could travel, leading them to investigate the factors influencing movement and develop an early understanding of energy transfer.

A whole-class dancing activity engaged students in experiencing how energy fuels physical activity.

As they followed the dance video, they reflected on how their bodies felt and discussed the source of this energy, making connections between energy and movement. In another station, students analyzed infographics related to energy, noting key facts, trends, and questions. Their “noticings and wonderings” fostered inquiry, leading to discussions about energy consumption, production, and sustainability.

Sorting images of different energy sources into renewable and nonrenewable categories helped students deepen their understanding of energy availability and its impact on the planet. This station emphasized the importance of sustainable energy choices. Meanwhile, at the final station, students explored visuals related to petroleum and mineral oil distribution, drawing conclusions about the relationship between energy resources and global conflicts. By making connections to current world events, they demonstrated an awareness of the broader implications of energy dependency.

By the end of the provocation, students had begun constructing their own understandings of energy, its forms, and its implications. Through collaboration, inquiry, and hands-on engagement, they were able to unpack the central idea and generate questions that will guide their exploration throughout the unit. This experience set the stage for deeper inquiry into energy, empowering students to take ownership of their learning and develop a conceptual understanding of how energy impacts our world. As we continue this journey, students will refine their research skills, analyze real-world applications, and propose solutions for a more sustainable future.

Issue 17 | April 2025

22

Lower School - Ain Aar

A Day of Kindness, Inclusion, and Friendship When Little Hearts Made a Big Difference Grade 1 students celebrated a truly heartwarming day of inclusion, kindness, and learning as they raised awareness about Down Syndrome in a meaningful and joyful way. Dressed in colorful, mismatched socks, our young learners proudly showed their support and embraced the message that differences are beautiful.

We were honored to welcome Mrs. Carine Chamoun, Vice President of the Lebanese Down Syndrome Association, who spoke with warmth and clarity, helping the children understand what Down Syndrome is and how they can be thoughtful, respectful, and supportive friends to individuals with it.

The morning’s message of acceptance came to life as the students joyfully welcomed students with Down Syndrome from the Acsauvel organization.

Together, they spent the day engaged in a series of fun and inclusive activities—singing, painting, playing, and sharing stories. The classroom was filled with laughter, creativity, and most of all, connection.

In a beautiful act of generosity, our students also donated to the Acsauvel organization, showing that even the smallest hearts can make the biggest difference. It was a day filled with love, learning, and lifelong lessons—one that reminded us all of the power of compassion and togetherness.

Issue 17 | April 2025

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Lower School - Ain Aar

Cultivating Compassion: The Advisory Journey in Grade 5B At the heart of our commitment to holistic education, we have introduced advisory sessionsan initiative designed to nurture our students’ social and emotional growth. These sessions aim to equip students with the skills and mindset to navigate challenges, build meaningful relationships, and become future leaders in our ever-changing world.

Our advisory sessions center around social and emotional learning skills, providing students with opportunities to develop self-awareness, empathy, resilience, and positive connections with others.

By engaging in meaningful discussions and interactive activities, students explore concepts that help them better understand themselves and the diverse perspectives of those around them.

A key focus of our initial sessions has been on empathy and what makes each of us unique.

Through thought-provoking discussions and reflective exercises, students appreciated the importance of understanding others’ feelings, experiences, and perspectives. They have

shared personal stories, engaged in role-playing scenarios, and participated in group activities that highlight the value of kindness and inclusivity.

The impact of social and emotional learning reaches far beyond our advisory sessions, shaping the way students interact, collaborate, and grow throughout their day. By integrating those principles into everyday classroom experiences, we cultivate a school-wide culture of empathy, respect, and emotional intelligence. Whether through group discussions, problem-solving activities, or simple acts of kindness, students continuously practice the skills they develop in advisory, reinforcing their ability to navigate challenges and build meaningful relationships.

The introduction of advisory sessions is just the beginning of a journey toward empowering our students with essential life skills. As we continue these sessions, we look forward to seeing our students grow into compassionate, confident individuals who positively contribute to their communities.

‫‪24‬‬

‫إ ْ​ْر ٌ​ٌث َ​َوُهُ ِ​ِو َ​َّي ٌ​ٌة‬ ‫ضمن محور "من نحن"‪ ،‬ويف إطار البحث حول الترابط بني‬ ‫املعتقدات‪ ،‬والقيم‪ ،‬والهو ّ​ّية الذات ّ​ّية وتش ّ​ّكلها ِاِنط َ‬ ‫لَق متعّلّمو‬ ‫ّ‬ ‫األساسّي اخلامس يف رحلة الستكشاف غنى‬ ‫الصّف‬ ‫ّ‬ ‫اللبنانّي‪ .‬بدأوا بجمع املعلومات من مصادر متن ّ​ّوعة‪:‬‬ ‫اإلرث‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫صّف جان ً​ًبا مع ّ​ّيًنًا‬ ‫مقاالت وأفالم وثائق ّ​ّية‪ ،‬و… وتناول كّل‬ ‫ّ‬ ‫والتاريخّي‪،‬‬ ‫اللبنانّي‪ :‬اإلرث الثقاّيف‪،‬‬ ‫من جوانب اإلرث‬ ‫ّ‬ ‫ّ‬ ‫والطبيعّي‪ ،‬والفّنّي‪ ،‬والعادات والتقاليد‪.‬‬ ‫ّ‬ ‫التحليلّي‬ ‫فرَص ً​ًة ق ّ​ّيمة لتطوير مهارات التفكير‬ ‫كا َ​َن العمل‬ ‫َ‬ ‫ّ‬ ‫واالجتماعّي‪ .‬فقد عمل املتعّلّمون ضمن فرق تعاون‬ ‫ّ‬ ‫أفرادها‪ ،‬وتناقشوا حول جذور الهو ّ​ّية اللبنان ّ​ّية األمر الذي‬ ‫ساهم يف تعزيز العالقات اإليجاب ّ​ّية‪ ،‬واالحترام املتبادل‪،‬‬ ‫واالنفتاح‪.‬‬ ‫لقد استخدم املتعّلّمون مهارات التفكير على مستوى‬ ‫إيجاد العالقات‪ ،‬والروابط بني اإلرث على املستويات كّلّها‪،‬‬ ‫وبني ما هي عليه اليوم هو ّ​ّيتهم اللبنان ّ​ّية‪ .‬كان هذا العمل‬ ‫فرص ً​ًة تد ّ​ّرب خاللها املتعّلّمون على استخدام املهارات‬ ‫والذاتّي جلذور‬ ‫االجتماعّي‬ ‫االجتماع ّ​ّية على مستوى الوعي‬ ‫ّ‬ ‫ّ‬ ‫مالمح الهو ّ​ّية اللبنان ّ​ّية‪ ،‬وعلى مستوى العالقات الشخص ّ​ّية‬ ‫اإليجاب ّ​ّية‪ ،‬والتعاون خالل األعمال الفريق ّ​ّية‪.‬‬

‫ّ‬ ‫الصّف اخلامس كّلّها نتائج األبحاث‬ ‫بعد ذلك‪ ،‬تبادلت ُ​ُش َ​َع ُ​ُب‬ ‫يف عروض مفعمة باحلماسة‪ .‬أصغى اجلميع‪ ،‬وتشاركوا‬ ‫األفكار‪ ،‬وتع ّ​ّرفوا الروابط بني هذا اإلرث‪ ،‬وهو ّ​ّيتهم اللبنان ّ​ّية‬ ‫ٍ‬ ‫بثقافٍة تعاونوا‪،‬‬ ‫كما هي عليه اليوم‪ .‬كاَنَ ِ​ِت اْلْأجواُءُ مليئة‬ ‫وتواصلوا‪ ،‬وأبدعوا لتشكيلها‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Lower School - Ain Aar‬‬

Issue 17 | April 2025

25

Lower School - Ain Aar

Second Graders Explore Cityscapes with Dash Robots In the vibrant world of a second-grade computer science classroom, young minds are busy exploring the interconnectedness of human-made systems and communities through a unique and engaging learning experience. Under the transdisciplinary theme of “How We Organize Ourselves,” these budding city planners embarked on an exciting journey that intertwined technology and urban planning.

Once the cities were designed, the real magic began as the students coded their Dash robots to navigate the streets they had drawn. Through the Blockly app, the learners inputted sequences of commands, directing Dash to travel from one place to another between buildings. This handson approach to coding introduced the learners to the fundamentals of programming and enhanced their problem-solving and critical thinking skills.

The central idea guiding this exploration was that “Cities have characteristics that make them unique.” To bring this concept to life, students took on the roles of urban designers, creating city layouts where their Dash robots roamed. Armed with markers and imagination, they drew roads, buildings, and parks, crafting miniature cities.

Throughout the activity, students demonstrate their growing understanding of city characteristics, such as layout, organization, and functionality. This exercise in creativity and technology transformed the classroom into a dynamic learning environment where knowledge meets practical application.

Issue 17 | April 2025

26

Lower School - Ain Aar

Unveiling the Wonders of Forces Through Amusement Park Adventures In the vibrant world of a third-grade classroom, young minds buzzed with excitement as they embarked on a journey to uncover the mysteries of forces through the lens of simple machines.

Under the transdisciplinary theme “How the World Works,” learners delved deep into the central idea: “The uses of different forces can help with decision-making and solving real-life problems.”

Encouraged to be inquirers and thinkers, these budding engineers learned about forces and lived them. Through an innovative and handson approach, students discovered the forces at play in simple machines by building and testing games reminiscent of those in amusement parks.

Imagine the thrill of constructing a miniature carousel or a drop tower and then observing how push, pull, gravity, and other forces make them come alive!

Each learner was a curious investigator, asking questions and seeking answers as they dove into the mechanics of levers, pulleys, and inclined planes. They applied critical thinking skills to solve challenges, such as determining how much force is needed to launch a marble through a catapult or how gravity affects the speed of a slide.

Central to this STEAM project is the use of the Design Thinking model, which guides learners through the process of empathizing, defining, ideating, prototyping, and testing their creations.

Learners began by empathizing with amusement park visitors, considering what makes an engaging ride. They then defined the problem they wished to solve, ideated creative solutions, and developed prototypes of their game models. Through testing, they refined their designs, learning from each attempt. This process fostered creativity and equipped learners with problem-solving skills and resilience.

The classroom was transformed into a bustling amusement park, filled with laughter, learning, and the joy of discovery. Reflecting on their experiences, the learners identified areas for growth and celebrated the moments when they applied their newfound knowledge to solve complex real-life problems.

This dynamic learning experience was organized in collaboration with Bildits’ Educational Kits.

It not only ignited a passion for science but also empowered learners to become confident thinkers and inquirers.

‫‪27‬‬

‫من ظالل الحرب إلى نور التعاطف‬ ‫خالل معاجلة محور "أين نحن يف املكان ويف الزمان"‪،‬‬ ‫سعى املتعّلّمون لفهم أثر احلرب يف املجتمعات‪ ،‬فأجنزوا‬ ‫طعاٍم تعليم ّ​ّية" ق ّ​ّدمت‬ ‫مجموعة أنشطة اختاروها من "قائمة ٍ‬ ‫لهم‪ .‬وقد كشفت لهم هذه األنشطة أبعاد احلرب‪ ،‬ونتائجها‬ ‫االجتماع ّ​ّية‪ ،‬واالقتصاد ّ​ّية‪ ،‬والنفس ّ​ّية‪ .‬كما أ ّ​ّنها فتحت‬ ‫أمامهم أفق املقارنة بني فترات زمن ّ​ّية مختلفة‪ ،‬وساعدتهم‬ ‫على فهم كيف ّ​ّية استجابة املجتمع ملثل هذه األزمات‪ .‬وقد‬ ‫استخدم املتعّلّمون خالل هذه الرحلة التعّلّم ّ​ّية مهارات‬ ‫البحث والتفكير‪ ،‬األمر الذي أتاح لهم الوصول إلى‬ ‫استنتاجات دقيقة وعميقة‪ ،‬انطال ً​ًقا من مصادر مختلفة‬ ‫ومتن ّ​ّوعة كان لهم حر ّ​ّية اختيارها‪.‬‬ ‫ِاِختار املتعّلّمون سيرة شخص عاش خالل احلرب‪،‬‬ ‫وطالعوها‪ .‬وقد سّلّ ِ‬ ‫طِت السير التي اقترحت عليهم‪ ،‬ضو ً​ًءا‬ ‫الفردّي‪،‬‬ ‫على ما تركته احلروب يف الناس على املستويني‬ ‫ّ‬ ‫واالجتماعّي‪ .‬وقد أتاحت لهم الغوص يف نتائج احلرب من‬ ‫ّ‬ ‫وشخصّي‪ ،‬أظهرا احلرب كق ّ​ّوة مد ّ​ّمرة ال‬ ‫فردّي‬ ‫منظورين‬ ‫ّ‬ ‫ّ‬ ‫ته ّ​ّدد احلياة فحسب‪ ،‬بل تسرق الطفولة‪ ،‬وتترك ندو ً​ًبا‬ ‫نفس ّ​ّية عميقة يف ذاكرة األفراد‪ ،‬واملجتمعات‪.‬‬ ‫املعجمّي للنصوص‪ ،‬صّنّف‬ ‫ومن خالل حتليل احلقل‬ ‫ّ‬ ‫املتعّلّمون املفردات املتكر ّ​ّرة واملتعّلّقة باحلرب إلى ثالث‬ ‫مجموعات‪ :‬نفس ّ​ّية‪ ،‬واقتصاد ّ​ّية‪ ،‬واجتماع ّ​ّية‪ .‬وقد م ّ​ّكنهم‬ ‫اللغوّي من فهم شامل آلثار احلروب‪ .‬وقد‬ ‫هذا التحليل‬ ‫ّ‬ ‫اختار قسم منهم استعمال املفردات التي جمعها إلنشاء‬ ‫قاموٍس مص ّ​ّور للحرب‪.‬‬ ‫ٍ‬

‫حتليلّي تأ ّ​ّملوا‬ ‫بصرّي‬ ‫ِاِنتقل املتعّلّمون بعد ذلك إلى نشاط‬ ‫ّ‬ ‫ّ‬ ‫خالله صو ً​ًرا حلروب م ّ​ّرت على لبنان‪ .‬ع ّ​ّبر قس ٌ​ٌم منهم عن‬ ‫ك ّ​ّل صورة بكلمات استخرجوها من السيرة التي قرأها‪.‬‬ ‫وقارن القسم اآلخر ما رآه يف الصور‪ ،‬وما قرأه يف السيرة‬ ‫ّ‬ ‫واض ً​ًعا يف‬ ‫مخّطط فان (‪ )venn diagram‬نقاط التشابه‪،‬‬ ‫ونقاط االختالف‪ .‬ث ّ​ّم د ّ​ّونوا استنتاجاتهم‪ ،‬وقد كان أه ّ​ّمها‪،‬‬ ‫غّير الوجوه‪ ،‬واملواقع‪ ،‬واألوقات‪ ،‬احلرب‬ ‫وأبرزها‪" :‬رغم ت ّ‬ ‫هي احلرب يف ما تخّلّفه من نتائج مد ّ​ّمرة‪".‬‬ ‫أخي ً​ًرا‪ ،‬اختار املتعّلّمون نًّص�ً ا من نصوص ثالثة ُ​ُع ِ​ِر َ‬ ‫َض ْ​ْت‬ ‫عليهم‪ ،‬وقد صدرت خالل حرب ‪ 2024‬على لبنان‪ ،‬وكانت‪:‬‬ ‫رسالة رئيس مدرسة الـ ‪ IC‬الس ّ​ّيد توبن ويت (‪،)Tobin wait‬‬ ‫ورسالة جلنة األهل يف مدرسة ‪ ، IC‬ومقال لل ‪.BBC‬‬ ‫الحظ املتعّلّمون من خالل هذه املصادر استجابة إنسان ّ​ّية‬ ‫نفسّي‬ ‫متضامنة‪ ،‬ش ّ​ّكلت فيها املدرسة ِمِ ساحة أمان‪ ،‬ودعم‬ ‫ّ‬ ‫ومادّي‪ .‬وكان لصوت الشباب‪ ،‬وألياديهم الدور املؤ ّ​ّثر‪ .‬وقد‬ ‫ّ‬ ‫ربط املتعّلّمون هذه االستجابة بقيمتني أساس ّ​ّيتني من قيم‬ ‫املدرسة هما املسؤول ّ​ّية املجتمع ّ​ّية‪ ،‬والتعاطف‪.‬‬ ‫أّن احلرب ليست‬ ‫ومن خالل هذه األنشطة‪ ،‬اكتشف املتعّلّمون ّ‬ ‫فقط حد ً​ًثا سياسًّي�ًا أو عسكرًّي�ًا‪ ،‬بل هي جتربة إنسان ّ​ّية‬ ‫وتوّصلوا إلى‬ ‫شاملة تطال النفس‪ ،‬واالقتصاد‪ ،‬واملجتمع‪.‬‬ ‫ّ‬ ‫خاّصة‬ ‫أّن استجابة املجتمع‪،‬‬ ‫رؤى واضحة ومع ّ​ّمقة أه ّ​ّمها ّ‬ ‫ّ‬ ‫ٍ‬ ‫صموٍد وعن‬ ‫عند الشباب ويف املؤسسات التربو ّ​ّية‪ ،‬تع ّ​ّبر عن‬ ‫رغبة حقيق ّ​ّية يف صناعة األمل‪ ،‬مدفوعة بروح التعاطف‬ ‫والتضامن التي ُتُع ّ​ّد من أسمى القيم اإلنسان ّ​ّية والتربو ّ​ّية‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Lower School - Ain Aar‬‬

Issue 17 | April 2025

28

Lower School - Ain Aar

Visite de Mme Keyrouz Lors du thème: Le partage de la planète à propos des cycles de vie, les élèves de Grade 1/CP Ain Aar ont accueilli Mme Ghada Keyrouz, qui leur a fourni des informations sur les cycles de vie.

Mme Keyrouz a partagé des informations précieuses sur le cycle de vie du cèdre et a discuté de notre responsabilité dans la protection de cette espèce en maintenant les conditions qui favorisent sa croissance. Ce fut une excellente occasion pour les élèves de relier leur apprentissage aux efforts de conservation de l’environnement dans le monde réel.

Les élèves ont écouté attentivement ce qu’elle disait et lui ont posé des questions pertinentes, ce qui a donné lieu à des discussions très intéressantes.

Issue 17 | April 2025

29

Lower School - Ain Aar

Exploring the Creative Use of Materials During the unit “We Discover Ourselves”, the Nursery and PS students explored the creative use of materials in play by making music with percussion instruments, scarves, balloons, balls, and sticks.

They experimented with different sounds and movements, using these materials to follow the beat and rhythm. By tapping sticks, shaking balloons, swaying scarves, and bouncing balls in time with the music, they developed their listening skills, coordination, and sense of rhythm. This playful and interactive approach encourages creativity, self-expression, and a deeper understanding of musical patterns through movement and sound.

‫َ​َن َ​َت َ​َع َ​َّلم اللغة العرب ّ​ّية بفرح‬ ‫حّصة‬ ّ ‫ يبدأ متعّلّمو الروضة الثانية‬،‫صباح ك ّ​ّل يوم ثالثاء‬ ،‫اللغة العرب ّ​ّية بأنشطة تعّلّم ّ​ّية يختارونها بأنفسهم‬ ‫ ومن باقة األنشطة‬.‫وينّفّذونها على طريقتهم بإبداع ّ​ّية‬ ‫ وأنشطة إغناء املخزون‬،‫نذكر أنشطة مراجعة احلروف‬ ‫ ولتقدير العالم‬،‫ وأنشطة أخرى للتعبير عن النفس‬،‫اللغوّي‬ ّ .‫ والرسم‬،‫ ومسرح الدمى‬،‫ مثل الغناء‬،‫من حولهم‬ ،‫ وباندفاع‬،‫يشارك اجلميع يف هذه األنشطة بحماسة‬ ّ ‫ ك ّ​ّل‬.‫الصّف بصدى صيحات املرح والتسلية‬ ‫ومتتلئ أرجاء‬ ّ ،‫ وبتعاون فيكون الكّل ي ً​ًدا واحدة‬،‫ذلك بتص ّ​ّرفات متوازنة‬ .‫منفتًحا‬ ‫كًرا‬ ً ً ‫ وف‬،‫وق ًلًبا واح ً​ًدا‬ ‫تساعد هذه األنشطة املتعّلّمني على تنمية مهارات‬ ‫ كما‬.‫ ومهارات اإلدارة الذات ّ​ّية‬،‫ ومهارات التواصل‬،‫التفكير‬ .‫ ومسّلّ ً​ًيا‬،‫أ ّ​ّنها جتعل تعّلّم اللغة العرب ّ​ّية ممت ً​ًعا‬

Issue 17 | April 2025

30

Lower School - Ain Aar

Advisory Program: Nurturing Values, Building Community At our school, the Advisory Program plays a vital role in promoting the values we hold close to our hearts, like respect, kindness, empathy, confidence, and well-being. Through regular sessions, students are given the space to reflect, connect, and grow, fostering a sense of belonging and strengthening the fabric of our school community.

These sessions provide meaningful opportunities for students to explore important life skills, engage in thoughtful discussions, and participate in activities that support emotional and social development. The response has been overwhelmingly positive. Students love the sessions, often sharing how much they enjoy the chance to express themselves and learn about one another.

The school strongly believes that the Advisory Program helps build stronger relationships,

enhance communication, and promote a positive school culture where every student feels seen, heard, and supported.

As we continue this important work, we remain committed to nurturing a generation of compassionate, confident, and respectful individuals who carry these values with them both inside and outside the classroom.

Issue 17 | April 2025

31

Middle School - Ain Aar Cercle de lecture : Plongée dans l’univers des nouvelles fantastiques Les élèves de 4e de l’IC Ain Aar ont vécu une expérience littéraire captivante à la bibliothèque grâce à un cercle de lecture dédié aux nouvelles fantastiques. Ce moment d’échange a permis de découvrir des récits intrigants où le réel se mêle à l’étrange, laissant place au doute et à l’imagination.

Réunis en cercle, les élèves ont exploré des extraits d’œuvres fascinantes, partagé leurs impressions, débattu des thèmes clés, et discuté des passages marquants. Chacun avait un rôle précis : présenter l’essentiel de l’histoire, analyser les thèmes, sélectionner des citations percutantes, ou encore établir des liens avec d’autres œuvres ou expériences personnelles.

Ce cercle de lecture n’était pas seulement un exercice scolaire, mais un véritable voyage littéraire où les mots ont pris vie grâce aux échanges passionnés.

Entre réflexions profondes et curiosité éveillée, les élèves ont prouvé que la lecture est bien plus qu’une activité : c’est une aventure à partager.

Issue 17 | April 2025

32

Middle School - Ain Aar

L’IC Ain Aar participe au Quart d’Heure de Lecture de l’AEFE Parce que la lecture est une porte ouverte sur le monde, le cycle complémentaire de l’IC Ain Aar a eu le plaisir de participer au Quart d’Heure de Lecture organisé par l’AEFE. L’idée ? Offrir à chacun un moment de pause, loin des écrans et des distractions, pour se plonger dans un livre et savourer le simple plaisir de lire.

Pendant les cours de français, un silence complice s’est installé dans les classes. Romans, bandes dessinées, poèmes, magazines… Peu importe le

support, l’essentiel était de lire ce que l’on aime.

Certains ont découvert de nouvelles histoires captivantes, tandis que d’autres ont retrouvé avec joie des univers familiers.

Ce moment privilégié a permis de redécouvrir le plaisir simple de la lecture, un voyage intérieur que beaucoup souhaitent revivre. Car lire ensemble, même en silence, crée des liens invisibles mais précieux entre les esprits et les cœurs.

‫‪33‬‬

‫استكشاف ّ‬ ‫المدنّي‬ ‫الّدفاع‬ ‫الّشجاعة‪ :‬يوم مع أبطال ّ‬ ‫ّ‬ ‫يف إطار الوحدة التعُّلُمية "الّنّجدة! ساعدوني"‪ ،‬انطلق‬ ‫ٍ‬ ‫رحلٍة‬ ‫األجنبّي) يف‬ ‫الّسابع (املنهاج‬ ‫الّصف‬ ‫متعّلّمو‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫استكشاف ّ​ّية مم ّ​ّيزة إلى مركز ال ّ​ّدفاع املدني يف الّتّحويطة‪،‬‬ ‫حيث عاشوا يو ً​ًما حافًلًا بالّتّجارب الواقع ّ​ّية التي ق ّ​ّربتهم‬ ‫أكثر إلى عالم اإلغاثة واإلنقاذ‪ .‬منذ حلظة وصولهم‪،‬‬ ‫استقبلهم عناصر ال ّ​ّدفاع املدني بحفاوة‪ ،‬فتع ّ​ّرفوا إلى‬ ‫املدنّي يومًّي�ًا‪ ،‬من‬ ‫أبرز املها ّ​ّم ا ّ​ّلتي ينجزها رجال ال ّ​ّدفاع‬ ‫ّ‬ ‫إطفاء احلرائق وإنقاذ العالقني‪ ،‬إلى إسعاف املرضى‬ ‫واملصابني يف أصعب الظروف‪.‬‬ ‫وقد جت ّ​ّول املتعّلّمون بني أقسام املركز‪ ،‬وتع ّ​ّرفوا إلى‬ ‫أنواع اآلل ّ​ّيات املستخدمة يف عم ّلّيات اإلطفاء واإلنقاذ‪،‬‬ ‫الرسمّي لعناصر الدفاع املدني‪،‬‬ ‫الزّي‬ ‫واكتشفوا خصائص ّ‬ ‫ّ‬ ‫ذلك الدرع الواقي ا ّ​ّلذي يرافقهم يف مواجهة النيران‬ ‫واملخاطر‪ .‬وكان املشهد األكثر حماس ً​ًة حني أتيحت لهم‬

‫الفرصة للمشاركة يف جتربة إطفاء حريق حتت إشراف‬ ‫املختصني‪ ،‬حيث أمسكوا بخراطيم املياه‪ ،‬وراقبوا عن كثب‬ ‫كيف ّ​ّية السيطرة على ألسنة الّلّهب‪ .‬كذلك‪ ،‬تعّلّموا أساليب‬ ‫الّسريع إلنقاذ املصابني‪،‬‬ ‫اإلسعاف األو ّ​ّلي وطرق التدُّخُ ل ّ‬ ‫وهي مهارات أساس ّ​ّية قد يحتاجونها يف حياتهم اليوم ّ​ّية‪.‬‬ ‫إيجابّي عميق يف نفوس املتعّلّمني‪،‬‬ ‫كان لهذا الّنّشاط وق ٌ​ٌع‬ ‫ّ‬ ‫الّصف على‬ ‫فقد أتاح لهم فرصة جتسيد ما تعّلّموه يف ّ‬ ‫أرض الواقع‪ ،‬وربط دروس اللغة العرب ّ​ّية بتجربة تفاعلية‬ ‫غن ّ​ّية وممتعة‪ .‬غادروا املكان بإعجاب كبير بعناصر‬ ‫البطولّي‪ ،‬وبإحساس عميق‬ ‫الدفاع املدني وتقدير لدورهم‬ ‫ّ‬ ‫باملسؤولية جتاه املجتمع‪ .‬إ ّ​ّنه يو ٌ​ٌم سيظ ُ​ُّل محفو ً​ًرا يف‬ ‫ذاكرتهم‪ ،‬ليس فقط ملا تعّلّموه‪ ،‬بل ملا اختبروه وشعروا به‬ ‫من حماسة وإلهام!‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ain Aar‬‬

Issue 17 | April 2025

34

Middle School - Ain Aar

Grade 6B CPP Explores Justice Through Play To celebrate International World Justice Day on February 20, Grade 6B CPP students in Ain Aar welcomed Dr. Jinan Karameh Shayya, who introduced Al Seha, a civic game fostering engaged citizenship, good governance, and social justice. This initiative was presented in collaboration with NAFDA Lebanon, a movement dedicated to transforming education as a catalyst for social change. Aligned with IC’s motto and core values, the interactive session sparked enthusiasm and critical thinking, empowering students to reflect on justice and responsibility in their communities.

Issue 17 | April 2025

35

Middle School - Ain Aar Ancient Egypt Comes to Life Through Games Grade 6 students dived into the world of Ancient Egypt by creating interactive card games featuring gods and goddesses. Working in groups, they designed Pokémon-style cards, memory games, Kahoot quizzes, chess adaptations, and even a Catan spin-off inspired by Egyptian mythology. This handson approach made history engaging and deepened their understanding of ancient beliefs and culture.

Through creativity and collaboration, students brought the past to life—one game at a time!

From Page to Stage: Grade 9A Brings The Pearl to Life In a stunning fusion of literature and performance, the Grade 9A students of IC Ain Aar took center stage to bring John Steinbeck’s The Pearl to life.

Guided by their ELA teacher, Mrs. Samar Tohme, and their Drama teacher, Mr. Gilles Youssef, the students delivered powerful monologues, embodying the struggles, hopes, and emotions of Juana and Kino.

With each performance, they transformed words on a page into a gripping theatrical experience.

This activity was part of the interdisciplinary project “Different, but Not Less,” which encourages students to explore themes of identity, resilience, and social perception through various artistic and academic lenses. Their interpretations showcased not only a deep understanding of the novel but also remarkable creativity and passion.

An inspiring blend of drama and English, this project proved that when storytelling meets the stage, magic truly happens. Bravo to our talented performers for an unforgettable literary journey!

Issue 17 | April 2025

36

Middle School - Ain Aar

Grade 7 Visits Grade 2 Grade 7 students had the wonderful opportunity to visit the Grade 2 classes and share history books that they created about the Roman Empire. As part of their project, they wrote and illustrated their own books, simplifying key aspects of Roman history in an engaging way for younger students. The Grade 2 students, who have been learning about civilizations, were excited to listen and ask questions, making meaningful connections between their own learning and the stories shared by the older students. This experience not only reinforced students’ understanding of the Roman Empire but also fostered mentorship and collaboration across grade levels.

Modèles Moléculaires

Tout commence par une exploration en 3D !

Grâce à la réalité augmentée, les élèves de 4ème ont découvert la structure des molécules, puis ont relevé le défi de les modéliser eux-mêmes en classe.

Une expérience immersive et active autour de la chimie, où la technologie devient un outil puissant au service des apprentissages et du curriculum scientifique.

Issue 17 | April 2025

37

Middle School - Ain Aar L’énergie nucléaire

Les élèves de 3eme B plongent au cœur des centrales nucléaires grâce à une activité en réalité augmentée : une expérience engageante qui va bien au-delà du manuel pour donner vie au programme de manière concrète et attirante.

Campagne “Anti-Bullying” En chimie, les élèves de 3e B ont fusionné science et engagement pour créer des slogans antiharcèlement.

Libres comme des atomes, liés par la sympathie et l’optimisme, en quête de paix, de bonheur et de normes justes : ensemble, nous formons la molécule de la responsabilité, une des valeurs fondamentales de l’IC, pour briser le cercle du harcèlement.

Les différentes formes d’énergie Découvrez les maquettes des élèves de Зème В, qui illustrent de façon ludique les sources d’énergie et leurs enjeux, offrant une immersion captivante dans les sciences et le développement durable.

Issue 17 | April 2025

38

Middle School - Ain Aar Enquête chimique d’un liquide meurtrier Plongés dans un escape room scientifique, les élèves de 3e B ont décrypté des messages codés, analysé des indices chimiques et mené des expériences pour identifier le liquide meurtrier et confondre le coupable.

Une fascinante enquête où sciences et logique se sont alliées pour résoudre le mystère !

Les systèmes de transport En SVT, les élèves de 5e ont exploré les systèmes de transport et de circulation sanguine en traçant et comparant ceux de trois animaux différents, découvrant ainsi les adaptations fascinantes de chaque espèce.

Les méthodes de séparation Les élèves de 5e ont exploré les techniques de séparation des mélanges en chimie, expérimentant et illustrant différentes méthodes pour mieux comprendre ces procédés fondamentaux.

Issue 17 | April 2025

39

Middle School - Ain Aar

Les Nuits de la Lecture au CCC du Middle School à Ain Aar Événements Poétiques et Savoureux au CCC du Middle School, Ain Aar Dans le cadre de l’initiative AEFE “Les Nuits de la Lecture”, l’IC Ain Aar a célébré le patrimoine libanais à travers deux événements uniques, alliant poésie et gastronomie, qui ont eu lieu au CCC du Middle School.

La première activité a plongé les participants dans l’univers de la poésie. Inspirés par de grands poètes libanais, élèves, parents, professeurs et membres de l’administration se sont réunis pour écrire des poèmes, explorant leur propre sensibilité poétique et rendant hommage à la richesse du patrimoine littéraire libanais.

La deuxième activité a permis aux participants de découvrir l’un des trésors culinaires du Liban, le kibbé, à travers une expérience immersive avec Ralph Khairallah de Kibbe Kitchen. Entre tradition et modernité, ils ont dégusté un kibbe revisité, redécouvrant ainsi un pilier emblématique de la cuisine libanaise.

Ces deux activités, tenues au CCC du Middle School, ont été un véritable succès : un mélange harmonieux de nostalgie et d’innovation, où la culture libanaise a pris vie à travers les mots et les saveurs. Un moment riche en découvertes et en partage qui a ravi petits et grands !

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Middle School - Ain Aar Omar Rahbani Inspires the Next Generation at IC Ain Aar The Ain Aar Library & Media Center welcomed renowned Lebanese composer and producer Mr. Omar Rahbani as part of its initiative to celebrate and raise awareness about Lebanese heritage.

During this unforgettable event, students had the unique opportunity to engage with Mr. Rahbani, asking insightful questions about his background and musical journey. With passion and dedication, he shared the path of a persistent musician, inspiring students to uphold and modernize Lebanese musical heritage.

The impact of his visit was undeniable; students were buzzing with excitement for weeks, a testament to how true talent and unwavering commitment can leave

a lasting impression on future generations. Omar Rahbani’s dedication to inspiring young minds serves as a remarkable example of how heritage and innovation can harmoniously blend to create something timeless.

Socratic Seminar - Different, Not Less! Grade 9 LB As part of their interdisciplinary project, the grade 9 A students conducted an extensive research about how different members of the Lebanese society can be integrated into schools, universities, and the workplace. In order to emphasize the IC core value of empathy, the students took on roles as doctors, business owners, caregivers, and social workers to treat the subject from different perspectives and points of view. They engaged in meaningful research, answered difficult

questions, and prepared a deep and thorough explanation to participate in a socratic seminar.

In the seminar, each student gave his or her input from the perspective of the role they took on in the light of the research they conducted. This was the Biology component of the Interdisciplinary project entitled “Different, Not Less”, based on which they came up with an extended action to conclude their project.

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Middle School - Ain Aar

Anti-Bullying Activity with the English Department - Grade 7 This semester, the grade 7 students learned about symbiotic relationships between organisms (plants, animals, etc), and how they impact sustainable gardens. To take the idea further, the Science and the English departments collaborated together to initiate an anti-bullying activity based on the students’ knowledge about these relationships.

In Science, each student impersonated a garden plant species (tomato, basil, onion, bean, etc), and discovered next to which other species it can be planted. In other words, each plant has friends and enemies. In English, the students wrote letters in the perspective of the species they impersonated.

Each species then wrote a letter to a friend or an enemy, which the students read to one another.

Based on what they felt when the letter was read to them, they created a 3-minute skit to play the role of their species and discuss the overall dynamics in their human gardens. The students then reflected on how bullying or “parasitic” relationships hinder “mutualistic” or “win-win” relationships, which is exactly how bullying prevents building meaningful relationships with individuals. This activity perfectly aligns with the IC core values of empathy and respect, which the IC community consistently strives to adhere to.

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Middle School - Ain Aar Les Grade 7 : Acteurs d’un Internet Responsable En cours de FLE, et dans le cadre du thème “Connectés”, les élèves de Grade 7 ont réalisé un beau projet autour des usages d’Internet.

pour se protéger en ligne, et imaginé des activités sans écran pour profiter d’une journée déconnectée.

Ils ont créé des affiches informatives sur les dangers du web, partagé des conseils concrets

Un travail créatif, utile et engagé pour devenir des internautes plus responsables !

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Middle School - Ain Aar

Transition Meetings Support Smooth Move to Secondary and Middle Schools To support students and families during key transition points, the Secondary School team hosted an informative session for middle school parents and students moving into secondary. The meeting covered academic expectations, student life, and available support systems, helping ease anxieties and build excitement for the next chapter.

In addition, the middle school leadership held a welcoming session for Grade 5/CM2 parents whose

children are transitioning to middle school. The meeting introduced the middle school structure, key contacts, and ways to support students during this important shift. Both sessions aimed to strengthen home-school partnership and ensure a confident, informed start for all.

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La Semaine de la Francophonie

IC célèbre la Semaine de la Francophonie Une semaine de langue, de culture et de plaisir !

La communauté scolaire d’IC a plongé dans la richesse de la langue française et a célébré la diversité des cultures francophones à l’occasion de la Semaine de la Francophonie, qui s’est déroulée dans une ambiance festive et immersive.

Une journée à thème a invité les élèves à venir habillés en bleu, blanc, rouge ou en personnage emblématique de la culture française.

Cette année, le thème “Parlez-vous français ?” a pris vie à travers des visuels dynamiques et des activités interactives. Les couloirs ont été décorés de bannières, d’affiches et de suspensions mettant en avant des faits amusants sur les pays francophones, des expressions françaises incontournables et des symboles emblématiques tels que la Tour Eiffel et les croissants.

• Contes en français, comptines et mot du jour

Les élèves et le personnel ont eu l’occasion d’arborer des autocollants et des badges avec des phrases comme Je parle français ! et C’est la vie !, ajoutant une touche joyeuse et colorée à l’événement. À la cafétéria, un menu spécial a mis à l’honneur des plats français tout au long de la semaine : croissants, crêpes, ratatouille, le tout accompagné de musique francophone.

Chaque matin, les annonces ont été faites en français, avec un mot ou une expression accompagné(e) d’un fait culturel intéressant, pour bien commencer la journée.

Les élèves de tous âges ont participé à des activités interactives pour apprendre en s’amusant : accompagné de mouvements ludiques.

• Un défi sur les réseaux sociaux, où les élèves ont partagé leur mot préféré en français et ont découvert des expressions à travers des affiches interactives.

• Tout au long de la semaine, ils ont mis à l’épreuve

leurs connaissances grâce à un quiz sur la Francophonie, avec des questions sur l’histoire, la culture et la langue française. Un défi du mot du jour les a encouragés à utiliser un mot français de manière originale, avec des prix à la clé.

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La Semaine de la Francophonie

Célébration de la Francophonie et du bien-être en Grade 9A À l’occasion du mois de la Francophonie, les élèves de Grade 9A ont célébré la langue et le bien-être en partageant un mot ou une citation qui leur procure du bonheur. À travers cette activité, ils ont exprimé

l’impact des mots positifs et de la langue française sur leur quotidien. Découvrez leur créativité et leur engagement dans cette belle vidéo !

La Grade 9 partage un moment de bien-être et de convivialité sous le signe de la francophonie !

Avec la classe de Grade 9, nous avons partagé un pique-nique en plein air, bercés par la douceur de la nature et une joyeuse bonne humeur.

Une belle occasion de célébrer la richesse de la langue et de la culture francophones à travers le

partage et la découverte, tout en prenant soin de nous.

Parce que le bien-être, c’est aussi savoir s’accorder une pause, profiter du moment présent et savourer ces instants simples, authentiques et précieux !

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La Semaine de la Francophonie

Les petits chefs de la Francophonie – Les élèves de Grade 8 en action ! À l’occasion de la fête de la Francophonie, les élèves de Grade 8 ont mis la main à la pâte pour préparer de délicieux desserts français. Avec beaucoup de créativité, ils ont exploré la gastronomie francophone tout en se régalant !

Plongez dans l’univers gourmand de nos jeunes cuisiniers en découvrant leurs recettes filmées sur le Padlet suivant !

La Francophonie en fête en Grade 6 à l’IC Ain Aar Les élèves de Grade 6 à IC Ain Aar ont célébré la Francophonie en partageant leurs mots préférés en français. Entre croissant et promenade, l’activité a pris une tournure amusante, révélant un rêve collectif d’escapade parisienne ! Un moment joyeux où la langue française a été mise à l’honneur avec humour et enthousiasme. Vive la Francophonie !

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La Semaine de la Francophonie

Le Cid version 2025 : les 4e revisitent Corneille avec audace !

Et si Chimène et Rodrigue vivaient à notre époque ?

C’est le défi relevé par les élèves de 4e qui ont réécrit et interprété des scènes du Cid en version moderne, dans le cadre d’un projet original mêlant théâtre et créativité linguistique.

En groupes, ils ont décortiqué les scènes, capté l’essence des émotions et réimaginé les dialogues dans un français actuel. Conflits d’honneur, dilemmes

Lecture en plein air : Les CP enchantent les GS À l’occasion de la Francophonie, un beau moment de partage a eu lieu entre les élèves de CP et ceux de la GSB. Profitant du beau temps, nous sommes montés sur la terrasse de l’école pour une séance de lecture en plein air.

Les élèves de CP, fiers de leur rôle de lecteurs, ont captivé les plus jeunes en leur racontant une belle histoire. Attentifs et émerveillés, les GS ont écouté avec plaisir, transportés par la magie du récit.

Cette activité a permis aux élèves de renforcer leur amour des livres, de développer leur confiance en eux et de tisser des liens entre les classes. Une belle manière de célébrer la langue française et le plaisir de lire ensemble !

amoureux ou soif de justice ont pris vie dans des mises en scène pleines d’énergie et de talent !

Cette activité, réalisée pendant la Semaine de la Francophonie, a permis de redécouvrir un classique du théâtre tout en s’appropriant la langue française avec humour et modernité.

Bravo aux comédiens en herbe pour leur engagement!

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La Semaine de la Francophonie Caméras sur les héros ! – Les 6e font revivre la mythologie À l’occasion de la Francophonie, les élèves de 6e A ont relevé un défi original : redonner vie aux héros mythologiques à travers des interviews filmées. En duo ou trio, ils ont tourné des émissions où chaque figure légendaire racontait ses exploits face à la caméra.

On a ainsi vu Ulysse raconter ses ruses face au cyclope et aux sirènes avec un brin d’humour, tandis qu’Achille, en héros invincible, chantait ses exploits et évoquait son célèbre talon, cette faiblesse qui

6eA

a pourtant fait sa légende. Et bien d’autres héros encore ont été mis en scène avec créativité !

Grâce aux outils numériques, les élèves ont monté leurs vidéos, ajouté génériques et effets sonores, et soigné leur expression orale. Un projet vivant, drôle et enrichissant qui a fait voyager toute la classe à travers les mythes.

Ne manquez pas les interviews passionnantes de nos jeunes héros mythologiques :

6eB

‫وثقافّية تعُبُر الحدود‬ ‫ رحلة لغوّيّة‬:‫أسبوع الفرانكوفون ّ​ّية‬ ّ ‫ حّفّزت‬،‫ بل خاضوا أنشطة تفاع ّلّية متن ّ​ّوعة‬،‫النظرّي‬ ّ ٍ ‫فضولهم وأشعلت يف نفوسهم ال ّ​ّرغبة يف استكشاف‬ ‫مزيٍد‬ ّ ‫من ال ّ​ّروابط ا ّ​ّلتي جتمع‬ .‫الّشعوب عبر الّلّغة وال ّ​ّثقافة‬

‫ انخرط‬،‫يف إطار احتفائنا بأسبوع الفرانكوفون ّ​ّية‬ ً ‫ بصفتهم مواطنني عامل ّ​ّيني ميتلكون ش‬،‫تالمذتنا‬ ‫غًفا‬ ‫ يف سلسلة من‬،‫وانفتاًحا على الّتّع ّ​ّددية الّلّغو ّ​ّية‬ ‫بال ّ​ّثقافة‬ ً ‫األنشطة ا ّ​ّلتي حملت بني ط ّ​ّياتها أبعا ً​ًدا معرفية وثقاف ّ​ّية‬ ‫ فمن خالل رحلة استكشاف ّ​ّية ُتُعنى بتأثير الّلّغات‬.‫عميقة‬ ‫ تع ّ​ّرفوا على الكلمات العرب ّ​ّية ذات األصول‬،‫وتأ ّ​ّثرها‬ ‫الغنّي‬ ‫ّمما أتاح لهم إدراك الّتّداخل الّلّغوي‬ ّ ،‫الفرنس ّ​ّية‬ ّ ّ ّ ‫يجّسد الّتّبادل الثقاّيف بني مختلف‬ ‫ كما‬.‫الّشعوب‬ ‫ا ّ​ّلذي‬ ّ ‫ فتعرفوا‬،‫أجروا أبحا ً​ًثا مع ّ​ّمقة حول مفهوم الفرانكوفون ّ​ّية‬ ّ ‫غوّي‬ ‫على امتدادها‬ ّ ّ‫اجلغراّيف وأثرها يف إثراء التن ّ​ّوع الّل‬ ‫ ولم تقتصر جتربتهم على البحث‬.‫احلضارّي‬ ‫والّتّفاعل‬ ّ

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La Semaine de la Francophonie

La francophonie s’invite sur YouTube avec les 5e ! À l’occasion de la Semaine de la Francophonie, les élèves de 5e ont célébré la langue française d’une manière originale et créative: en réalisant des vidéos YouTube pour présenter des livres jeunesse !

Comme de vrais booktubers, ils ont résumé, analysé et partagé leur ressenti sur des récits marquants,

avec enthousiasme et personnalité. Un bel hommage à la littérature francophone et à la richesse de la langue !

Découvrez trois exemples de vidéos réalisées par nos élèves :

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La Semaine de la Francophonie Des cartes sensibles sur les traces d’Ulysse : les 6e en route pour un voyage mythologique Dans le cadre de l’étude de l’Odyssée d’Homère durant le cours de français, les élèves de 6e ont représenté le fameux voyage d’Ulysse à travers des cartes sensibles. Ces créations originales ne se contentent pas de retracer les étapes géographiques du voyage, mais illustrent aussi les émotions, les épreuves et les rencontres mythologiques vécues par le héros.

En utilisant des couleurs, des symboles et des formes artistiques, les élèves ont donné vie aux aventures d’Ulysse telles qu’ils se les représentent. Leurs cartes sensibles illustrent des lieux emblématiques comme l’île des Cyclopes, la mer des Sirènes,

Ithaque, mais aussi l’île d’Ééa, où vit la magicienne Circé ou encore la dangereuse traversée entre les deux monstres marins redoutables Charybde et Scylla.

Ce projet a permis aux élèves d’explorer la mythologie grecque de manière créative, mêlant imagination et analyse littéraire.

Leurs cartes sensibles ont été exposées au collège, pour inviter chacun à découvrir le voyage d’Ulysse sous un nouvel angle. Une belle façon de redonner vie aux récits d’Homère à travers les yeux des jeunes explorateurs d’aujourd’hui !

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La Semaine de la Francophonie

‫ دول الفرنكوفون ّ​ّية‬- »‫ «من أنا؟‬:‫لعبة‬ ‫ضمن أسبوع الفرنكوفون ّ​ّية قمنا بلعبة تهدف إلى تعريف‬ ‫الّتّالميذ بال ّ​ّدول الّنّاطقة بالفرنس ّ​ّية بطريقة ممتعة من‬ ‫ يت ّ​ّم وضع علم‬.‫خالل تعزيز مهارات االستماع واالستنتاج‬ ‫لزّي بعض ال ّ​ّدول الفرنكوفون ّ​ّية على بطاقات ث ّ​ّم‬ ّ ‫أو صورة‬ .‫ُتُلصق البطاقة على جبهة أحد الّتّالميذ دون أن يراها‬ ‫يطر ُ​ُح الّتّلميذ أسئلة ُتُجاب بنعم أو ال حّتّى ُيُخ ّ​ّمن اسم‬ ‫ّمما‬ ّ ،‫ تستم ّ​ّر الّلّعبة مع انتقال ال ّ​ّدور بني الّتّالميذ‬.‫ال ّ​ّدولة‬ .‫يخلق جًّو�ّ ا تفاعلًّي�ّا ومسّلّ ً​ًيا مع تعزيز املعرفة ال ّ​ّثقاف ّ​ّية‬ ‫إضاف ً​ًة إلى طرح حّزّورة تتض ّ​ّمن بعض املعلومات حول ك ّ​ّل‬ ّ ‫ وعلى‬،‫فرنكوفونّي‬ .‫الّطالب حتديد اسم البلد املقصود‬ ‫بلد‬ ّ

Voyage au cœur de la Francophonie : la Petite Section B met le cap sur Monaco ! À l’occasion de la Semaine de la Francophonie, célébrée à partir du 17 mars, les élèves de toute l’école ont plongé dans la diversité linguistique et culturelle du monde francophone. Chaque classe a tiré au sort un pays francophone à représenter, et s’est lancée dans la création d’un drapeau haut en couleurs.

En Petite Section B, les enfants ont eu le plaisir de découvrir Monaco. Avec beaucoup d’enthousiasme et de créativité, ils ont décoré leur drapeau à leur manière, en y mettant tout leur cœur.

Le 21 mars, lors de la grande célébration, chaque classe a fièrement présenté son drapeau. Ensemble, élèves et enseignants ont chanté, dansé et célébré la langue française, drapeaux à la main. Un moment joyeux et fédérateur, durant lequel les enfants ont compris que de nombreux pays, tout comme le Liban, partagent cette belle langue qu’est le français.

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La Semaine de la Francophonie

En France, il y a…” : un livre numérique par les élèves de Grande Section B À l’occasion de la Semaine de la Francophonie, les élèves de la Grande Section B ont embarqué pour un véritable voyage culturel à la découverte de la France. Leur projet : créer un livre numérique interactif intitulé “En France, il y a…”, un ouvrage collectif mêlant culture, langage, créativité et outils numériques.

Inspirés par les livres de lecture Escalire, utilisés en classe pour développer la lecture globale, les enfants ont repris un principe qu’ils connaissent bien : la répétition d’un mot outil. Cette fois, ils ont choisi « il y a », une structure simple, familière et efficace, pour raconter tout ce que l’on peut trouver en France. Ce choix a permis d’ancrer le travail dans une approche langagière accessible, tout en stimulant leur capacité à observer, décrire et nommer.

Les élèves ont ainsi exploré différents aspects du patrimoine français, à travers des monuments emblématiques comme la Tour Eiffel, le Mont-SaintMichel ou encore la Cathédrale Notre-Dame de Paris.

Ils ont mené des recherches, observé des images, repéré les monuments sur une carte, et ont ainsi enrichi leur culture générale, tout en développant leur curiosité.

Le projet s’est déroulé en petits groupes, dans un véritable esprit de coopération. Chaque élève a pu contribuer selon ses envies et ses compétences.

Certains ont dessiné les monuments à l’aide de diverses techniques graphiques, d’autres ont formulé et écrit des phrases simples à partir du modèle “En France, il y a…”. Plusieurs enfants ont également participé à l’enregistrement audio, prêtant leur voix à une lecture expressive et joyeuse.

Ce projet a permis de mobiliser de nombreuses compétences transversales. Sur le plan du langage oral et écrit, les élèves ont appris à structurer leurs phrases, enrichir leur vocabulaire et lire à voix haute avec expression. En repérage dans l’espace, ils ont localisé les monuments sur une carte de France, renforçant leur compréhension du monde. Les arts visuels ont été mis à l’honneur à travers l’observation attentive, la reproduction graphique et le soin apporté aux détails. Enfin, sur le plan numérique, les enfants ont utilisé des outils technologiques pour concevoir un livre interactif, découvrant ainsi de nouvelles formes d’expression créative.

Grâce à leur enthousiasme, leur collaboration et leur inventivité, les élèves ont abouti à une production collective riche de sens, à la fois artistique, éducative et joyeuse. Ce projet célèbre la Francophonie tout en valorisant la capacité des enfants à s’exprimer par le langage, l’image et le son.

Scannez le QR code pour découvrir leur livre numérique : “En France, il y a…”

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La Semaine de la Francophonie La Semaine de la Francophonie à l’école élémentaire Cette année, la Semaine de la Francophonie a été célébrée avec un grand enthousiasme à notre école élémentaire. Tout au long de la semaine, les élèves ont participé à une multitude d’activités autour de la langue française et des cultures francophones.

Lectures de contes, chansons, jeux de mots et expositions artistiques ont rythmé la vie de l’école, transformant les couloirs en véritables espaces de découverte.

Chaque classe a exploré un pays francophone, mettant en lumière ses traditions, sa langue et sa culture. Ce voyage imaginaire à travers le monde a permis aux enfants de s’ouvrir à la diversité de la francophonie, tout en restant en classe.

Danses, poèmes, chansons… Les élèves ont présenté leurs créations avec fierté et créativité. Une belle manière de célébrer la richesse linguistique et culturelle du monde francophone !

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La Semaine de la Presse

Une table ronde d’idées et de réflexions : IC et le Lycée Montaigne célèbrent la Semaine de la Presse Dans un échange inspirant d’idées et de perspectives, IC, en partenariat avec le Lycée Montaigne, a organisé une table ronde exceptionnelle dans le cadre de la Semaine de la Presse. Cet événement a réuni les journalistes de renom Ricardo Karam et Anthony Samrani, ainsi que les élèves de Première et de Terminale des deux établissements, pour un dialogue captivant sur le pouvoir et la responsabilité de la presse dans le monde d’aujourd’hui.

L’évènement s’est ouvert sur une performance saisissante des élèves de l’IC et du Lycée Montaigne, donnant le ton à une matinée empreinte de réflexion et d’échanges. Les élèves ont présenté une pièce de théâtre stimulante qui mettait en lumière la riche diversité religieuse du Liban, démontrant comment, malgré leurs différences, tous les citoyens libanais sont unis sous un même hymne.

Cette performance méticuleusement préparée a été dirigée par Josette Haddad, Coordinatrice Sciences Économiques et Sociales pour le programme français à l’IC. À la fin de la pièce, les puissantes notes de “Koullouna Lil Watan” ont résonné dans la salle, donnant des frissons à l’audience, un moment de fierté nationale et d’unité qui a profondément marqué tous les participants.

Après cette introduction émouvante, la table ronde a débuté. Ricardo Karam, figure médiatique éminente connue pour ses interviews perspicaces avec des personnalités du monde entier, et Anthony Samrani,

journaliste de renom reconnu pour son approche analytique des affaires actuelles, ont partagé leurs expériences et leurs perspectives sur l’évolution du journalisme. Ils ont abordé des sujets cruciaux tels que l’éthique des médias, la liberté d’expression et le rôle des journalistes dans la formation du discours public.

Les élèves, curieux et engagés, ont posé des questions pertinentes, interpellant les intervenants sur les responsabilités de la presse en période de crise et sur l’influence des médias numériques.

La discussion s’est transformée en un échange dynamique, où la pensée critique et la curiosité étaient au cœur des débats.

Cette initiative collaborative entre l’IC et le Lycée Montaigne a non seulement enrichi la compréhension des élèves sur le journalisme, mais a aussi favorisé une culture du questionnement et du dialogue. À l’issue de l’évènement, un message essentiel s’est imposé : la presse n’est pas seulement une profession ; elle est un pilier de la démocratie, et la jeunesse, en tant que future génération de leaders, détient la clé de son évolution. À travers de telles rencontres, IC continue d’offrir à ses élèves des plateformes pour s’engager sur des enjeux réels, les encourageant à penser de manière critique et à s’exprimer avec confiance. Cette table ronde n’a pas été qu’une simple conversation, elle a été une source d’inspiration pour la prochaine génération de conteurs et de chercheurs de vérité.

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‫الّصحافة‬ ‫تجربة تعليم ّ​ّية متم ّ​ّيزة ضمن فعال ّ​ّيات أسبوع ّ‬ ‫احلمـاّس والّتّفاعل‪ ،‬انخرط طّلّابنا اليوم يف‬ ‫يف أجـواء مـن‬ ‫ّ‬ ‫الّصحافة‪،‬‬ ‫جتربـة تعليم ّ​ّيـة متم ّ​ّيـزة ضمـن فعال ّ​ّيات أسـبوع ّ‬ ‫ُص ّ​ّممـت‬ ‫حيـث تنّقّلـوا يف املكتبـة بني محطـات مختلفـة ُ‬ ‫اإلعالمـّي وتنميـة مهاراتهـم‬ ‫يًصـا لتعزيـز فضولهـم‬ ‫خّص ً‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫محّطـة‪ ،‬واجـه الّتّالمذة حت ّ​ّديات فكر ّ​ّية‪،‬‬ ‫الّتّحليليـة‪ .‬يف ك ِ​ِّل‬ ‫بـد ً​ًءا مـن مطابقـة عناويـن املقاالت باحملتـوى‪ ،‬حيث د ّ​ّققوا‬ ‫يف تفاصيـل ا َ​َملقـاالت واسـتخرجوا األفـكار ال ّ​ّرئيسـة‪،‬‬ ‫مـرو ً​ًرا باستكشـاف شـخص ّ​ّيات صحف ّ​ّيـة عامل ّ​ّيـة أ ّ​ّثـرت يف‬ ‫عالـم اإلعالم‪ ،‬وصـوًلًا إلـى االنغمـاس يف قـراءة مقـاالت‬

‫ُ​ُمتن ّ​ّوعـة تتنـاول مواضيـع رياض ّ​ّيـة‪ ،‬واكتشـافات علم ّ​ّيـة‪،‬‬ ‫وتطـ ّ​ّورات تكنولوج ّ​ّيـة حديثـة‪.‬‬ ‫أكادميمّي‪ ،‬بـل كان‬ ‫لـم يكـن هـذا الَّنَشـاط مجـ ّ​ّرد متريـن‬ ‫ّ‬ ‫الّصفـوف التقليد ّ​ّيـة‪ ،‬إذ اختبـر‬ ‫رحلـة تفاع ّلّيـة خـارج ّ‬ ‫الّتّالمذة متعة الّتّحليل‪ ،‬واالسـتنتاج‪ ،‬واملناقشـة‪ ،‬واكتسـبوا‬ ‫الّصحافـة واإلعالم لتتحـ ّ​ّول معـه‬ ‫نظـرة أعمـق إلـى عالـم ّ‬ ‫ّقليـدّي إلـى مغامـرة‬ ‫حّصـة الّلّغـة العرب ّ​ّيـة مـن الَّتَعّلّـم الّت‬ ‫ّ‬ ‫ّ‬ ‫مشـ ّ​ّوقة‪ ،‬تعـّزّز مهـارات الّلّغـة‪ ،‬وتفتح اآلفاق الكتشـاف ق ّ​ّوة‬ ‫املجتمعـّي‪.‬‬ ‫الكلمـة وأثـر اإلعالم يف تشـكيل ال َ​َوعـي‬ ‫ّ‬

‫‪Issue 17 | April 2025‬‬

‫‪La Semaine de la Presse‬‬

Issue 17 | April 2025

56

La Semaine de la Presse

Visit to Al Nahar News During Press Week, our Grade 2 students explored the world of journalism with a visit to Al Nahar News. They toured the newsroom, observed reporters in action, and discovered how news is gathered, verified, and published. A highlight of the visit was interviewing journalists, editors, and photographers, where students asked insightful questions about fact-checking, reporting challenges, and breaking news.

Students were especially intrigued by the first camera ever used at Al Nahar and explored historical archives, witnessing how journalism has played a role in preserving Lebanon’s history. They also learned how journalists collect data, write articles, and edit stories— even trying their hand at crafting their own headlines.

Inspired by their experience, students created a video to raise awareness about e-waste. They will share it with the community to promote responsible recycling and sustainability.

‫‪57‬‬

‫لهٌم مع ريكاردو كرم‬ ‫اإلعالم بين الح ّ​ّرية والمسؤول ّ​ّية‪ :‬حواٌر ٌ ُ​ُم ٌ‬ ‫الّصحافة‪ّ ،‬‬ ‫نّظم قسم الّلّغة العرب ّ​ّية‬ ‫ضمن فعال ّ​ّيات أسبوع ّ‬ ‫للّنّاطقني بغيرها بالّتّعاون مع قسم العلوم االجتماعية‬ ‫اإلعالمّي املخضرم‬ ‫لقا ً​ًء حوارًّي�ًا استثنائًّي�ًا استضاف فيه‬ ‫ّ‬ ‫ريكاردو كرم‪ .‬حمل الّلّقاء طاب ً​ًعا ُ​ُمله ً​ًما‪ ،‬حيث انخرط‬ ‫الّتّالمذة يف نقاشات مع ّ​ّمقة حول حر ّ​ّية الّتّعبير‪َ​َ ،‬والوعي‬ ‫الصحفّي‬ ‫الرقمّي يف املشهد‬ ‫اإلعالمّي‪ ،‬ودور اإلعالم‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫املعاصر‪.‬‬ ‫الّسيد ريكاردو كرم‬ ‫بأسلوبه ال ّ​ّراقي ورؤيته العميقة‪ ،‬أضاء ّ‬ ‫الّسرعة‪،‬‬ ‫على الّتّحديات ا ّ​ّلتي تواجه ّ‬ ‫الّصحافة يف عصر ّ‬ ‫موّض ً​ًحا كيف باتت املصداقية والّتّحقق من املصادر‬ ‫ّ‬ ‫الرقمّي‪ .‬كما تناول‬ ‫ركيزتني أساس ّ​ّيتني يف عالم اإلعالم‬ ‫ّ‬

‫الّصحافة‬ ‫الّتّح ّ​ّوالت ا ّ​ّلتي شهدها القطاع‬ ‫الصحفّي‪ ،‬من ّ‬ ‫ّ‬ ‫املنّصات الرقم ّ​ّية‪ ،‬وتأثير وسائل الّتّواصل‬ ‫الورق ّ​ّية إلى‬ ‫ّ‬ ‫االجتماعّي يف تشكيل ال ّ​ّرأي العام‪.‬‬ ‫ّ‬ ‫لم يكن الّلّقاء مج ّ​ّرد محاضرة تقليد ّ​ّية‪ ،‬بل حت ّ​ّول إلى‬ ‫غنٍّي بالّنّقاشات احليو ّ​ّية‪ ،‬حيث ع ّ​ّبر‬ ‫تفاعلٍّي‬ ‫فضاء‬ ‫ٍ‬ ‫ٍ‬ ‫الّتّالمذة عن آرائهم‪ ،‬وطرحوا تساؤالتهم حول أخالق ّ​ّيات‬ ‫املهنة‪ ،‬واحلدود الفاصلة بني احلر ّ​ّية اإلعالم ّ​ّية واملسؤول ّ​ّية‬ ‫االجتماع ّ​ّية‪ .‬وقد ش ّ​ّكل هذا احلدث فرصة ق ّ​ّيمة لهم‬ ‫ملّي‪ ،‬وفهم ال ّ​ّدور‬ ‫الستكشاف عالم ّ‬ ‫الّصحافة من منظور َ​َع ّ‬ ‫احملورّي ا ّ​ّلذي يلعبه اإلعالم يف تشكيل واقعنا‪ ،‬وصناعة‬ ‫ّ‬ ‫املستقبل‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪La Semaine de la Presse‬‬

‫‪58‬‬

‫شّوقة‬ ‫محّطّ ات صحف ّ​ّية‪ :‬تجربة‬ ‫تفاعلّية ُ​ُم ّ‬ ‫ّ‬ ‫احلماّس والّتّفاعل‪ ،‬انخرط طّلّابنا يف جتربة‬ ‫يف أجواٍءٍ من‬ ‫ّ‬ ‫الّصحافة‪ ،‬حيث‬ ‫تعليم ّ​ّية متم ّ​ّيزة ضمن فعال ّ​ّيات أسبوع ّ‬ ‫ّ‬ ‫يًصا‬ ‫تنّقّلوا يف املكتبة بني‬ ‫خّص ً‬ ‫ُص ّ​ّممت ّ‬ ‫محّطات مختلفة ُ‬ ‫اإلعالمّي وتنمية مهاراتهم الّتّحليلية‪.‬‬ ‫لتعزيز فضولهم‬ ‫ّ‬ ‫ّ‬ ‫محّطة‪ ،‬واجه الّتّالمذة حت ّ​ّديات فكر ّ​ّية‪ ،‬بد ً​ًءا من‬ ‫يف ك ِ​ِّل‬ ‫مطابقة عناوين املقاالت باحملتوى‪ ،‬حيث د ّ​ّققوا يف تفاصيل‬ ‫ا َ​َملقاالت واستخرجوا األفكار ال ّ​ّرئيسة‪ ،‬مرو ً​ًرا باستكشاف‬ ‫شخص ّ​ّيات صحف ّ​ّية عامل ّ​ّية أ ّ​ّثرت يف عالم اإلعالم‪ ،‬وصوًلًا‬ ‫إلى االنغماس يف قراءة مقاالت ُ​ُمتن ّ​ّوعة تتناول مواضيع‬

‫رياض ّ​ّية‪ ،‬واكتشافات علم ّ​ّية‪ ،‬وتط ّ​ّورات تكنولوج ّ​ّية حديثة‪.‬‬ ‫أكادميّي‪ ،‬بل كان رحلة‬ ‫لم يكن هذا الَّنَشاط مج ّ​ّرد مترين‬ ‫ّ‬ ‫الّصفوف التقليد ّ​ّية‪ ،‬إذ اختبر الّتّالمذة متعة‬ ‫تفاع ّلّية خارج ّ‬ ‫الّتّحليل‪ ،‬واالستنتاج‪ ،‬واملناقشة‪ ،‬واكتسبوا نظرة أعمق إلى‬ ‫حّصة الّلّغة العرب ّ​ّية‬ ‫الّصحافة واإلعالم لتتح ّ​ّول معه ّ‬ ‫عالم ّ‬ ‫ّقليدّي إلى مغامرة مش ّ​ّوقة‪ ،‬تعّزّز مهارات‬ ‫من الَّتَعّلّم الّت‬ ‫ّ‬ ‫الّلّغة‪ ،‬وتفتح اآلفاق الكتشاف ق ّ​ّوة الكلمة وأثر اإلعالم يف‬ ‫املجتمعّي‪.‬‬ ‫تشكيل ال َ​َوعي‬ ‫ّ‬

‫‪Issue 17 | April 2025‬‬

‫‪La Semaine de la Presse‬‬

Issue 17 | April 2025

59

Wellbeing Week

Wellbeing Week 2025 The IC Counseling Department, in collaboration with the IC Wellbeing Coordinator, was proud to bring back Wellbeing Week, an annual tradition that has become an integral part of IC’s culture. This special week provided a valuable opportunity for the entire IC community to focus on key aspects of wellbeing, including physical, social, and emotional health. Now more than ever, prioritizing wellbeing is essential for navigating life’s everyday challenges.

Throughout the week, counselors organized a range of engaging activities and events tailored to students, parents, and faculty and staff.

For parents, a series of talks by guest speakers addressed various wellbeing-related topics such as the future of AI, strategies for managing anxiety, and raising awareness about attention-related challenges like ADHD. In the Lower School, counselors designed fun, interactive activities for students during class and recess, complemented by daily 10-minute Zoom sessions that introduced different wellbeing themes each morning.

Middle and Secondary School counselors organized a diverse and engaging set of events,

including presentations by renowned mental health professionals. A highlight of the week was the NGO Fair, featuring organizations such as Embrace, Focus, Skoun, the Red Cross, AUB Wellness Center, AUB Nutrition Society, Next Step, Med Campaign, Meeda, Little Doctors, and nutritionist Zouhour

Issue 17 | April 2025

60

Wellbeing Week

Wellbeing Week at IC continues to serve as a meaningful reminder of the importance of mental, emotional, and physical wellness. It was a week filled with reflection, engagement, and IC spirit, and a proud continuation of a tradition that brings lasting impact to all.

Jishi. These NGOs helped raise awareness on a wide range of wellbeing issues.

For high school students, one of the standout initiatives was the Student-Led Mental Health Fair, where students conducted in-depth research and created interactive booths to educate their peers about different mental health conditions. Another major event was the Physical Wellbeing activity, organized in collaboration with the PE Department.

Students participated in a series of friendly competitions designed to promote physical fitness, collaboration, and school spirit.

The week also included a lighthearted and memorable event for the Ras Beirut faculty and staff, a comedy show generously offered by the Ras Beirut Parent Committee, which brought laughter and connection to the community.

Issue 17 | April 2025

61

Wellbeing Week

Wellbeing Week: A Joyful Celebration for All! This year’s Wellbeing Week at our elementary school was a heartwarming celebration of joy, kindness, and connection—for students, teachers, and even parents! The week was packed with meaningful and fun activities, all designed with the voices of our students at the center. Student representatives gathered ideas from their peers and helped shape a week full of smiles and laughter.

Each morning began with a motivational message from Mrs. Wait, broadcasted to every classroom to kick-start the day with inspiration. Every day, we explored a new wellbeing theme: Take Notice: Mindfulness, Connect: The Power of a Smile, Be Active: Move, Give: Gratitude and Kindness, and Keep Learning: Emotions.

In class, teachers wove wellbeing into lessons with creative activities like kindness games, emotion emoji games, and clapping games. During recess, the playgrounds buzzed with excitement as students played with their own board games and enjoyed PE equipment like bouncy balls, rackets, scoops, and

frisbees. PE classes focused on community-building activities, strengthening bonds while having fun.

Across subjects, wellbeing shined: in Art, students made self-affirmation bracelets; in Music, they sang favorites like I Am Enough, What a Wonderful World, and Superhero; and in Arabic, students created Gratitude Journals or wrote kindness notes to each other.

One of the most beloved days was Comfy Clothes Tuesday, when students came to school in loose clothes, pajamas, Crocs, or Uggs—feeling cozy and happy all day long! To top it all off, student reps and parents treated everyone to delicious snacks like popcorn and cookies.

Wellbeing Week reminded us all how powerful it is to be kind, stay connected, and take care of ourselves and each other. Here’s to carrying that joy forward every day!

Issue 17 | April 2025

62

Ambassadeurs Ambassadrices En Herbe

IC accueille La 13ème Édition Des Ambassadeurs Ambassadrices En Herbe 2025 L’International College est fier d’accueillir la finale de la 13ème édition de l’Ambassadeurs Ambassadrices en Herbe (AAEH) le mardi 18 mars 2025.

Cet événement prestigieux, organisé en collaboration avec l’AEFE - Agence pour l’enseignement français à l’étranger, rassemble de jeunes esprits éloquents issus de diverses écoles francophones pour participer à un débat dynamique et stimulant.

Cette édition offrira une fois de plus une plateforme aux élèves pour démontrer leur maîtrise linguistique, leur pensée critique et leurs compétences en prise de parole en public.

Les participants échangeront sur des enjeux mondiaux essentiels, mettant en avant leur capacité à analyser, débattre et argumenter avec éloquence et conviction. À l’issue de la compétition, une réception cocktail a été organisée en l’honneur des participants et des invités, en présence de l’Ambassadeur de France au Liban, Hervé Magro, qui a également fait partie du jury. L’Ambassadeur a été chaleureusement accueilli par le Président de l’IC, Toby Wait, le Responsable du Programme Français à l’IC, Boualem Maizia, et la Responsable de la Communication à l’IC, Joëlle Kahwaji. Ce moment convivial a permis de célébrer les efforts des participants, de favoriser les échanges culturels et de souligner l’importance de la langue française dans les sphères diplomatiques et académiques.

IC demeure engagé à promouvoir l’excellence multilingue et à offrir aux élèves des opportunités de perfectionner leurs compétences en communication et en leadership. L’accueil des Ambassadeurs Ambassadrices en Herbe 2025 témoigne une fois de plus du dévouement de l’école à l’excellence académique et à la collaboration

internationale.

Palmarès des gagnants : Prix spécial : Maria Ghazal du Lycée Charlemagne Roumieh Premier prix animateur : Yasmina Ayad du Collège Protestant Français de Beyrouth Premier prix porte-parole : Makayala Farah du Collège Sainte Famille Fanar Orateur Cycle 3 : Yahya Houri Homsi du Collège Protestant Français Beyrouth Premier prix orateur 4ème/5ème : Anna Maria Farhat du Collège Melkart-Louise Baabda Premier prix orateur 3ème/2nde : Fouad Joumblatt de l’International College de Beyrouth Deuxième prix animateur : Sarah Tannir du Lycée Abdel Kader de Beyrouth Deuxième prix porte-parole : Yasmine Bou Imad du Collège National du Chouf Deuxième prix orateur Cycle 3 : Asarah Anid du Lycée Montaigne Beit Chabab Deuxième prix orateur 5ème/4ème : Maroun Aoun du Collège Sainte Famille Fanar Nous attendons avec impatience un événement inspirant et enrichissant qui continue de façonner les leaders et ambassadeurs de demain.

Issue 17 | April 2025

63

Ambassadeurs Ambassadrices En Herbe Ambassadeurs en Herbe & Plumier d’Or 2025 : Sofia Younes (4eB), une voix éloquente et une plume inspirée !

Cette année, Sofia Younes s’est brillamment distinguée dans deux concours prestigieux qui célèbrent la langue française, affirmant à la fois son éloquence à l’oral et sa finesse à l’écrit.

Dans le cadre du concours Ambassadeurs en Herbe 2025, organisé cette année autour du thème « La francophonie, un voyage dans le temps et l’espace », Sofia a été sélectionnée pour faire partie de l’équipe officielle de l’établissement IC. Après un parcours impressionnant, elle a atteint la finale zone, portant fièrement les couleurs de notre collège jusqu’au plus haut niveau de la compétition. Avec éloquence, profondeur et finesse, elle a su faire voyager son public à travers les mots, les idées et les époques.

Son engagement, sa passion pour la langue

française et sa capacité à défendre avec brio des sujets complexes ont fait d’elle une ambassadrice exemplaire de la francophonie.

Sofia a également participé au concours international Le Plumier d’Or 2025, qui valorise la maîtrise de la langue française à travers des épreuves de langue et une expression écrite. Elle y a été distinguée par un diplôme d’encouragement décerné par le jury, saluant la qualité de sa rédaction, sa créativité et sa sensibilité littéraire.

Deux réussites complémentaires qui témoignent de son excellence linguistique, de sa curiosité intellectuelle et de son implication.

Bravo à Sofia pour ce double accomplissement qui inspire toute la communauté scolaire !

Issue 17 | April 2025

64

Ambassadeurs Ambassadrices En Herbe

Ambassadrices en Herbe | Fierté IC Ain Aar !

Un immense bravo à nos talentueuses élèves Yara Azar (6e) et Sofia Younis (4e) qui ont brillamment représenté IC Ain Aar lors du concours Ambassadeurs en Herbe ! Félicitations particulières à Sofia Younis, qui s’est qualifiée en tant que finaliste !

Elles ont su captiver leur audience, défendre la Francophonie avec éloquence et porter haut les valeurs de notre école. #FiertéIC #AmbassadeursEnHerbe #Francophonie #Éloquence #BravoYaraEtSofia #OnEstFiersDeVous

Issue 17 | April 2025

65

Art

Art in the Spotlight: A Creative Twist to Student-Led Conferences Our students shined during this StudentLed Conference at both the Ain Aar and Ras Beirut campuses. This event was not just about presenting work—it was about ownership, creativity, and the joy of learning.

From preschool to elementary, students took charge, guiding their parents through their progress and achievements. Art, in particular, took a special turn this year, adding an extra layer of creativity to the experience.

Raphaella and Elite proudly displayed student projects, organizing a gallery walk for students and parents. Their exhibitions left parents in awe, showcasing the incredible talent and dedication of the young artists. In addition Elite led a collaborative weaving project for parents, students, and teachers, highlighting the uniqueness of each individual within a broader community—woven together to symbolize our strong bond.

Rola and Mona created a reflective space where parents were invited to explore the art rooms and where students had the opportunity to showcase their knowledge of various artists and their artistic culture and works. Additionally, they selected one piece of artwork from their portfolios to present to their parents, fostering meaningful discussions about their artistic choices and inspirations.

Meanwhile, Aida, Tania, and Layla transformed the conference into a hands-on artistic journey, inviting parents to step into the creative world

of their children. Paint, clay, glue, colors— every medium was explored, and every artistic expression was celebrated.

This year’s Student-Led Conference was more than just an academic checkpoint; it was a testament to the power of student agency and artistic expression. Seeing students take the lead, speak with confidence, and showcase their creativity was a proud moment for us all. It was a celebration of learning, of art, and of the incredible potential within each student.

Issue 17 | April 2025

66

Art

Celebrating Our Fabriano Contest Winners!

A huge round of applause for our talented students from both Elementary and Middle Ras Beirut who participated in last year’s Fabriano contest! We are thrilled to announce that we had four outstanding winners: Naya Chouman (3rd place), Ali Mohamad Sinno (5th place), Hana Anis Jradah (8th place), and Nour Rabih Merhi (3rd place)

Heartfelt congratulations to these exceptional young artists and their dedicated teachers, Ms. Tania and Ms. Melissa, for their guidance and inspiration.

Remember, every masterpiece starts with participation! We encourage all our students to embrace creative opportunities like the Fabriano contest.

Issue 17 | April 2025

67

Preschool - Ras Beirut

Playful Adventures: Where Imagination Sparks Learning!

As part of the Nursery Unit of Inquiry “How We Express Ourselves”, the students were fully engaged in child-led and child-initiated socio-dramatic play across various centers, including a veterinary clinic, a mini market, and a beauty salon. Using their imagination and creativity, the children took on different roles such as vets, nurses, shopkeepers, and hairstylists, creating their own scenarios and developing their social skills. These activities not only helped them develop their communication skills but also deepened their understanding of the world around them and our role as empathetic community members. The different spaces invited children to develop their thinking skills as they negotiated and problem-solved. They developed their knowledge about animal care, counting, money management, trade and transactions.

Additionally, the construction activities with Magnatiles and train tracks provided an excellent opportunity for teamwork and problem-solving.

Working together, the children developed skills in building, spatial awareness, and engineering concepts, as they designed structures and coordinated the layout of their train tracks. The children honed their knowledge, understanding, and skills while fostering creativity, critical thinking, and social cooperation.

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‫إبداعات ورق ّ​ّية‪ :‬تعزيز اإلبداع والمهارات الفنية لدى األطفال‬ ‫يعتبر نشاط "إبداعات ورق ّ​ّية" واح ً​ًدا من األنشطة اليدو ّ​ّية‬ ‫امله ّ​ّمة التي تهدف إلى تعزيز اإلبداع واملهارات الفن ّ​ّية‬ ‫لدى األطفال‪ .‬يساهم هذا النشاط بشكل كبير يف تطوير‬ ‫مهارات التنسيق البصري واإلبداع‪ ،‬حيث يبدأ بتوزيع‬ ‫مجموعة متن ّ​ّوعة من قصاصات الورق امل ّلّونة والصور‬ ‫الالصقة‪ .‬يت ّ​ّم توفير هذه املواد تتيح لألطفال الفرصة‬ ‫للتعبير عن أفكارهم بشكل فّنّي مبتكر‪.‬‬ ‫ّمما‬ ‫كما يت ّ​ّم تقديم كرتون أبيض كقاعدة إلجناز العمل‪ّ ،‬‬ ‫يوفر لألطفال مساحة كافية لإلبداع واالبتكار‪ .‬يف هذه‬ ‫مجّسمات تع ّ​ّبر عن‬ ‫املرحلة‪ُ ،‬يُطلب من املتعلمني ابتكار‬ ‫ّ‬ ‫شّجع األطفال على استخدام القصاصات‬ ‫أفكارهم‪ ،‬حيث ُيُ ّ‬

‫املتاحة ودمجها بشكل إبداعي‪ُ .‬يُعزز هذا النشاط مهارات‬ ‫ّمما ميكنهم من‬ ‫التفكير النقدي‪ ،‬ويحفز خيال األطفال‪ّ ،‬‬ ‫اكتشاف طرق جديدة للتعبير عن أنفسهم‪،‬وحتويلها الى‬ ‫أشياء ملموسة‪.‬‬ ‫املجّسمات‪ُ ،‬يُطلب من األطفال‬ ‫عند االنتهاء من صناعة‬ ‫ّ‬ ‫ّ‬ ‫الصّف‪ ،‬حيث يتع ّ​ّين‬ ‫عرض إجنازاتهم أمام زمالئهم يف‬ ‫عليهم التعبير عن أفكارهم وآرائهم باللغة العربية‪.‬‬ ‫يسهم "إبداعات ورقية" يف بناء عالقات إيجاب ّ​ّية بني‬ ‫ّمما يعزز روح الفريق ويجعل جتربة التعّلّم‬ ‫األطفال‪ّ ،‬‬ ‫ممتعة ومفيدة‪ ،‬ويخلق بيئة تعليم ّ​ّية تفاعلية‪.‬‬

‫!‪Sports News‬‬ ‫)‪(SOP 2025 March 29 – Notre Dame Louaizeh‬‬ ‫‪For the second year, the AEFE-UNSS / ZPO,‬‬ ‫‪organized the SOP event to raise awareness about‬‬ ‫‪the Olympic and Paralympic Games. During this‬‬ ‫‪event, participants from various schools engaged‬‬ ‫‪in multiple games and physical activities.‬‬ ‫‪This year, four of our students from GS represented‬‬ ‫!‪the preschool as part of a larger IC team, alongside 16 other students‬‬ ‫‪This experience allowed them to connect with students from other schools, see themselves as‬‬ ‫‪athletes, and proudly represent IC.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Preschool - Ras Beirut‬‬

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‫جولة الذكريات مع ‪KG1C‬‬ ‫انطلق متعّلّمو صف ‪ KG1C‬يف جولة مم ّ​ّيزة داخل فصول‬ ‫احلضانة‪ ،‬يف رحلة السترجاع أجمل حلظاتهم وذكرياتهم‬ ‫من العام املاضي‪ .‬كان الهدف من هذه اجلولة تدريب‬ ‫املتعّلّمني على فن التعبير عن الذات من خالل التصوير‪،‬‬ ‫حيث ُأُتيحت لهم الفرصة اللتقاط صور للمكان الذي‬ ‫يحمل لهم أجمل الذكريات‪.‬‬ ‫حماًسا كبي ً​ًرا‪ ،‬يتنّقّلون‬ ‫خالل اجلولة‪ ،‬أظهر املتعّلّمون‬ ‫ً‬

‫بني األركان بابتساماتهم الواسعة وعدساتهم الصغيرة‪،‬‬ ‫يو ّ​ّثقون حلظات ش ّ​ّكلت جز ً​ًءا من رحلتهم التعليم ّ​ّية‪ .‬كانت‬ ‫الصور التي التقطوها تعبي ً​ًرا صاد ً​ًقا عن مشاعرهم‬ ‫وارتباطهم مبكان تعّلّمهم األ ّ​ّول‪ .‬كان هذا النشاط جتربة‬ ‫فن ّ​ّية وإنسان ّ​ّية رائعة‪ ،‬عّزّزت قدرة املتعّلّمني على التعبير‬ ‫للفّن أن يكون‬ ‫بطرق غير لفظ ّ​ّية‪ ،‬وأظهرت كيف ميكن‬ ‫ّ‬ ‫وسيلة جميلة للتواصل مع الذات واآلخرين‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Preschool - Ras Beirut‬‬

Issue 17 | April 2025

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Explorer, bouger, comprendre !

Les élèves de la Petite Section B ont embarqué dans une aventure passionnante autour du mouvement dans le cadre de l’unité de recherche « Comment nous nous exprimons » ! Curieux et enthousiastes, nos tout-petits ont exploré le monde qui les entoure à travers deux activités riches en découvertes : une expérience scientifique et une course de petites voitures.

Munis de balles, de voitures et d’autres objets aux formes et tailles variées, les enfants ont expérimenté avec leurs petites mains : ils ont poussé, soufflé, lancé… pour observer les réactions de chaque objet. Quelle surprise de voir certains rouler très vite tandis que d’autres s’arrêtaient lentement !

Chaque manipulation était l’occasion d’une nouvelle question, d’une nouvelle hypothèse, d’un nouveau lien entre l’action et le résultat. À travers ces expériences, les élèves ont exploré, par le jeu, différentes façons de mettre en mouvement ou d’arrêter un objet, en poussant, tirant, soufflant ou faisant rouler des objets variés. Ils ont observé attentivement les effets de chaque action, comparé les changements dans le mouvement des objets et décrit leur vitesse ainsi que leur trajectoire, qu’elle soit rapide, lente, droite ou courbe. Ces manipulations leur ont permis de comprendre une notion clé : les

objets bougent lorsqu’on exerce une force sur eux. En expérimentant, ils ont constaté que plus la poussée sur une voiture est forte, plus elle va vite, et ont observé des phénomènes comme le ralentissement, l’accélération ou le changement de direction. En collaborant, les enfants ont non seulement développé leur esprit scientifique naissant, mais aussi leur capacité à exprimer ce qu’ils voyaient et ressentaient tout en explorant activement le monde qui les entoure.

Ce projet a permis à chacun de s’exprimer de façon concrète, par le geste, le langage, et l’expérimentation.

Une belle illustration de l’apprentissage en action, et une formidable introduction à la démarche scientifique pour nos jeunes explorateurs !

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Apprendre par l’action : Une aventure scientifique en Moyenne Section C !

L’action est au cœur de l’apprentissage dans le Programme Primaire (PYP), car elle permet aux élèves de devenir autonomes, responsables et engagés dans leur environnement. En reliant théorie et pratique, ils développent des compétences essentielles comme la pensée critique, la collaboration et la résolution de problèmes.

Dans le cadre de notre unité “Comment le monde fonctionne”, les élèves de la Moyenne Section C ont vécu une expérience scientifique unique mêlant curiosité, expérimentation et persévérance. Tout est parti d’un imprévu : il n’y avait plus de pâte à modeler en classe !

Face à cette situation, les enfants ont spontanément réfléchi à des solutions : utiliser un autre matériau ou fabriquer leur propre pâte ? Avec enthousiasme, ils ont opté pour la fabrication. Guidés par leurs enseignantes, ils ont recherché une recette, rassemblé les ingrédients et se sont lancés dans les mélanges.

Mais les premiers essais n’étaient pas concluants : pâte trop collante, trop sèche… Une occasion précieuse pour découvrir que l’échec fait partie du processus scientifique. Les enfants ont alors analysé

leurs erreurs : proportions mal dosées ? oubli d’un ingrédient ?... Ils ont poursuivi leurs recherches, consulté des vidéos, échangé avec une autre classe et sollicité l’aide de leurs enseignantes.

En reprenant chaque étape avec méthode : bien mesurer, respecter l’ordre, mélanger avec soin, les élèves ont progressivement amélioré la texture jusqu’à obtenir une pâte parfaitement malléable.

Joie, fierté et coopération étaient au rendez-vous !

Au-delà de la simple activité, cette aventure a été une véritable initiation à la démarche scientifique. Les enfants ont appris à identifier un problème, proposer des solutions, expérimenter, analyser, s’informer et recommencer. Ils ont aussi découvert que la rigueur, la curiosité et l’entraide permettent de surmonter les obstacles.

Ce projet leur a permis de gagner en autonomie, en confiance et en capacité d’adaptation. Une belle leçon de persévérance, de collaboration, et surtout… de plaisir d’apprendre par l’action !

Rédigé par Rhea El Haddad et Ingrid Acar

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La sculpture, un art qui parle sans mots : Dire avec les mains, raconter avec les formes !

Dans le cadre de l’unité de recherche « Comment nous nous exprimons », les élèves de la Moyenne Section A ont plongé dans l’univers fascinant de la sculpture, un art en trois dimensions, riche en découvertes sensorielles et émotionnelles. Cette expérience leur a permis de comprendre que la sculpture n’est pas seulement une forme, mais aussi un langage capable d’exprimer une idée, de traduire une émotion ou de transmettre un message personnel.

Inspirés par le travail original de l’artiste Dominic Wilcox, connu pour ses sculptures miniatures en aluminium, les élèves ont observé avec attention différentes œuvres avant de choisir librement leur propre thème de création, en fonction de leurs goûts, intérêts ou ressentis. Ce choix personnel a permis à chaque enfant de créer une œuvre unique, reflet de sa personnalité et de son imaginaire.

Afin d’affiner leurs gestes artistiques, les enfants ont visionné plusieurs vidéos montrant des techniques de pliage, de modelage et d’assemblage. Curieux et engagés, ils ont exploré ces techniques avec enthousiasme, faisant preuve d’une grande audace en testant de nouvelles façons de manipuler les matériaux. Cette démarche leur a aussi permis de développer leur motricité fine, en travaillant la précision, la coordination, mais aussi la patience et la concentration.

Tout au long du projet, les élèves ont révélé leur profil d’apprenant : ouverts d’esprit, attentifs aux créations des autres, prêts à écouter, à s’inspirer, à expérimenter. Ce travail artistique collectif, profondément ancré dans une démarche de recherche et d’expression personnelle, leur a offert une occasion précieuse de découvrir que l’art, sous toutes ses formes, peut être le miroir de nos émotions et un puissant moyen de communication.

Une belle aventure artistique, aussi riche en apprentissages qu’en émerveillement Rédigé par Tracy Kharrat et Reind Said

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Preschool - Ras Beirut KGII C Learners Go Further with MagicSchool AI! In our exciting unit, How We Organize Ourselves, KGII C learners explored the central idea: “Organizations are created to meet people’s needs.” As part of the “Going Further” phase of their inquiry, our curious students took their learning to the next level with MagicSchool AI! Using the chatbot feature, our young researchers delved into the topic of hospitals as organizations.

They wanted to understand how hospitals operate, how doctors, nurses, and other workers depend on one another, and how technology helps people heal. Instead of simply reading books, watching videos, or conducting interviews, students discovered that AI could be a valuable tool to answer their questions.

responsibilities, and important tools like X-ray machines and thermometers.

This inquiry sparked critical thinking and showed our learners how technology can be a powerful research tool. Through this process, our KGII C students became thoughtful thinkers and inquirers, ready to explore the world in meaningful and innovative ways!

To ensure the experience was accessible for young learners, we tailored the prompts just for them. Using the voice record option, students asked questions aloud and listened to the answers with excitement and curiosity. They gained confidence as they learned about hospital roles,

Exploring Organization in Art During How We Organize Ourselves. unit launch, KGII and GS students collaboratively explored their organization in art class by brainstorming the question, “How do we organize ourselves in art class?” They examined the art room’s layout, discussing the arrangement of materials and how it supports their creativity. Working in pairs or small groups, they created perspective drawings of the space, emphasizing their roles as responsible artists. This exploration fostered teamwork and communication while highlighting the importance of maintaining a positive creative environment. As a continuation,

students will organize their artwork in preparation for the Student-Led Conference (SLC).

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Exploring Expression, One Building at a Time!

To enrich and extend learning from our How We Express Ourselves unit—focused on the arts as forms of expression—KG1C students went on an educational field trip to the American University of Beirut (AUB) to explore the architecture there.

During their visit, they had the chance to observe a range of architectural styles, from the sleek, modern lines of the Zaha Hadid building to more traditional, historical structures. This immersive experience nurtured their appreciation for architectural diversity and helped them see how design evolves over time.

Through hands-on activities like observational drawing, comparing and contrasting building features, and engaging discussions about shapes,

materials, and design, students actively developed their inquiry and critical thinking skills. Their curiosity blossomed as they explored how buildings communicate ideas and cultural identity.

Some of their reflections were as insightful as they were imaginative: “This building is curvy like waves!” – while admiring the Zaha Hadid building “That one looks like a castle—it has tiny windows!”

This exploration not only inspired artistic expression but also deepened their understanding of the built environment as a powerful form of human expression.

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KG1 B River Rescue!

In this learning experience, students were inspired by a captivating scenario: a small toy placed in a river was swept away by the flowing water and eventually disappeared through a hole at the end of the stream.

This sparked their curiosity and imagination, motivating them to explore how they might interact with and influence the movement of objects in water.

Their first creation—a boat with an engine—worked beautifully in the deep pool but struggled in the shallower parts of the stream. This led to a wave of new ideas, including a submarine-style boat with a wooden base for better buoyancy. When balance became an issue, the students collaborated to make adjustments that improved stability.

Driven by their fascination, students naturally turned to the design process. They began brainstorming ideas, drawing inspiration from books and each other’s thoughts. Intrigued by the possibility of controlling the toy’s journey, the class decided to design and build a boat. They observed and measured the river using non-standard units, thoughtfully selected materials based on their properties, and began testing their ideas through hands-on experimentation.

Throughout this inquiry, learners were not just building boats—they were building understanding.

They explored the properties of materials, applied the steps of the design process, and engaged in meaningful teamwork. Most importantly, they were inspired to think like designers, scientists, and engineers—full of wonder, creativity, and a sense of possibility.

Issue 17 | April 2025

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Fostering Empathy and Responsibility: Nursery Students Explore Animals at Parcours des Saveurs As part of the Unit of Inquiry, “Sharing the Planet,” nursery students embarked on an enriching field trip to Parcours des Saveurs, a family-owned farm focused on sustainable agriculture and strengthening the bond between humans and nature. This immersive experience allowed the children to observe animals up close, explore their unique characteristics, and reflect on their responsibility in caring for the living world around them.

From the moment they arrived at the farm, the children were captivated by the sights and sounds of nature. “Look, the sheep are so fluffy!” exclaimed one child, while another pointed to the chickens, saying, “They’re so loud! Are they talking to each other?” Guided by farm experts, they closely observed a variety of animals, noting their physical characteristics; in addition, they carefully watched how animals moved, fed, and interacted with their surroundings, drawing connections to prior classroom discussions on growth, survival, and adaptation. These real-life encounters deepened their understanding of the unit concepts, reinforcing the idea that animals have unique traits that help them grow and survive.

Through hands-on interactions, like feeding and petting the animals, students also gained a deeper appreciation for the needs of different species and how they rely on humans for care and protection.

Beyond observation, what made this experience truly meaningful was how it nurtured our students’

sense of empathy and shared responsibility. As they interacted with the animals, one child gently stroked a goat and said, “She likes it when I pet her. She feels calm.” Another student, after feeding the chickens, remarked, “We need to give them food so they can grow strong and happy.”

The children demonstrated the learner profile attributes of being knowledgeable and caring as they reflected on the importance of treating animals with kindness, ensuring their well-being, and protecting their habitats. “Animals need space to live and grow,” said one child, as they observed the farm’s efforts to provide a safe and natural environment for the animals.

This field trip not only brought classroom learning to life but also empowered our students to think critically, act compassionately, and embrace their role as responsible global citizens. Through inquiry-driven experiences like this, our young learners are laying the foundation for a lifelong commitment to protecting and caring for the world around them. As one child put it, “We need to take care of nature because it takes care of us.” These moments demonstrate that even at an early age, they can take meaningful action to create a more compassionate and sustainable future.

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‫صنع آالت موسيقية باستخدام مواد معاد تدويرها‬ ‫ٍ‬ ‫صفّي مميز‪ ،‬قام أطفال الصف الروضة الثانية‬ ‫نشاٍط‬ ‫يف‬ ‫ّ‬ ‫بصنع آالت موسيقية باستخدام مواد معاد تدويرها مثل‬ ‫الكرتون‪ ،‬الورق‪ ،‬احلديد‪ ،‬والبالستيك‪ .‬قام األطفال‬ ‫بصنع آالت مثل املاراكاس باستخدام زجاجات بالستيكية‬ ‫مملوءة باألرز‪ ،‬والطبول من صناديق الكرتون‪ ،‬والدفوف‬

‫من أغطية معدنية‪ .‬بعد االنتهاء من التصنيع‪ ،‬استخدم‬ ‫األطفال آالتهم املوسيقية للتعبير عن أنفسهم من خالل‬ ‫الغناء والرقص‪ ،‬مما عزز ثقتهم بأنفسهم وشجعهم على‬ ‫التعاون واإلبداع‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Preschool - Ras Beirut‬‬

Issue 17 | April 2025

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Preschool - Ras Beirut

An Engaging and Inspiring Art Class During the “How We Express Ourselves” unit, MS and KGI students took part in an engaging and inspirational art class where they explored essential questions: What do artists observe? How do they find inspiration?

As part of their inquiry, the young artists discovered the connections between local and international artists and how nature inspires their work. They learned about the styles of different artists, including Ahmad Yehia, Joan Miró, and Claude Monet, discussing the similarities and differences in their styles and techniques. Through this exploration, students were able to understand that

artists have different perspectives, and that their creations are often driven by personal inspirations and meaningful purposes.

Inspired by nature and the styles of these artists, the children created their own art compositions from observation and imagination. This hands-on experience allowed them to express their creativity while applying what they learned. The integration of nature and various art forms provided a rich backdrop for self-expression, reinforcing the idea that creativity can thrive when exploring the natural world.

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Preschool - Ras Beirut Grade 11 Collaboration with Preschoolers As part of their sociology course, Grade 11 students in the Lebanese Program (English section) explored the concept of socialization and the important role schools play in shaping young children’s experiences. To deepen their understanding, the students participated in a hands-on project that involved visiting preschool classrooms (KG1 and KG2) for observation and engagement.

Each group completed two visits: • During the first visit, students observed classroom interactions, teaching strategies, and conducted interviews with the preschool teachers.

• In the second visit, they led interactive activities with the children. These activities were thoughtfully designed based on insights gathered from their teacher interviews and aligned with the preschool’s current theme.

Teachers observed the high school students during the activity sessions, and both preschool children and teachers reflected on the experience.

Their feedback offered meaningful insights into the impact of this cross-age interaction.

Here are some of their voices!

Teachers’ Reflections: “During their visits to KG1A and KG1B, the Grade 11 students demonstrated genuine interest, enthusiasm, and a growing understanding of early childhood education.”

“In their first visits, students focused on observation—engaging with teachers, learning about the units being taught, and exploring classroom environments and routines. They were attentive to how young learners interacted with their peers and teachers, and how the learning spaces were arranged to support development and exploration.”

“By the second visit, Grade 11 students transitioned into active roles, leading interactive and well-planned activities such as drama, drawing, “I Spy,” and “Guess the Animal”. These activities aligned with the units “How We Express

Ourselves” and “How We Organize Ourselves” and encouraged communication, creativity, and critical thinking among the preschoolers.”

“The students were respectful, well-prepared, and engaged, creating a warm and supportive atmosphere. Their patience and enthusiasm positively contributed to the children’s learning experience. Overall, this hands-on engagement deepened the Grade 11 students’ understanding of effective teaching strategies while fostering meaningful connections with the preschool learners.”

KG1 Students’ Voices: Child 1: “I felt happy during the visit because they were very kind.”

Child 2: “ We told them about our feelings and drew them. I felt happy because I liked the activities that we did.”

Child 3: “ It was good because it was nice to meet big kids in our class.”

Child 4: “They watched the video that I made about Goldilocks and the Three Bears and they said that they love it so much!”

Child 5: “The games that we played with them were fun, and we learnt that we can be creative.”

Child 6: “We were building things, and we had to guess what they were.”

Child 7: “We had to put our day in order.”

Child 8: ”We had to guess the names of the workers. It was fun.”

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Co-Construction of Learning in KG2D! In the Primary Years Programme, learning goes beyond simply receiving information—it’s about discovery, collaboration, and making sense of the world together. That’s exactly what happened in our class as we explored the fascinating world of light and sound!

Under the transdisciplinary theme “How the World Works,” and following a week of tuning into their new unit on light and sound, students were invited to share their predictions about what they might be learning. To spark their curiosity, we provided a variety of engaging materials—such as flashlights, mirrors, and sound-making objects— and encouraged them to freely explore. As part of their inquiry, students went on a light scavenger hunt to identify different sources of light, as well as a listening walk to document a range of natural and

man-made sounds. Through these experiences, they began to observe, think, wonder, and express what they already knew about light and sound, setting the stage for deeper exploration.

After that, students were invited to co-construct the central idea based on their experiences. They predicted that “We learn about light and sound to use it in a nice, smart way”, which was very close to the generalization written in our program of inquiry: “Understanding how light and sound work enables us to use them in creative ways.”

This process gave students a true sense of ownership over their learning—they weren’t just participants; they were leaders. By actively engaging in the experience, they felt empowered, inspired, and excited for the learning journey ahead.

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Learning is Interconnected!

Creativity, collaboration, and critical thinking are essential for problem-solving and innovation! In KG2, we undertook an exciting project to design a road, parking lot, and car wash, exploring how light and sound could enhance our creations.

As part of our inquiry into how light and sound can be used creatively, students took part in a collaborative design project that brought together multiple subject areas through hands-on, meaningful experiences.

We began by brainstorming the key components of our designs, working together to combine ideas and sketch initial plans. Throughout the process, students used critical thinking and problem-solving skills as they considered how light and sound could enhance their creations.

To support early math development, we focused on using non-standard units—like markers and crayons—for measurement. This encouraged practical applications of measurement concepts. It was exciting to see math come to life within their designs! Literacy skills were also integrated as students documented materials, created labels, and communicated ideas with their peers.

One of the most engaging aspects of the project was incorporating light and sound. Students experimented with adding lights and even designed features like a “ding dong” sound for a car wash model.

This project fostered strong teamwork, as students collaborated, shared ideas, and worked together to solve challenges.

Overall, it was a powerful example of interdisciplinary learning—blending science, math, art, and language in a playful and purposeful way. Most importantly, it empowered our young learners to see themselves as capable designers, creators, and thinkers—all while having fun!

Students’ Voices • “We need to measure it to know how long!”

• “I have an idea! We can glue it together.”

• “I can add a green light, so people know that the car wash is empty.”

• “We can add a bell when they finish with the gaz.”

‫‪82‬‬

‫سّوق»‬ ‫وحدة «ال ّ​ّت ّ‬ ‫يف وحدة "الّتّس ّ​ّوق"‪ ،‬ف ّ​ّكر املتعّلّمون بطريقة جديدة وممتعة‬ ‫ّ‬ ‫والّشراء‬ ‫عن األسواق وكيف ّ​ّية الّتّعامل فيها‪ .‬ت ّ​ّعلموا البيع‬ ‫الّسلع‪ .‬إللهامهم حول هذا املوضوع قمنا‬ ‫واختالف أسعار ّ‬ ‫بقراءة قصص متن ّ​ّوعة وناقشنا مضمونها لتثبيت هذا‬ ‫املفهوم وتنمية اهتمامهم به‪ .‬أ ّ​ّما مفهوم القيادة ف ُ​ُعّزّز من‬ ‫جماعّي م ّ​ّيزوا‬ ‫خالل إعطاء املتعّلّمني الفرص يف نشاط‬ ‫ّ‬ ‫فيه باستقالل ّ​ّية حاجاتهم عن رغباتهم‪ .‬أخي ً​ًرا‪ ،‬تط ّ​ّورت‬ ‫مهاراتهم الّتّواص ّلّية يف مناقشات ص ّ​ّف ّ​ّية وإبداء آرائهم‬ ‫بح ّ​ّر ّ​ّية‪.‬‬

‫الحروف العرب ّ​ّية والحروف الفينيق ّ​ّية‬ ‫خالل محور "أين نحن يف املكان والّزّمان" القائم على‬ ‫الفكرة املركز ّ​ّية "ُتُش ّ​ّكل احلضارات املاضية مجتمعات‬ ‫فريقّي‬ ‫األساسّي بعمل‬ ‫انّي‬ ‫اليوم"‪ ،‬قام تالميذ ّ‬ ‫ّ‬ ‫ّ‬ ‫الّص ّ​ّف ال ّ​ّث ّ‬ ‫حول احلروف العرب ّ​ّية واحلروف الفينيق ّ​ّية‪ ،‬حيث قاموا‬ ‫بكتابة كلمات باحلروف الفينيق ّ​ّية ورسموا ما مي ّ​ّثل‬ ‫احلضارة الفينيق ّ​ّية‪ ،‬كما تع ّ​ّرفوا عالقة احلروف العرب ّ​ّية‬ ‫باألبجد ّ​ّية الفينيق ّ​ّية القدمية‪ .‬قاموا مبقارنة شكل‬ ‫احلروف وناقشوا كيف تط ّ​ّورت الكتابة عبر الّزّمن‪.‬‬

‫لقاء مع الكاتبة ال ّ​ّلبنان ّ​ّية رشا مرتضى‬ ‫الّس ّ​ّيدة‬ ‫زار الّتّالميذ املكتبة حيث التقوا الكاتبة الّلّبنان ّ​ّية ّ‬ ‫رشا مرتضى‪ ،‬وتع ّ​ّرفوا على مؤ ّ​ّلفاتها ا ّ​ّلتي حتتوي على‬ ‫الكثير من املعلومات العلم ّ​ّية املتعّلّقة بعالم احليوان وقد‬ ‫أظهروا تفاعًلًا وحماسة حول املوضوع وطرحوا أسئلة‬ ‫أثارت فضولهم‪.‬‬ ‫بعد ذلك‪ ،‬استمعوا إلى معلومات عن مهن يستطيع بعضهم‬ ‫ممارستها يف املستقبل‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪83‬‬

‫ّف ّ‬ ‫الّص ّ‬ ‫األساسّي‬ ‫الّثاني‬ ‫سرِح ّ​ّية ّ‬ ‫ّ‬ ‫َ​َم ِ‬ ‫ّ‬ ‫األساسّي َ​َم ِ‬ ‫َصغيرة‬ ‫صّف ال ّ​ّثاني‬ ‫َض تالميذ‬ ‫َ​َع َ​َر َ‬ ‫سرِح ّ​ّية َ‬ ‫ّ‬ ‫كبيٍر بوسائل اإلعالم‪،‬‬ ‫ُتُع ّ​ّبر عن مدى تأثير األطفال‬ ‫ٍ‬ ‫بشكٍل ٍ‬ ‫حيُثُ الّتّلفاز‪ ،‬اإلنترنت‪ ،‬األلعاب اإللكترون ّ​ّية‪ ،‬ووسائل‬ ‫االجتماعّي تلعب دو ً​ًرا رئيسًّي�ًا يف تشكيل‬ ‫الّتّواصل‬ ‫ّ‬ ‫وُسلوِكِ ياتهم‪.‬‬ ‫أفكارهم ُ‬

‫زيارة ممتعة إلى المكتبة‬ ‫األساسّي ال ّ​ّثالث بزيارة ممتعة إلى‬ ‫الّص ّ​ّف‬ ‫قام متعّلّمو ّ‬ ‫ّ‬ ‫املكتبة لالحتفال بأسبوع ا ّ​ّللغة العرب ّ​ّية‪ ،‬حيث شاركوا يف‬ ‫مجموعة من األنشطة الهادفة واملمتعة‪ .‬بدأ البرنامج‬ ‫بتعداد البلدان ا ّ​ّلتي تتح ّ​ّدث الّلّغة العرب ّ​ّية‪ ،‬ما أثار فضولهم‬ ‫حول ثقافاتها وتقاليدها‪ .‬بعدها‪ ،‬استمتعوا باالستماع‬ ‫إلى أغنية األحرف األبجد ّ​ّية ا ّ​ّلتي ساعدتهم على تعزيز‬ ‫معرفتهم باحلروف بطريقة مرحة‪ .‬كما شاهدوا مسرحية‬ ‫ش ّ​ّيقة تناولت األساليب الّلّغو ّ​ّية بطريقة مبتكرة وسهلة‬ ‫الفهم‪ .‬واخُتُتمت األنشطة بقراءة أمثال شعب ّ​ّية‪ ،‬حيث‬ ‫تع ّ​ّرفوا على معانيها ودالالتها العميقة ا ّ​ّلتي تعكس حكمة‬ ‫الّسابقة‪ .‬كانت الّزّيارة فرصة إلثراء معارفهم‬ ‫األجيال ّ‬ ‫وتعزيز ارتباطهم بلغتهم األ ّ​ّم‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪84‬‬

‫صَّي َ​َت ْ​ْي ِ​ِن‬ ‫حوار بين شخ َ‬ ‫ٍ‬ ‫فردّي حيث اختار ك ّ​ّل‬ ‫بنشاٍط‬ ‫الّص ّ​ّف ال ّ​ّثالث‬ ‫ّ‬ ‫قام تالمذة ّ‬ ‫الّسفر) وشاهد‬ ‫تلميذ املوضوع ا ّ​ّلذي ُيُ ّ‬ ‫فّضله (ال ّ​ّرياضة أو ّ‬ ‫ا ُ​ُملستندات املرئ ّ​ّية املسموعة ا ّ​ّلتي أرفقتها املعّلّمة‪ .‬بعد‬ ‫ٍ‬ ‫ورقٍة بيضاء متهي ً​ًدا إلعادة‬ ‫ذلك د ّ​ّون املعلومات على‬ ‫حواٍر يدور بني شخص َ​َّيَتَْيِْنِ ‪.‬‬ ‫صياغة األفكار بشكِلِ‬ ‫ٍ‬

‫الِقوى وأنواعها‬ ‫ِ‬ ‫مع بداية احملور ال ّ​ّثالث "كيف يعمل العالم" وا ّ​ّلذي‬ ‫تدور فكرته األساس ّ​ّية وخطوط البحث فيه عن "الِقِ وى‬ ‫األساسّي بنشاط‬ ‫الّص ّ​ّف ال ّ​ّثالث‬ ‫وأنواعها"‪ ،‬قام تالمذة ّ‬ ‫ّ‬ ‫الّصور وقاموا بتصنيفها ِوِ ف َ​َق‬ ‫فريقّي الحظوا من خالله ّ‬ ‫ّ‬ ‫(الّسحب‪ -‬ال ّ​ّدفع أو االحتكاك)‪.‬‬ ‫الق ّ​ّوة ا ُ​ُملستخدمة ّ‬

‫والّدعاية‬ ‫أشكال وسائل اإلعالم ّ‬ ‫يف إطار محور "كيف نع ّ​ّبر عن أنفسنا" القائم على موضوع‬ ‫اإلعالم وأشكال وسائل اإلعالم وال ّ​ّدعاية واإلعالن‪ ،‬قام‬ ‫الّص ّ​ّف ال ّ​ّثالث بنشاط "دراسة ُ​ُمنَتَج" فد ّ​ّونوا اسم‬ ‫تالمذة ّ‬ ‫الّصالح ّ​ّية‪،‬‬ ‫الّصنع‪ ،‬تاريخ اإلنتاج وتاريخ إنتهاء ّ‬ ‫ا ُ​ُملنَتَج‪ ،‬بلد ّ‬ ‫فريقّي‪.‬‬ ‫كّونات وأين يت ّ​ّم الّتّرويج لهذا ا ُ​ُملنَتَج ضمن نشاط‬ ‫امل ّ‬ ‫ّ‬ ‫سيقوم بعدها الّتّالميذ بعرض هذه املعلومات أمام ال ّ​ّرفاق‬ ‫الّص ّ​ّف مع حتديد فوائد أو أضرار هذا ا ُ​ُملنَتَج على‬ ‫يف ّ‬ ‫صّحة اإلنسان‪.‬‬ ‫ّ‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪85‬‬

‫مهارات قراءة مفتاح الخريطة‬ ‫انطال ً​ًقـا مـن الفكـرة املركز ّ​ّيـة للمحـور ال ّ​ّثانـي "مشـاركة‬ ‫الكوكـب"‪ ،‬ا ّ​ّلتـي ُتُعنـى بدراسـة املموارد ّ‬ ‫بنوَعْيْهـا‬ ‫الّطبيع ّ​ّيـة‬ ‫َ‬ ‫املتج ّ​ّددة وغير املتج ّ​ّددة وسـبل احلفاظ عليها‪ ،‬قام الّتّالميذ‬ ‫بقـراءة وحتليـل مسـتندْيِْنِ مختلفْيْـِنِ لتعميـق فهمهـم لهـذا‬ ‫املوضـوع‪ .‬تنـاول املسـتند األ ّ​ّول خريطـة ال ّ​ّثـروات ّ‬ ‫الّطبيع ّ​ّيـة‬ ‫يف إفريقيـا‪ ،‬حيـث اكتسـب الّتّالميـذ مهـارات قـراءة مفتـاح‬ ‫اخلريطـة وحتليـل املعلومـات لفهم توزيع املموارد مثل املعادن‪،‬‬ ‫امليـاه‪ ،‬الغابـات‪ ،‬واملموارد الّزّراع ّ​ّيـة‪ .‬سـاهم هـذا الّنّشـاط يف‬ ‫تعزيـز إدراكهـم للّتّنـ ّ​ّوع الكبيـر يف ال ّ​ّثـروات ّ‬ ‫الّطبيع ّ​ّيـة داخـل‬ ‫القـا ّ​ّرة وأه ّ​ّم ّ​ّيتهـا االقتصاد ّ​ّيـة واالجتماع ّ​ّيـة‪.‬‬

‫إضافـ ً​ًة إلـى ذلـك‪ ،‬ناقشـوا الّتّح ّ​ّديـات املتعّلّقـة باسـتغالل‬ ‫هـذه املموارد‪ ،‬مـع الّتّركيـز علـى اآلثـار البيئ ّ​ّيـة الّنّاجتجة عنهـا‪.‬‬ ‫ّكاملـّي يف تطويـر مهـارات الّتّالميـذ يف‬ ‫أسـهم هـذا الّنّهـج الّت‬ ‫ّ‬ ‫ّقـدّي حـول‬ ‫الّتّحليـل واملقارنـة‪ ،‬وحّفّزهـم علـى الّتّفكيـر الّن ّ‬ ‫اسـتدامة املموارد ّ‬ ‫الّطبيع ّ​ّيـة وأه ّ​ّم ّ​ّيـة حتقيـق الّتّـوازن بني‬ ‫مسـتقبٍل‬ ‫تلبيـة احتياجـات البشـر ّ​ّية وحمايـة البيئـة لضمـان‬ ‫ٍ‬ ‫مسـتدام لألجيـال القادمـة‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪86‬‬

‫كتابة الحوار‬ ‫فـّي‪ ،‬عمـل الّتّالميـذ يف مجموعـات‬ ‫يف إطـار الّنّشـاط ّ‬ ‫الّص ّ‬ ‫صغيرة لتأليف حوار حول موضوع ُ​ُمح ّ​ّدد‪ .‬بدأت املجموعات‬ ‫مبناقشـة أفكارهـم حـول ّ‬ ‫الّشـخص ّ​ّيات املناسـبة للموضـوع‬ ‫املطـروح‪ .‬قـام ك ّ​ّل فريـق بتحديـد إطـار عـا ّ​ّم للحـوار‪ ،‬يتض ّ​ّمـن‬

‫الفكـرة ال ّ​ّرئيسـ ّ​ّية‪ ،‬الّنّقـاط ا ّ​ّلتـي يرغبـون يف مناقشـتها‪ .‬ثـ ّ​ّم‬ ‫بـدأ الّتّالميـذ يف كتابـة احلحوار‪ ،‬حيـث تعـاون األعضـاء علـى‬ ‫اختيـار الكلمـات والّتّعابيـر ا ّ​ّلتـي تعكـس مواقف ّ‬ ‫الّشـخص ّ​ّيات‬ ‫ومشـاعرها بشـكل واضـح ومؤ ّ​ّثـر‪.‬‬

‫ّ‬ ‫المفّضل‬ ‫الحيوان‬ ‫شـارك الّتّالميذ يف نشـاط ممتع َتَم ّ​ّثل يف كتابة مقالة علم ّ​ّية‬ ‫املفّضـل‪ ،‬حيـث تناولـوا موطنـه‪ ،‬شـكله‪ ،‬عائلته‪،‬‬ ‫عـن حيوانهـم‬ ‫ّ‬ ‫االجتماعـّي‪ .‬سـاهم الّنّشـاط يف‬ ‫مصيـره‪ ،‬غـذاءه‪ ،‬وسـلوكه‬ ‫ّ‬

‫البيئّي‬ ‫تنميـة مهـارات الكتابـة العلم ّ​ّيـة وتعزيز الوعـي بالّتّن ّ​ّوع‬ ‫ّ‬ ‫وأه ّ​ّم ّ​ّيـة حمايـة احليوانـات‪ .‬كمـا سـاعدهم علـى تطويـر‬ ‫مهاراتهـم الّتّواص ّلّيـة‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪87‬‬

‫تجربة عمل ّ​ّية لفهم طبيعة األخالط‬ ‫عرضـت املعّلّمـة علـى الّتّالميـذ جتربـة عم ّلّيـة لفهـم طبيعـة‬ ‫األخالط‪.‬‬ ‫كّونـات املختلفـة مثـل امللـح‪،‬‬ ‫أحضـرت مجموعـة مـن ا ُ​ُمل ّ‬ ‫واحل ّ​ّمـص‪ ،‬والّزّيـت‪ ،‬واملاء‪ .‬شـرحت لهـم كيف ّ​ّيـة تكويـن خليط‬ ‫متجانـس وآخـر غيـر متجانـس‪ .‬قاموا بإضافـة امللح إلى املاء‬ ‫وحتريـك اخلليـط‪ ،‬وسـألت املعّلّمـة الّتّالميـذ ع ّ​ّمـا الحظـوه‪،‬‬ ‫ً‬ ‫(خليًطـا)‪.‬‬ ‫مزيًجـا‬ ‫فاسـتنتجوا أ ّ​ّن امللـح ذاب يف املاء لُيُشـ ّ​ّكل‬ ‫ً‬ ‫بعـد ذلـك‪ ،‬أضـاف بعضهـم ُ​ُحفنـ ً​ًة مـن حبـوب احل ّ​ّمـص إلـى‬ ‫املاء وطلبـت منهـم مالحظـة مـا حـدث‪ ،‬فاسـتنتجوا أ ّ​ّن ح ّ​ّبات‬ ‫احل ّ​ّمص استق ّ​ّرت يف القعر‪ .‬بعد ذلك أضاف أحد الّتّالميذ‬ ‫ال ّ​ّزْيْـت إلـى املاء‪ ،‬وسـألتهم املعّلّمة عـن الّنّتيجة‪ ،‬فالحظوا أ ّ​ّن‬

‫الّزّيـت طفـا علـى سـطح املاء‪ .‬خالل هـذه الّتّجربـة‪ ،‬أثنـت‬ ‫وشـّجعتهم علـى الّتّفكيـر‬ ‫املعّلّمـة علـى اسـتنتاجات الّتّالميـذ‬ ‫ّ‬ ‫العلمّي ‪.‬‬ ‫ّ‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪88‬‬

‫نشاط حول مج ّ​ّلة ّ‬ ‫«كّل يوم»‬ ‫الّص ّ‬ ‫ـّف ال ّ​ّرابـع بعـرض خبر مـن مجّلّة "ك ّ​ّل يوم"‬ ‫قـام تالميـذ ّ‬ ‫أمـام زمالئهـم‪ .‬سـاعد هـذا الّنّشـاط علـى تنميـة مهاراتهـم‬ ‫يف البحـث والّتّلخيـص‪ ،‬كمـا عـّزّز ثقتهـم يف الّتّعبيـر عـن‬ ‫شـّجعهم علـى‬ ‫آرائهـم والّتّفاعـل مـع األحـداث اجلاريـة‪ّ ،‬‬ ‫ّممـا ّ‬ ‫الّص ّ‬ ‫ـّف‪ .‬تن ّ​ّوعت العروض‬ ‫االنفتـاح والّتّواصـل بفاع ّلّيـة داخـل ّ‬

‫البالغة في ال ّ​ّلغة العرب ّ​ّية‬

‫العاملّي‪ ،‬شـارك تالمذة‬ ‫مـن ضمـن فعال ّ​ّيـات يوم الّلّغة العرب ّ​ّية‬ ‫ّ‬ ‫الّص ّ‬ ‫ٍ‬ ‫يًصـا لهـذه‬ ‫األساسـّي يف‬ ‫ـّف اخلامـس‬ ‫خّص ً‬ ‫نشـاٍط أعـ ّ​ّد ّ‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫محّط ً​ًة ها ّ​ّم ً​ًة‪ ،‬على صعيد تعزيز انتمائهم‬ ‫املناسـبة ا ّ​ّلتي تع ّ​ّد‬ ‫للغتهـم األ ّ​ّم‪ ،‬وتع ّ​ّرفهـم إلـى تاريخها العظيم‪ ،‬وإرثها ا ُ​ُملشـ ّ​ّرف‪.‬‬ ‫ً‬ ‫عرًضـا مسـرحًّي�ًا هاد ً​ًفـا عبر‬ ‫فقـد تابعـوا يف مكتبـة املدرسـة‬

‫الّسـرد املشـ ّ​ّوق‪ ،‬وعـرض اخلبـر علـى شـرائح مصـ ّ​ّورة‬ ‫بني ّ‬ ‫توّضـح مضمـون‬ ‫أو ‪ ،canva‬وحّتّـى تصميـم ُ​ُملصقـات ّ‬ ‫ّممـا‬ ‫األخبـار‪ .‬أبـدى الّتّالميـذ حماسـ ً​ًة كبيـر ً​ًة‬ ‫ً‬ ‫وإبداًعـا الفًتًـا‪ّ ،‬‬ ‫جعـل الّنّشـاط فرصـة ممتعـة لتعزيـز ال ّ​ّثقـة بالّنّفـس وحتفيـز‬ ‫الّتّفكيـر الّنّقـدي والّتّعبيـر احل ّحّر‪.‬‬

‫تقن ّ​ّيـة ال ّ​ّدمـى املتح ّ​ّركـة‪ ،‬تع ّ​ّرفـوا مـن خاللـه إلـى جانـب مـن‬ ‫جوانـب البالغـة يف الّلّغـة العرب ّ​ّيـة‪ ،‬ثـ ّ​ّم تبـاروا يف مـا بينهـم‬ ‫الكتشـاف األقـوال واألمثـال العرب ّ​ّيـة‪ ،‬وتفسـيرها‪ ،‬مـا أشـاع‬ ‫جـًّو�ً ا مـن املمرح والّتّسـلية واملنافسـة‪ ،‬إلـى جانـب اكتسـابهم‬ ‫املعرـفة يف ـهذا اخلـصوص‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪89‬‬

‫عرض ّ‬ ‫قّص ٍ​ٍة‬ ‫فهّي‬ ‫ّش‬ ‫لموضوٍع أو ّ‬ ‫ّ‬ ‫ٍ‬ ‫سع ً​ًيا إلى حتقيق الهدف من مت ّ​ّكن الّتّالمذة من العرض‬ ‫ّ‬ ‫قّص ٍ​ٍة قرأوها‪ ،‬وتشجي ً​ًعا لهم على تقديم‬ ‫فهّي‬ ‫ملوضوٍع أو ّ‬ ‫ٍ‬ ‫الّش ّ‬ ‫الّص ّ​ّف اخلامس‪،‬‬ ‫أعمالهم أمام اجلمهور‪ ،‬قام تالمذة ّ‬ ‫بعرض ملّخّ ٍ​ٍص عن القصص ا ّ​ّلتي طالعوها‪ ،‬كاشفني‬ ‫ً‬ ‫بسيًطا ّ‬ ‫للّشخص ّ​ّيات‬ ‫ع ّ​ّما خبروه منها‪ ،‬مق ّ​ّدمني نق ً​ًدا‬ ‫الواردة فيها‪ ،‬ومعّلّلني سبب اختيارهم ّ‬ ‫للّشخص ّ​ّية األفضل‬ ‫عروٍض تقدمي ّ​ّي ٍ​ٍة‬ ‫أو األسوأ من بينهم‪ ،‬وذلك من خالل‬ ‫ٍ‬ ‫فردّي‪ ،‬وقد مت ّ​ّيزت كونها بأسلوبهم‬ ‫بشكٍل‬ ‫أع ّ​ّدوها‬ ‫ٍ‬ ‫ّ‬ ‫اخلاّص واملستق ّ​ّل‪.‬‬ ‫ّ‬

‫أنشطة في مجال الكتابة وال ّ​ّتعبير‬ ‫من ضمن األنشطة الهادفة يف مجال الكتابة والّتّعبير‪ ،‬أجرى‬ ‫األساسـّي ورشـة عمـل مصّغّـرة‪،‬‬ ‫الّصـف اخلامـس‬ ‫تالمـذة ّ‬ ‫ّ‬ ‫ٍ‬ ‫مجموعـاٍت‪ ،‬وقامـوا باختيارمواضيـع‬ ‫حيـث توّزّعـوا ضمـن‬ ‫من ّ​ّوعـة مـن مجّلّـة "ك ّ​ّل يـوم" وهي مجّلّـة ثقاف ّ​ّية تربو ّ​ّية‪ ،‬بادرت‬ ‫املدرسـة إلـى االشـتراك فيهـا‪ ،‬توّزّع أسـبوعًّي�ًا علـى الّتّالمذة‪.‬‬

‫حيـث أعـاد أفـراد ك ّ​ّل فريـق صياغـة األخبـار أو املواضيـع‬ ‫اخلاّصـة‪ ،‬هـذا‪ ،‬وقـد عّلّقـت أعمالهـم‬ ‫املنتقـاة‪ ،‬بطريقتهـم‬ ‫ّ‬ ‫ٍ‬ ‫إفسـاًحا يف املجـال لزمالئهـم يف‬ ‫لوحـٍة جدار ّ​ّي ٍـٍة‪،‬‬ ‫الكتاب ّ​ّيـة يف‬ ‫ً‬ ‫ّ‬ ‫بـاالّطالع عليهـا واالسـتمتاع بقراءتهـا‪.‬‬ ‫املراحـل األخـرى‪،‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

‫‪90‬‬

‫ال ّ​ّلام ّ‬ ‫الّشمس ّ​ّية وال ّ​ّلام القمرّيّة‬ ‫مـن ضمـن اسـتراتيج ّ​ّيات العمـل اجلماعـي‪ ،‬وتعزيـز مبـدأ‬ ‫الّصحيحـة ونشـر‬ ‫الّتّعـاون واملشـاركة إليجـاد اإلجابـات ّ‬ ‫املعرفـة وروح الّتّعـاون بني ّ‬ ‫الّطـّلّاب‪ ،‬تشـارك الّتّالمـذة يف‬ ‫ّ‬ ‫"صـّف الّلّغـة العرب ّ​ّيـة لغيـر الّنّاطـقني بهـا " يف حتليـل عـدد‬ ‫مـن الكلمـات السـتنتاج الـّلّام ّ‬ ‫الّشمسـ ّ​ّية والـّلّام القمر ّ​ّيـة‪،‬‬ ‫جماعـّي يف املهـارات الّلّغو ّ​ّيـة‪ ،‬وقـد تفاعـل‬ ‫ضمـن نشـاط‬ ‫ّ‬ ‫ّ‬ ‫إيجابـّي مـع هـذا الّنّشـاط ا ّ​ّلـذي حـ ّ​ّددوا‬ ‫بشـكٍل‬ ‫الّطـّلّاب‬ ‫ٍ‬ ‫ّ‬ ‫مـن خاللـه كيف ّ​ّيـة الّتّمييـز بني احلحروف بعـد دخـول (ال‬ ‫الّتّعريـف) عليهـا‪.‬‬

‫استخدام الحواس في مجاالت ش َ​َّتى‬ ‫ِ‬ ‫تعزيِز‬ ‫مهاراِت الّتّواصِلِ لدى الّتّالميِذِ من خالِلِ‬ ‫يف إطاِرِ‬ ‫ِ‬ ‫اُب الّلّغِةِ العرب ّ​ّيِةِ‬ ‫استخداِمِ هم‬ ‫حواّسهم اخلمس‪ ،‬سعى ُ​ُطّلّ ُ‬ ‫ّ‬ ‫وتعزيِز كيف ّ​ّيِةِ‬ ‫ِ‬ ‫احلواّس‬ ‫إدراِك هذه‬ ‫ّاطقَني بها إلى‬ ‫لغيِر الّن‬ ‫َ‬ ‫ِ‬ ‫ِ‬ ‫ّ‬ ‫أعماٍل جماع ّ​ّي ٍ​ٍة َ​َّمت إجناُزُها يف‬ ‫ٍ‬ ‫استخدامها من خالِلِ‬ ‫ِ‬ ‫املجاالِت‬ ‫حواّسهم يف‬ ‫استخداِم‬ ‫الّص ّ​ّف‪ ،‬حيُثُ أبدعوا يف‬ ‫ّ‬ ‫ّ‬ ‫ِ‬ ‫شَّتَى‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Elementary School - Ras Beirut‬‬

Issue 17 | April 2025

91

Elementary School - Ras Beirut

Celebrating Inquiry and Discovery: Grade 2/CE1’s Journey Through Ancient Civilizations ancient trade routes, the students brought history to life, showcasing not just facts, but their curiosity, creativity, and growing confidence as young learners.

Their ability to connect the past to the present — understanding how ancient civilizations continue to shape our world today — was truly impressive.

At ESRB, every year is a journey of wonder and exploration through our six Units of Inquiry. Each grade level invites parents to a special end-of-unit celebration, a moment to step into our classrooms and witness the incredible learning journeys our students embark on throughout the Primary Years Programme (PYP). These celebrations are more than just a showcase — they are a window into the inquiry process, the development of learner profile attributes, the integration of various subjects, and the many approaches to learning skills our students build along the way.

Recently, our Grade 2/CE1 students opened the doors to their world of exploration with an unforgettable end-of-unit celebration for Where We Are in Place and Time. With infectious enthusiasm and creativity, our little historians took us on a time-traveling adventure through the fascinating worlds of the Greek, Roman, Egyptian, and Phoenician civilizations!

Dressed in vibrant costumes, they confidently shared their learning through song, dance, and lively presentations. From mighty emperors to

These moments remind us that learning is a joyful and shared experience. Through transdisciplinary connections and collaborative inquiry, students engage deeply with history, language, the arts, and beyond. Most importantly, they develop essential lifelong skills — critical thinking, communication, research, and social-emotional growth — preparing them to be thoughtful, engaged citizens of the world.

We are so proud of our Grade 2/CE1 learners for their hard work, passion, and excitement. Thank you to our dedicated teachers and to you, our parents, for being part of this journey. We look forward to welcoming you to future celebrations as we continue to explore, question, and grow together!

Issue 17 | April 2025

92

Elementary School - Ras Beirut

Des apprentissages concrets et créatifs : les élèves de CP/ Grade 1 relèvent des défis avec des machines complexes ! À ESRB, nous avons à cœur de rendre l’apprentissage vivant et stimulant. Dans nos unités de recherche basées sur les sciences, nous intégrons régulièrement des projets handson et STEAM (Science, Technology, Engineering, Arts, Mathematics) pour engager pleinement nos élèves. Ces projets permettent aux enfants de manipuler, d’expérimenter et de donner vie à leurs idées de manière concrète. Grâce à des visites enrichissantes au Fab Lab, équipé de matériaux variés et adaptés, nos jeunes chercheurs sont encouragés à explorer, tester et trouver des solutions créatives aux défis qui leur sont proposés.

Dans le cadre de l’unité « Comment le monde fonctionne » et du projet STEAM, nos élèves de CP/Grade 1 se sont lancés dans une aventure captivante : imaginer et construire des machines complexes pour résoudre des défis passionnants ! Accompagnés de quelques parents volontaires venues prêter main forte, nos ingénieurs en herbe ont fait preuve d’une curiosité débordante et d’une grande audace.

Ensemble, ils ont collaboré avec enthousiasme, partagé leurs idées et combiné leurs forces pour concevoir des solutions ingénieuses. Chaque équipe a relevé le défi avec créativité, découvrant le plaisir d’apprendre en faisant. C’était une expérience riche, non seulement sur le plan des connaissances scientifiques et techniques, mais aussi en matière de travail d’équipe et de communication.

Cette activité illustre parfaitement notre engagement à développer chez les élèves des compétences essentielles du 21e siècle : la pensée critique, la résolution de problèmes, la collaboration et l’innovation. Nous sommes fiers de voir nos jeunes élèves devenir des penseurs curieux et des créateurs confiants, prêts à relever les défis du monde qui les entoure !

Issue 17 | April 2025

93

Elementary School - Ras Beirut

The ESRB Library as a Hub for Inquiry: How Grade 2 Students Explored the World Beyond Books As part of their Unit of Inquiry How We Organize Ourselves, our Grade 2 students recently embarked on an exciting learning journey that highlights the evolving role of the library and our teacher librarians.

Gone are the days when library research was limited to physical books alone. Today, our library is a dynamic space where students engage with a variety of digital tools and resources to deepen their understanding of the world around them.

This experience was more than just an engaging activity — it was a powerful opportunity to develop essential research skills. Our teacher librarians guided students in navigating digital platforms, asking meaningful questions, and thinking critically about the information they encountered. By blending traditional library values with modern research tools, our librarians help spark curiosity and nurture global awareness in our young learners.

During this activity, students worked closely with our teacher librarians to explore what makes cities unique. Using Padlet Maps, they examined different criteria for cities and compared the characteristics of various countries. To bring these concepts to life, students took virtual field trips to countries of their choice, immersing themselves in real-world examples of city planning and organization.

At our school, the library is not just a place to find books — it is a vibrant center of inquiry, exploration, and skill-building. Through collaborative activities like this, students learn that research is an active, creative process that extends far beyond the library walls.

Issue 17 | April 2025

94

Elementary School - Ras Beirut

Reading Week at the Library This year, our Reading Week was a joyful and colorful celebration inspired by the beloved Mr. Men and Little Miss series! The library was transformed into a vibrant world of wonders, decorated with colorful balloons and themed visuals that immediately sparked curiosity and smiles. Students engaged in 10 dynamic centers designed to combine fun with meaningful learning. At Mr. Men and Little Miss International, they stretched their creativity by inventing new characters that represented a wide range of cultures and nationalities, celebrating diversity and inclusion. At Mr. and Little Miss IC, learners designed characters with inspiring traits that reflect our school Motto Inspire, Grow, and Lead.

One of the most unforgettable moments was a live virtual call with the very first characters Mr. Tickle and Little Miss Bossy along with the author himself! Students were thrilled to interact, ask

thoughtful questions, and hear stories straight from the source using AI. The celebration continued with an exciting photo booth featuring a “Which Mr. Men or Little Miss are you?” quiz, a DIY bookmark-making station, and a fun-filled trivia center and ATL(s) Book Creation. At the Learner Profile station, students explored how each character connects to the IB attributes, making the activity both engaging and reflective.

In connection with La Semaine de la Presse, we also launched the Mr. and Little Miss Reporters center, where students became young journalists interviewing friends and teachers, capturing the energy of the week, and producing a creative news broadcast about their Reading Week experience.

From stories to self-expression, the week was a true celebration of imagination, character, and the joy of reading.

Issue 17 | April 2025

95

Elementary School - Ras Beirut

Grade 5/CM2 Students: Future Scientists at Work – Exploring Energy for a Greener Tomorrow At ESRB, we believe that inquiry-based learning has the power to ignite curiosity and inspire action. Our Grade 5 students recently embarked on an exciting scientific journey under the transdisciplinary theme “How the World Works”. In this unit, they explored how energy is converted, transformed, and used to meet human needs, diving deep into the science of energy transfer and sustainability.

Through hands-on experiments, our budding scientists built simple electric circuits, observed energy transfers, and analyzed their results like true critical thinkers. They didn’t just stop at experimenting; they connected their learning to real-world issues, understanding the role energy plays in our everyday lives. This connection to both local and global challenges is a hallmark of the PYP framework, where students are encouraged to think

about solutions to real-life problems that affect us all.

As part of their action project, the students collaborated to design and construct an energy-efficient city. In doing so, they applied their knowledge of sustainable energy sources, aligning their work with Sustainable Development Goal 7: Affordable and Clean Energy.

Their creativity, teamwork, and problem-solving skills were on full display as they worked together to create solutions for a greener future.

This project not only encouraged students to think critically about energy use but also underscored the importance of sustainability in shaping a better world.

By engaging with both global issues and practical solutions, our students embodied our school’s motto: Inspire, Grow, Lead. They are truly leading the way toward a more sustainable future!

Issue 17 | April 2025

96

Elementary School - Ras Beirut

Grade 3/CE2 Students Explore Forces through STEAM: Designing Force-Driven Vehicles As part of the unit of inquiry “How the World Works”, our Grade 3/CE2 students dove into the fascinating world of forces through an exciting and dynamic STEAM project. The challenge? To design and create their very own force-driven vehicle!

The students had complete agency throughout the project, making key decisions about which type of force would drive their vehicle. They had the freedom to choose from wind, muscular, magnetic, or electric forces, allowing them to explore various scientific principles and apply their learning in creative ways. This level of voice, choice, and ownership truly made the project their own, enhancing their engagement and excitement.

Throughout the project, the students worked hands-on, integrating skills from across multiple disciplines. They used their science knowledge to understand the forces at play, applied their math skills to take precise measurements, and added their artistic touch to decorate and personalize

their vehicles. Engineering was at the heart of the process, as they designed and constructed their vehicles, solving problems along the way and refining their designs. Technology played a crucial role as well, with students using online resources to research, learn new design techniques, and gather ideas for their vehicles.

This project was a true example of STEAM in action — students didn’t just learn about forces; they lived it! The result was a collection of imaginative, functional, and force-powered vehicles, each a testament to the students’ hard work and determination.

This project not only deepened their understanding of forces but also exemplified how inquiry-based learning can ignite curiosity and inspire innovation.

Through this STEAM experience, students are gaining the skills they need to become the thinkers, designers, and problem-solvers of tomorrow.

Issue 17 | April 2025

97

Elementary School - Ras Beirut

Elementary School Assembly: The Power of Influence On March 5, the elementary school gathered in the auditorium for an inspiring assembly on The Power of Influence. The event highlighted how friends and those around us can shape our choices—sometimes positively, by encouraging kindness and inclusion, and sometimes negatively, by leading us toward unkind actions.

Through engaging activities and performances, students from Grades 1 to 5 explored the importance of independent decision-making and being a positive influence.

Grades 1 and 2 listened to a meaningful story about influence and participated in an interactive quiz, raising their thumbs to indicate whether a scenario was a good or bad example to follow.

Some students even took the

stage to present in Arabic about the impact of influence. In Grades 3 and 4, students showcased their understanding through creative performances, including poems, songs, and presentations. One group shared how they encouraged a love for books and cartoons among their peers, while another performed a sketch on the dangers of blindly following social media trends. A highlight of the event was a special guest, basketball star Amir Saoud, who spoke about his journey, the influences that shaped him, and his role in inspiring others to make positive choices.

The assembly was a joyful and insightful experience, leaving students with a valuable lesson: to think for themselves, make good choices, and take pride in being their own person while influencing others for the better.

Issue 17 | April 2025

98

Elementary School - Ras Beirut

Student-Led Conference!

On Friday, March 28, our Grade 1 to 5 PYP learners took the lead in sharing their learning journey!

During the Student-Led Conference, students confidently reflected on their progress, challenges, and achievements with their parents—demonstrating agency, voice, choice, and ownership over their learning.

This experience truly embodied our PYP philosophy, as students took an active role in setting goals, showcasing their growth, and celebrating their successes. Parents left proud and inspired, witnessing firsthand the depth of understanding, skills, and confidence their children have developed.

A powerful moment where learning came to life!

Issue 17 | April 2025

99

Elementary School - Ras Beirut

Grade 3 Poetry Café: A Creative Celebration of Learning At ESRB, we celebrate the many ways our students demonstrate their learning, and the recent Poetry Café held by our Grade 3 PYP learners was a perfect example of this. This special event provided our young poets with an opportunity to showcase their creativity, communication skills, and courage as they shared their original poems with their parents and peers.

The Poetry Café was not only a chance for students to read their carefully crafted poems aloud, but it also allowed them to practice essential Approaches to Learning (ATL) skills. Communication was key, as students confidently stood in front of an audience, articulating their thoughts and emotions through poetry. The creativity they displayed in writing their poems was truly inspiring, with each poem reflecting their unique perspectives and voices.

Additionally, the event allowed our students to embody the Learner Profile attribute of being RiskTakers. Standing in front of an audience to share their personal work takes bravery, and our Grade 3 students rose to the challenge with pride and confidence. Parents were thrilled to follow along, flipping through the poems booklet that students had thoughtfully prepared and shared with them.

This event was a wonderful celebration of the students’ hard work and growth. It reinforced the value of creativity, communication, and the courage to step outside of one’s comfort zone. Parents left the Poetry Café filled with pride, not just for the poems, but for the remarkable skills their children demonstrated throughout the experience.

Issue 17 | April 2025

100

Elementary School - Ras Beirut

Grade 4/CM1 and Grade 5/CM2 Talent Show: A Celebration of Talent and Pride The recent Talent Show was a spectacular celebration of the diverse talents of our Grade 4/CM1 and Grade 5/ CM2 students! This exciting event allowed our students to showcase their incredible skills and creativity in front of a supportive audience of parents, teachers, and friends.

From singing and dancing to acting and playing instruments, the talent on stage was truly inspiring.

The pride and joy that radiated from the performers as they stood confidently on stage was contagious, filling

the entire auditorium with a sense of excitement and admiration.

The Talent Show not only highlighted the students’ abilities but also gave them the chance to develop their confidence and public speaking skills. It was a wonderful opportunity for them to express themselves, take risks, and show off the unique talents that make them shine. Parents were incredibly proud to see their children take the stage and perform with such enthusiasm.

Issue 17 | April 2025

101

Elementary School - Ras Beirut Exploring the World Beyond the Classroom: Recent Field Trips Support Our Units of Inquiry At ESRB, we believe that learning extends beyond the classroom walls, and our recent field trips have been a fantastic way to connect students’ classroom inquiries to the real world. These immersive experiences not only deepen their understanding of

Grade 2/CE1: Discovering the Heart of Beirut As part of their How We Organize Ourselves unit of inquiry, focusing on cities, Grade 2 students had the exciting opportunity to tour Beirut on the famous red double-decker bus! This adventure allowed them to explore different parts of the city, observe how various places are organized, and reflect on the structures that make up a bustling urban environment. It was a fun, interactive way to connect their learning about cities to real-world examples.

Grade 3/CE2: A Peek Behind the Scenes of Media For their How We Express Ourselves unit, Grade 3 students visited local media studios to gain insight into the world of television production.

They learned about the different roles involved in creating a TV show, observed the equipment used, and got a glimpse of how studios are set up. This trip helped students understand the impact of media on society and how it is used to communicate messages effectively.

the topics they are exploring but also inspire curiosity and engage them in hands-on learning. Here’s a look at some of the exciting trips our students have taken recently:

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Elementary School - Ras Beirut

Grade 4/CM1: Exploring Mixtures and Solutions at Al Baraka Mills In line with their How the World Works unit about mixtures and solutions, Grade 4 students took a trip to Al Baraka Mills. There, they learned about how flour is produced and discovered the fascinating process of turning grains into flour.

They explored the science behind mixing and separating substances, connecting their learning about mixtures to real-life industrial processes.

Grade 5/CM2: Bees and Biodiversity at Miel de Miel As part of their Sharing the Planet unit, Grade 5 students visited Miel de Miel to explore the vital role bees play in biodiversity and ecosystems.

The trip highlighted the importance of bees in pollination and their contribution to maintaining healthy ecosystems. This hands-on experience connected their learning about biodiversity to real-world environmental practices.

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Elementary School - Ras Beirut

Igniting Curiosity: Pre-Exhibition Sessions for Grade 5 / CM2 As part of the exciting journey toward the PYP Exhibition, our Grade 5 / CM2 PYP learners recently participated in dynamic pre-exhibition sessions designed to spark curiosity and inspire meaningful inquiry. The highlight of these sessions was an interactive gallery walk. Students explored a series of tables, each dedicated to one of the Sustainable Development Goals (SDGs). At each station, they found mind maps illustrating a variety of interconnected topics, alongside world maps highlighting both global and local successes and challenges related to each SDG. This engaging setup encouraged our young learners to discuss ideas with their teammates, read about real-world issues, and reflect deeply before selecting three topics of personal interest.

Additionally, our students were introduced to

an exciting new companion for their exhibition journey: the Toddle AI Tutor. Acknowledging that AI is now an integral part of how we learn and work, we have developed a customized AI chatbot that will serve as a mentor throughout the exhibition process. Rather than limiting its use, we’ve harnessed its potential to guide our learners thoughtfully and responsibly as they develop their lines of inquiry.

We are thrilled about the enthusiasm our learners have shown and look forward to launching into the full exhibition process after the Easter break.

Stay tuned, and mark your calendars! We warmly invite you to join us on June 4 and 5 to celebrate this culminating project and witness the incredible journeys of our PYP learners.

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Elementary School - Ras Beirut

Celebrating Young Voices at the Grade 2 Poetry Café On Tuesday, April 8, our Grade 2 students transformed the open area next to our library into a charming Poetry Café, where they proudly shared their creative works with an enthusiastic audience of parents and teachers.

The atmosphere was delightful — the space beautifully decorated by our dedicated Grade 2 teachers, creating the perfect setting for this special event. Parents were invited to join and were treated to a wonderful display of poetry, as the students confidently stood up to read their poems aloud. Many students brought along props and materials to bring their words to life, using gestures and expressive voices to captivate their audience.

It was heartwarming to see the pride shining on the faces of both the students and their parents. The effort, practice, and creativity that went into this event were evident in every performance. A huge well done to our talented Grade 2 poets for their courage and creativity, and a big kudos to our Grade 2 teachers for their hard work in preparing the students, organizing rehearsals, and creating such an inspiring setup for this memorable day.

This Poetry Café was a beautiful reminder of the power of words and the joy of sharing them with others. Bravo to everyone involved!

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Elementary School - Ras Beirut

Parents Step Into the PYP Exhibition Journey!

On Friday, April 11, we had the pleasure of welcoming our Grade 5 / CM2 parents to a special PYP Exhibition Coffee Morning, giving them an insider’s look at this exciting and significant milestone in their children’s learning journey. The session was designed to be interactive and hands-on, allowing parents to experience first-hand what their children will embark upon in the weeks ahead. Together, we explored essential questions, such as: What is the PYP Exhibition, and why is it such an important part of the Primary Years Programme?

How does the Exhibition connect with the core elements of the PYP framework?

What are the roles and responsibilities of students, teachers, mentors, and parents throughout the process?

Presented by the PYP Coordinator, Mrs. Layal Tayara, and guided by our enthusiastic and proud Grade 5 student representatives, parents discovered how student agency, voice, choice, and ownership are at the heart of the Exhibition experience. It was inspiring

to see our learners confidently explain the process, showing leadership and a deep understanding of their upcoming roles. A special highlight of the morning was the introduction of the Toddle AI Tutor, a powerful tool that will support our students as they navigate their inquiries. Parents learned how this AI-powered assistant has been thoughtfully programmed to act as a mentor — helping students reflect, ask deeper questions, and stay organized throughout their Exhibition journey.

The atmosphere was filled with curiosity, excitement, and a strong sense of partnership between home and school. We extend our heartfelt thanks to all the parents who joined us for this meaningful session.

Your enthusiasm and engagement are invaluable in making the PYP Exhibition a truly collaborative and enriching experience for our learners! As we approach the next stages of the Exhibition, we look forward to keeping you closely involved. Don’t forget to mark your calendars for June 4 and 5, when we will celebrate the culmination of our students’ hard work and learning!

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Elementary School - Ras Beirut

Grade 5/CM2 Students Take Action for Biodiversity with Seed Bomb Workshop As part of their Sharing the Planet unit of inquiry, focusing on biodiversity and environmental sustainability, our Grade 5/CM2 students participated in an exciting hands-on workshop on April 14th. The seed bomb workshop was a unique opportunity for students to deepen their understanding of ecosystems, plant life cycles, and the importance of soil health, while actively contributing to environmental restoration efforts.

Guided by Mrs. Ghada Keyrouz from the Lebanon Reforestation Initiative and Mr. Charbel Abi Nassif, manager of the Kaftoun Nature Reserve and community engagement specialist at LRI, students learned how to create seed bombs using compost, clay, and native seeds. This simple yet

powerful method allows seeds to be dispersed into degraded areas, helping to restore natural habitats and promote biodiversity. Through this engaging activity, students not only explored scientific concepts but also embraced their roles as environmental stewards and active citizens. The workshop empowered them to take meaningful action, demonstrating how small, thoughtful efforts can have a positive impact on our planet. This experience beautifully aligned with our learning goals, as students applied their classroom knowledge to real-world environmental challenges. It was inspiring to see their enthusiasm and commitment to making a difference!

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Elementary School - Ras Beirut

Grade 4/CM1 End-of-Unit Celebration: Exploring the Wonders of the Human Body During the week of April 14th, our Grade 4/CM1 students proudly showcased their learning in a special end-of-unit celebration, sharing their indepth understanding of the human body systems with their parents. As part of their Who We Are unit of inquiry, students explored the complexities of the body’s systems, their interconnections, and the importance of maintaining healthy, functioning systems. This memorable event was a true reflection of transdisciplinary learning at IC. Preparation extended far beyond the Unit of Inquiry sessions — students integrated their knowledge and creativity through art, computer science, physical education, languages, and music. From informative posters and engaging videos to expressive dances, original songs, and confident oral presentations, the variety

of expressions and creativity on display was truly impressive. The celebration was also an excellent opportunity for students to demonstrate their growing approaches to learning skills, particularly in research and communication. Moreover, it highlighted the development of key IB Learner Profile attributes, with students showing how they are becoming more balanced in their choices and more effective communicators. Parents were visibly proud of their children’s achievements, and rightly so! A heartfelt thank you goes out to our dedicated Grade 4/CM1 teachers, whose guidance and hard work made this celebration such a success. It was a wonderful moment of pride and joy for the whole school community, celebrating not just knowledge, but creativity, collaboration, and growth.

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Elementary School - Ras Beirut

Une magnifique célébration de la lecture à l’école La magie des livres a rayonné dans notre établissement à l’occasion d’une exposition littéraire exceptionnelle organisée dans nos locaux. Pendant plusieurs jours, élèves, enseignants et membres de la communauté éducative ont plongé avec enthousiasme dans un univers foisonnant d’histoires et de savoirs, découvrant une riche sélection d’ouvrages : albums illustrés, romans jeunesse, documentaires passionnants et bandes dessinées captivantes.

L’événement a été sublimé par la présence de libraires renommés, véritables passionnés, qui ont su partager avec les élèves leur amour des mots, des récits et

de l’univers de l’édition. Leur enthousiasme communicatif a insufflé une énergie nouvelle à cette belle initiative.

Cette exposition visait à éveiller le plaisir de lire, à encourager les élèves dans des choix de lecture autonomes et à renforcer le lien essentiel entre l’école et la culture.

Un immense merci aux libraires pour leur précieuse contribution : grâce à eux, cette fête du livre restera gravée dans les mémoires comme un moment phare de notre année scolaire.

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‫‪Scavenger Hunt: The Byzantine Empire‬‬ ‫‪Dewey Decimal system, students conduct thorough‬‬ ‫‪research in the library, working together to uncover‬‬ ‫‪facts about Byzantine culture, geography, and the‬‬ ‫‪empire’s legacy after the fall of Rome. This hands-on‬‬ ‫‪learning experience encourages critical thinking,‬‬ ‫‪teamwork, and research skills, offering students a‬‬ ‫‪deeper understanding of how the Byzantine Empire‬‬ ‫‪shaped the course of Western history and its lasting‬‬ ‫‪impact on the world today.‬‬

‫المحور ال ّ​ّرابع‪ :‬الكوكب للجميع‬

‫الّسابع‪ ،‬املستوى‬ ‫يف محور "الكوكب للجميع"‪ ،‬قام ّ‬ ‫الّص ّ​ّف ّ‬ ‫املتوّسطة‬ ‫اخلاّص يف املدرسة‬ ‫األساسّي يف منهاج العرب ّ​ّية‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫يف راس بيروت مع املعّلّمة اآلنسة سيلني مارون بنشاط‬ ‫يف الّتّعليم املتمايز من حيث تفضيالت املتعّلّم‪ّ .‬‬ ‫وّمت اعتماد‬ ‫استراتيجية "الئحة اخليارات" من خالل استخدام ق ّ​ّبعات‬ ‫الّس ّ​ّت لدي بونو‪ ،‬بهدف تعريف ّ‬ ‫الّطّلّاب بأنواع‬ ‫الّتّفكير ّ‬ ‫ال ّ​ّت ّلّوث وأضراره وسبل احلفاظ على البيئة‪ ،‬وذلك‬ ‫بطريقة تفاع ّلّية ومرحة‪ .‬شمل الّنّشاط توزيع أوراق‬ ‫م ّلّونة على شكل ق ّ​ّبعات وبطاقات م ّلّونة مطابقة‪ ،‬ك ّ​ّل‬ ‫منها تتض ّ​ّمن سؤاًلًا أو مه ّ​ّمة تتوافق مع منط الّتّفكير‬ ‫سّت مجموعات‪،‬‬ ‫املرتبط بالق ّ​ّبعة‪ُ​ُ .‬ق ّ​ّسم املتعّلّمون إلى ّ‬

‫‪Collaboration between the MSRB Social Studies‬‬ ‫‪Department and the MSRB Library‬‬ ‫‪The Scavenger Hunt is an engaging and educational‬‬ ‫‪activity designed to involve grade 7 students in‬‬ ‫‪the rich history of the Byzantine Empire. Divided‬‬ ‫‪into six groups, students tackle a series of tasks,‬‬ ‫‪puzzles, and riddles that explore key aspects of‬‬ ‫‪the empire, from its art and architecture to its‬‬ ‫‪rulers and defenses. Using the IC catalog and the‬‬

‫بحيث تأخذ ك ّ​ّل مجموعة ق ّ​ّبعة بلون مع ّ​ّين‪ .‬كما ّ​ّمت إعداد‬ ‫خّصص ك ّ​ّل منها للون ق ّ​ّبعة‪ ،‬ويقوم ك ّ​ّل طالب‬ ‫ستة كراس‪ّ ،‬‬ ‫الّسؤال أو تنفيذ ا َ​َمله ّ​ّمة املتعّلّقة بلون الق ّ​ّبعة‬ ‫باإلجابة عن ّ‬ ‫ا ّ​ّلتي يحملها‪ ،‬ما يتيح متثيل األدوار وتنويع طرق الّتّعّلّم‪.‬‬ ‫الق ّ​ّبعة احلمراء‪ :‬مشاعر جتاه ال ّ​ّت ّلّوث‪ ،‬والق ّ​ّبعة البيضاء‬ ‫اإليجابّي‬ ‫الّصفراء‪ :‬الّتّفكير‬ ‫معلومات عن ال ّ​ّت ّلّوث‪ ،‬والق ّ​ّبعة ّ‬ ‫ّ‬ ‫الّسوداء‪ :‬مخاطر ال ّ​ّت ّلّوث وتأثيره‬ ‫للح ّ​ّد من ال ّ​ّت ّلّوث‪ ،‬والق ّ​ّبعة ّ‬ ‫على الكائنات احل ّ​ّية‪ ،‬والق ّ​ّبعة الّزّرقاء‪ :‬الّتّخطيط للح ّ​ّد‬ ‫من ال ّ​ّت ّلّوث‪ ،‬والق ّ​ّبعة اخلضراء‪ :‬إعطاء حلول للحفاظ على‬ ‫بيئة نظيفة‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

Issue 17 | April 2025

110

Middle School - Ras Beirut Engaging Civics Lesson on Democracy and the Lebanese Constitution, with guest speaker Atty. Cassandra Al Kalaany On Friday, March 14, Grade 7 A&B CPP students participated in two sessions led by Attorney Cassandra Al Kalaany as part of their Civics lesson on democracy and the Lebanese Constitution.

Attorney Al Kalaany highlighted the Lebanese Constitution, focusing on amendments that abolished articles related to the French Mandate.

She emphasized fundamental rights, such as freedom of speech, and explained the principles of independence, sovereignty, and the separation of

powers within Lebanon’s government. The sessions were interactive, featuring a guessing game with images of the Lebanese flag and government structures, which helped students understand the historical context. The session ended with a Q&A and a fun Kahoot game to reinforce their learning.

Overall, Attorney Al Kalaany’s sessions provided a dynamic and engaging learning experience, deepening students’ understanding of democracy and their rights within the Lebanese Constitution.

‫‪111‬‬

‫الّس ّ​ّيد جون مكارثي وال ّ​ّلغة العرب ّ​ّية‬ ‫ّ‬

‫استضافت دائرة الّلّغة العرب ّ​ّية للّنّاطقني بغيرها يف‬ ‫املتوّسطة (‪ )AFL in MSRB‬يوم ال ّ​ّثالثاء‪،‬‬ ‫املدرسة‬ ‫ّ‬ ‫الّساعة ‪ 1‬ظه ً​ًرا‪ ،‬يف قاعة األنشطة‬ ‫‪ 4‬شباط‪ ،‬يف متام ّ‬ ‫الّس ّ​ّيد جون مكارثي ليكون‬ ‫املتع ّ​ّددة يف مبنى ميقاتي‪ّ ،‬‬ ‫الّص ّ​ّف ال ّ​ّثامن يف القسمني‬ ‫ضي ً​ًفا متح ّ​ّد ً​ًثا إلى طّلّاب ّ‬ ‫والفرنسّي يف صفوف الّلّغة العرب ّ​ّية كلغة‬ ‫اإلنكليزّي‬ ‫ّ‬ ‫ّ‬ ‫الّس ّ​ّيد مكارثي املتعّلّمني‬ ‫أجنب ّ​ّية‪ .‬وكان الهدف مشاركة ّ‬ ‫جتربته يف تعّلّم الّلّغة العرب ّ​ّية والّتّعبير بها أل ّ​ّنه مصدر‬ ‫محوٍر‬ ‫إلهام وحتفيز كبير لهم‪ .‬واملوضوع يندرج يف إطار‬ ‫ٍ‬ ‫يدرسه ّ‬ ‫الّطّلّاب بعنوان‪" :‬الّلّغة والّتّعبير"‪.‬‬ ‫الّس ّ​ّيد جون مكارثي‪ ،‬يشغل عضو ّ​ّية مجلس أمناء مدرسة‬ ‫ّ‬ ‫ّ‬ ‫ويكّن حًّب�ًا‬ ‫األي سي على مدار الّثالثني عا ً​ًما املاضية‪،‬‬ ‫ّ‬

‫ويحّب أن ُيُنادى بـ"أبو حّنّا"‪.‬‬ ‫كبي ً​ًرا للمدرسة ولبنان‬ ‫ّ‬ ‫قّصة رحلته يف تعّلّم الّلّغة‬ ‫وقد شاركنا بحماسة ومح ّ​ّبة ّ‬ ‫العرب ّ​ّية‪ ،‬ا ّ​ّلتي انطلقت عام ‪ .4691‬وقد ساهمت رؤياه‬ ‫وجتاربه يف تعزيز فهم املتعّلّمني لتح ّ​ّديات ومتعة تعّلّم لغة‬ ‫جديدة‪ ،‬كما كان مثاًلًا حتفيزًّي�ًا لهم حول كيف ّ​ّية تبّنّي الّلّغة‬ ‫كأداة للّتّواصل والّتّعبير‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

‫‪112‬‬

‫كتابّي‪ -‬نشاط متمايز من حيث االستعداد وال ّ​ّتفضيالت‬ ‫تعبير‬ ‫ّ‬ ‫الّص ّ​ّف ال ّ​ّثامن ‪ -‬املستوى املتق ّ​ّدم يف منهاج‬ ‫قام طّلّاب ّ‬ ‫املتوّسطة يف راس‬ ‫اخلاّص يف املدرسة‬ ‫الّلّغة العرب ّ​ّية‬ ‫ّ‬ ‫ّ‬ ‫بيروت ‪ -‬مع املعّلّمة اآلنسة نسرين حبيب بنشاط تعبير‬ ‫كتابّي متمايز‪ ،‬انطال ً​ًقا من محور "الكوكب للجميع"‬ ‫ّ‬ ‫قّصة "زياد فوق جبل النورس"‪ .‬إليكم‬ ‫وباالستناد إلى ّ‬ ‫باقة من نتاجاتهم املم ّ​ّيزة‪.‬‬ ‫كتابّي‪ -‬نشاط متمايز من حيث االستعداد‬ ‫تعبير‬ ‫ّ‬ ‫والّتّفضيالت‬ ‫مّحو‪-‬ورد مقّلّد‪ -‬علي‬ ‫المجموعة األولى‪( :‬روني ّ‬ ‫رمضان‪ -‬آية جلوان)‬ ‫املوضوع‪ :‬أغمض عينيك واحلم أ ّ​ّنك متلك جناحني‪.‬‬ ‫ميلك معظم س ّ​ّكان جبل الّنّورس أجنحة‪ .‬وهم يشعرون‬ ‫بأ ّ​ّن حياتهم مم ّ​ّيزة‪ .‬وأنا لو كنت أملك جناحني لشعرت‬ ‫باملرح واحل ّ​ّر ّ​ّية والهدوء‪.‬‬ ‫املكان ا ّ​ّلذي أريد أن أطير إليه هو احلدائق يف ال ّ​ّربيع‪،‬‬ ‫أل ّ​ّن فيها أزها ً​ًرا عطرة زاهية األلوان‪ .‬ويف ال ّ​ّربيع‪،‬‬ ‫احلديقة تلبس لونها األخضر‪ ،‬واألشجار تصبح‬ ‫باسق ً​ًة‪ ،‬وخرير املاء يندمج بزقزقة العصافير‪ ،‬والّنّسيم‬ ‫يهمس بني األوراق حامًلًا معه عطر الورود‪ .‬وعندما‬ ‫تيَحت‬ ‫أطير أشعر باحل ّ​ّر ّ​ّية مثل عصفور محّلّق‪ .‬ولو ُا ُ َ‬ ‫لي جتربة ّ‬ ‫الّطيران َلَشاركتها مع صديقي املق ّ​ّرب أل ّ​ّنها‬ ‫ّ‬ ‫الّصداقة بيننا‪ .‬حينها الّلحظات‬ ‫فرصة لتعزيز روابط ّ‬ ‫ّ‬ ‫مع األصدقاء ستكون مفعمة بالّذكريات واألحداث‬ ‫املفرحة‪ .‬والّلّحظات بني الغيوم واألشجار ستبقى ذكرى‬ ‫رائعة إلى األبد‪.‬‬ ‫حًّق�ً ا! لو كنت أستطيع ّ‬ ‫الّطيران الستمتعت بال ّ​ّريح بني‬ ‫جناحَّي‪.‬‬ ‫َ‬ ‫حّداد‪ -‬نور‬ ‫المجموعة الّثّانية‪( :‬علي قطايا‪ -‬سارة ّ‬ ‫شحادة)‬ ‫املوضوع‪ :‬يعتقد كثيرون أ ّ​ّن اإلنسان ال يستطيع أن‬ ‫يعيش من دون أصدقاء يتشارك معهم أوقات الفرح‬ ‫وأوقات احلزن‪ .‬هل توافق على هذا االعتقاد؟ وملاذا؟‬ ‫يعتقد كثيرون أ ّ​ّن اإلنسان ال يستطيع أن يعيش من دون‬ ‫أصدقاء يتشارك معهم أوقات الفرح وأوقات احلزن‪.‬‬ ‫َ​َمن له أصدقاء له أجنحة ُتُعلي من شأنه وتوصله إلى‬ ‫الّسعادة وتظهر أفضل قدراته‪.‬‬ ‫ق ّ​ّمة ّ‬

‫الّصعبة عندما كان يشعر‬ ‫سارة دعمت ز ّ​ّياد يف أوقاته ّ‬ ‫بالوحدة أل ّ​ّنه لم يستطع ّ‬ ‫الّطيران مثل بق ّ​ّية األوالد يف‬ ‫الّصداقة ودورها يف‬ ‫املدرسة‪ .‬فهي أظهرت أه ّ​ّم ّ​ّية ّ‬ ‫تأمني سعادته حني صنعت له أجنحة ليطير‪.‬‬ ‫فالّصديق‬ ‫الّصدق واألمانة‪،‬‬ ‫ّ‬ ‫الّصديق هي ّ‬ ‫وأه ّ​ّم القيم يف ّ‬ ‫احلقيقّي كأخ لم تلده أ ّ​ّمك‪ ،‬سيدعمك بق ّ​ّوة يف ّ‬ ‫الّظروف‬ ‫ّ‬ ‫الّصامد‪ ،‬واألخ ّ​ّوة تشبه الّتّحليق يف‬ ‫الّصعبة كاجلبل ّ‬ ‫ّ‬ ‫فضاء رحب‪ ،‬فهي ترفعك عال ً​ًيا وتشعرك باحل ّ​ّر ّ​ّية‬ ‫واخلّفّة‪.‬‬

‫الّصداقة أه�م ما يف احلياة‪،‬‬ ‫حًّق�ً ا! إ ّ​ّن‬ ‫ّ‬ ‫واألصدقاء يتشاركون أفراحهم وأحزانهم ليدعموا‬ ‫بعضهم البعض لتحقيق أحالمهم وحتسني واقعهم‪.‬‬ ‫المجموعة الّثّالثة‪( :‬ريان حبايب‪ -‬لين سبع أعين‪-‬‬ ‫محّمد)‬ ‫يوسف‬ ‫ّ‬ ‫املوضوع‪ :‬إذا حدث أن طرت يو ً​ًما فوق جبل الّنّورس…‬

‫ُبُ ِ​ِن َ​َيت بعض اجلسور لتربط قمم اجلبال ِ​ِب َ​َقعر الوديان‪،‬‬ ‫وُبُ ِ​ِنَيَت بعض اجلسور لتصل بش ً​ًرا بعضهم ببعض‪ .‬تصل‬ ‫ّ‬ ‫بالّشعوب‬ ‫هذه اجلسور ال ّ​ّثقافات بالّلّغات‪ ،‬والّتّقاليد‬ ‫فرًصا لبناء العالقات‬ ‫املختلفة فتتع ّ​ّدد اآلراء وتعطي‬ ‫ً‬ ‫الّسليمة بني الّنّاس‪ ،‬للّتّمّتّع بالقيم االجتماع ّ​ّية‬ ‫ّ‬ ‫الّص ّ​ّح ّ​ّية ّ‬ ‫ّوّصل إلى قدرة على حتقيق األمنيات‪.‬‬ ‫نفسها والّت ّ‬ ‫يف تلك الّلّيلة املقمرة‪ ،‬ونحن نحّلّق فوق جبل الّنّورس‪،‬‬ ‫رأينا أضوا ً​ًء تنبعث من نافذة منزل ز ّ​ّياد‪.‬‬ ‫ً‬ ‫خطًطا‬ ‫كان ز ّ​ّياد ووالده يرسمان خرائط ويص ّ​ّممان‬ ‫ويحّضران‬ ‫دقيق ً​ًة‪ ،‬ويعمالن ليًلًا ونها ً​ًرا بج ّ​ّد وج ّ​ّد ّ​ّية‪،‬‬ ‫ّ‬ ‫مشروًعا كبي ً​ًرا‪ ،‬ويد ّ​ّونان األغراض الّلّازمة لتحقيقه‪ .‬من‬ ‫ً‬ ‫يجّسدان أحالمهما‬ ‫كانا‬ ‫واملسامير‬ ‫احلديد‬ ‫إلى‬ ‫اخلشب‬ ‫ّ‬ ‫ويضعانها على الورق‪ .‬إ ّ​ّنهما يهندسان ويرسمان‬ ‫اخلرائط‪ ،‬ويطلبان اإلذن من ال ّ​ّدولة لبناء جسر قد‬ ‫وبخاّصة َ​َمن ال أجنحة له‪.‬‬ ‫غّير حياة الكثيرين‬ ‫ي ّ‬ ‫ّ‬

‫وبعد شهور من العمل والّتّعب‪ ،‬وافقت ال ّ​ّدولة‪ ،‬وُبُِن ََِي‬ ‫اجلس ُ​ُر وأصبح جبل الّنّورس رمز املساواة‪.‬‬

‫الّس ّ​ّن إلى‬ ‫واآلن‪ ،‬ميكن للجميع‪ ،‬من الكبار يف ّ‬ ‫األطفال احملرومني من األجنحة وذوي االحتياجات‬ ‫وأماٍن‪ ،‬وأصبح جبل‬ ‫ٍ‬ ‫اخلاّصة‪ ،‬الّتّنّقّل يف املجتمع بح ّ​ّر ّ​ّي ٍ​ٍة‬ ‫ّ‬ ‫الّنّورس أرض ّ‬ ‫الّشمول ّ​ّية‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

‫‪113‬‬

‫احك لي حكاية‬

‫كجزء من برنامج التربية الوطنية يتناول تالمذتنا‬ ‫يف الصف الثامن يف البرنامج اللبناني‪ ،‬وحدة القيم‬ ‫االجتماعية واملدنية وعند االنتهاء من هذه الوحدة‬ ‫يقوم التالميذ بكتابة قصة ت ّ​ّوضح أهمية القيم املدنية‬ ‫واالجتماعية يف بناء املجتمع وبناء مواطن لديه شخصية‬ ‫متكاملة ُ​ُمكتسب للمهارات االجتماعية املطلوبة يف‬ ‫احلياة العملية القادمة‪ .‬بعد االنتهاء من إعداد القصص‬ ‫وتصميم الرسومات املرافقة لها‪ ،‬زار الطالب صفوف‬ ‫املرحلة االبتدائية وقرأوا قصصهم لألطفال الصغار‪ ،‬كما‬ ‫أعدوا أنشطة تفاعلية تتماشى مع موضوعات القصص‬ ‫التي ألفوها‪.‬‬

‫كانت التجربة ممتعة‪ ،‬حيث عبر طالب الصف الثامن عن‬ ‫مدى استمتاعهم بهذه العملية‪ ،‬ليس فقط من خالل كتابة‬ ‫القصص‪ ،‬ولكن ً‬ ‫أيًضا من خالل مشاركتها مع األطفال‬ ‫األصغر سًنًا إذ شعروا بالفخر وهم يرون تفاعل الصغار‬ ‫وحماسهم‪ ،‬مما زاد من إحساسهم باملسؤولية واإلجناز‪.‬‬ ‫يف املجمل‪ ،‬كانت هذه املبادرة جتربة تعليمية مميزة‬ ‫عززت قيم املواطنة‪ ،‬وشجعت اإلبداع‪ ،‬ومنت لدى الطالب‬ ‫مهارات القيادة والتواصل‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

‫‪114‬‬

‫الحديقة الهادئة‬ ‫انطال ً​ًقا من مبدأ تداخل املوا ّ​ّد بني دائرتي العلوم‬ ‫وتتوّحد‬ ‫االجتماع ّ​ّية والّلّغة العرب ّ​ّية حيث تتقارب املفاهيم‬ ‫ّ‬ ‫املتوّسطة يف رأس بيروت‬ ‫األهداف‪ ،‬أجرى طّلّاب املدرسة‬ ‫ّ‬ ‫مشروًعا‬ ‫اللبنانّي والعرب ّ​ّية للّنّاطقني بغيرها)‬ ‫(باملنهاجني‬ ‫ً‬ ‫ّ‬ ‫بعنوان "احلديقة الهادئة" بإشراف جمع ّ​ّية "هارد وايرد"‪،‬‬ ‫وهي ّ‬ ‫خاّص يف األمم املّتّحدة‬ ‫استشارّي‬ ‫منّظمة ذات وضع‬ ‫ّ‬ ‫ّ‬ ‫تعمل على تعزيز احترام كرامة جميع الّنّاس وح ّ​ّر ّ​ّيتهم‬ ‫من خالل الّتّعليم مع مجتمعات متن ّ​ّوعة يف أكثر من‬ ‫ثالثني دولة‪ .‬ترتكز أهدافها الّتّربو ّ​ّية على تطوير املناهج‬ ‫ّقدّي‪ ،‬وتسهيل احلوار حول‬ ‫ال ّ​ّدراس ّ​ّية‪ ،‬وتشجيع الّتّفكير الّن ّ‬ ‫املوضوعات واخلبرات املعّقّدة يف بيئة آمنة ومحترمة‪،‬‬ ‫والّتّغّلّب على الّتّح ّ​ّيزات واملخاوف واملفاهيم اخلاطئة ا ّ​ّلتي‬ ‫تتح ّ​ّدى الّتّعدد ّ​ّية‪.‬‬

‫وإميا ً​ًنا مّنّا برسالة املدرسة القائمة على حتفيز ك ّ​ّل‬ ‫تلميذ للّتّفكير بطريقة نقد ّ​ّية‪ ،‬واملساهمة يف تق ّ​ّدم‬

‫املجتمع من خالل تعزيز القدرة على التص ّ​ّرف وأخذ‬ ‫زمام املبادرة ليصبح مواطًنًا عاملًّي�ًا يتحّلّى بالقيم‬ ‫ّ‬ ‫الّطالب مبطالعة‬ ‫اإلنسان ّ​ّية واالجتماع ّ​ّية‪ ،‬فقد قام‬ ‫قّصة "احلديقة الهادئة" ث ّ​ّم أجابوا عن أسئلة حتلي ّلّية‬ ‫ّ‬ ‫تعالج موضوع اختالف وجهات الّنّظر وحتّثّ على وعي‬ ‫أهم ّ​ّية االختالف والتع ّ​ّدد ّ​ّية بهدف تثبيت القيم‪ ،‬ومنها‬ ‫احترام االختالف يف اآلخر واالبتعاد عن التش ّ​ّبث بال ّ​ّرأي‪،‬‬ ‫واملسؤول ّ​ّية والّتّعاطف والّتّضامن والّتّعاون والّتّرابط بني‬ ‫أفراد املجتمع‪.‬‬ ‫هذا الّنّشاط م ّ​ّكن الطّلّاب من ربط أهدافه الّتّعّلّم ّ​ّية‬ ‫بالواقع بعد أن قاموا بزرع الورود امل ّلّونة يف حديقة‬ ‫املدرسة إلبراز أه ّ​ّم ّ​ّية التن ّ​ّوع والتعدد ّ​ّية يف املكان الواحد؛‬ ‫الّسالم يف نفوس أجيال املستقبل‪ ،‬هو بريق‬ ‫هو زرع بذور ّ‬ ‫أّن ذلك‬ ‫أمل بتنشئة جيل يحترم هذه األهداف‬ ‫بخاّصة ّ‬ ‫ّ‬ ‫يتماهى ورؤيا املدرسة ورسالتها‪.‬‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

Issue 17 | April 2025

115

Middle School - Ras Beirut L’enjeu de la qualité de l’air face au changement climatique 4eme/Grade8 Dans le cadre du cours de technologie, les élèves de 4ème/grade 8 du Collège à Ras Beirut ont mené une expérience passionnante sur la mesure de la qualité de l’air. Cette activité avait pour objectif de sensibiliser les élèves aux enjeux environnementaux liés à la pollution de l’air et au changement climatique.

Choix des capteurs et paramètres à mesurer Les élèves ont commencé par rechercher et comprendre le fonctionnement de différents capteurs de qualité de l’air. Ils ont utilisé notamment : Le capteur de poussière Grove : Ce capteur détecte la concentration de particules fines en suspension dans l’air, ce qui permet d’évaluer la pollution atmosphérique.

Le capteur de qualité de l’air: Il mesure la concentration en dioxyde de carbone (CO2) ainsi que d’autres gaz polluants.

Les élèves ont également appris la différence entre un capteur logique (qui ne fournit que deux états) et un capteur analogique (qui fournit une gamme de valeurs mesurables). Cette distinction est essentielle pour interpréter les données avec précision.

Connexion des capteurs au micro:bit Une fois les capteurs identifiés, les élèves ont connecté ces capteurs à une carte micro:bit.

Chaque capteur a été relié aux broches d’entrée de la carte pour permettre la lecture des données en temps réel.

Programmation du micro:bit Ensuite, les élèves ont utilisé l’éditeur de programmation visuelle MakeCode pour écrire un programme permettant de lire les données des capteurs. Grâce à des blocs de code spécifiques, ils ont conçu un programme affichant la qualité de l’air sur l’écran LED du micro:bit.

Le programme permettait d’afficher différents niveaux de qualité de l’air.

Relevés et analyse des données Les élèves ont réalisé plusieurs relevés à différents endroits de l’établissement afin d’identifier les zones les plus exposées à la pollution. Ils ont ainsi constaté que la qualité de l’air variait en fonction de l’emplacement et de l’activité humaine (proximité d’une route, présence de végétation, etc.).

Conclusion et impact de l’activité Cette expérience a permis aux élèves de développer leurs compétences en Design Thinking, en programmation, en analyse de données, et en résolution de problèmes. Plus encore, elle les a sensibilisés aux enjeux environnementaux et à l’importance d’une surveillance précise de la qualité de l’air.

Les résultats obtenus pourront être utilisés pour informer l’ensemble de l’établissement et encourager des actions pour améliorer la qualité de l’air à l’échelle locale.

Issue 17 | April 2025

116

Middle School - Ras Beirut Exploring Robotics with mBot2: Grade 6/6eme Students Navigate a Maze In their Design Technology class, Grade 6/6ème students embarked on an exciting journey into robotics with the mBot2, learning how to program and navigate a maze using advanced sensors.

This hands-on activity allowed students to explore the different components of the mBot2, including motors, sensors, and controllers, while developing problem-solving and programming skills.

Understanding the mBot2: Components and Functionality Before diving into the programming, students studied the essential parts of the mBot2, including motors, ultrasonic sensor, line follower sensor and mBot2 microcontroller.

By understanding how these components interact, students gained valuable insights into robotics and automation.

Programming the mBot2 to Navigate a Maze Using mBlock, a block-based programming environment, students coded their mBot2 to navigate a challenging maze. They implemented: Ultrasonic sensor functions to detect walls and avoid collisions.

Line follower sensors to guide the robot along a predetermined path.

Motor control to adjust speed and direction for smooth navigation.

Through trial and error, students refined their code, learning debugging techniques and improving their problem-solving skills.

Challenges and Problem-Solving As students programmed their robots, they encountered various challenges, such as: Fine-tuning sensor sensitivity to accurately detect obstacles and lines.

Optimizing turning angles to ensure the robot successfully navigated corners.

Debugging unexpected behaviors, reinforcing logical thinking and perseverance.

By troubleshooting and iterating on their designs,

students deepened their understanding of robotics and computational thinking.

Conclusion: A Step Towards Engineering and Innovation This activity provided students with a hands-on introduction to robotics and programming, fostering creativity, critical thinking, and teamwork.

By working through the maze challenge, they not only enhanced their technical skills but also developed a growth mindset, preparing them for future learning in technology and engineering.

The mBot2 maze challenge was a fun and engaging way to introduce Grade 6 students to robotics, showing them the exciting possibilities of automation and intelligent systems in the real world.

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‫كتابة ٔاشعار‬

‫ما أروع اإلبداعات األدب ّ​ّية ا ّ​ّلتي ينسجها تالميذنا يف‬ ‫اخلاّص (‪- MSRB‬‬ ‫الّسادس‪ -‬برنامج العرب ّ​ّية‬ ‫ّ‬ ‫ّ‬ ‫الّص ّ​ّف ّ‬ ‫‪ )AFL‬عندما يع ّ​ّبرون عن مشاعرهم وأفكارهم من خالل‬ ‫كتابة األشعار احل ّ​ّرة! لقد خاض طّلّابنا رحلة ممتعة يف‬ ‫عالم ّ‬ ‫الّشعر ضمن محوري "الّلّغة والّتّعبير" و"الكوكب‬ ‫لّدكتور‬ ‫كنُت‪ "...‬ل ّ‬ ‫للجميع"‪ ،‬حيث تع ّ​ّرفوا على قصيدة "لو ُ‬ ‫متري بولس‪ ،‬وا ّ​ّلتي ألهمتهم الستكشاف أحالمهم ورؤاهم‬ ‫حول ّ‬ ‫الّطبيعة والبيئة‪ ،‬وقبل ذلك‪ ،‬تأ ّ​ّملوا يف جمال ّ​ّيات‬ ‫ّ‬ ‫واملقّطم" ألمير ّ‬ ‫الّشعراء أحمد شوقي‪،‬‬ ‫قصيدة "الّنّملة‬ ‫ُص َ​َو ً​ًرا شعر ّ​ّية زاخرة باملعاني العميقة‪.‬‬ ‫مستلهمني منها ُ‬

‫ومن خالل أنشطة متن ّ​ّوعة وحتفيز ّ​ّية‪ ،‬أطلق الّتّالميذ‬ ‫العنان ملخ ّ​ّيلتهم‪ ،‬وكتبوا أشعا ً​ًرا قصيرة تع ّ​ّبر عن رؤيتهم‬ ‫لعالم أكثر نقا ً​ًء وجماًلًا‪ ،‬فكانت قصائدهم على غرار‬ ‫ّ‬ ‫بالّطبيعة والبيئة‬ ‫جتّسد ارتباطهم‬ ‫كنُت…"‬ ‫قصيدة "لو‬ ‫ُ‬ ‫ّ‬ ‫تشّجعهم عليها املدرسة من‬ ‫احمليطة بهم‪ ،‬والقيم ا ّ​ّلتي‬ ‫ّ‬ ‫احترام ومسؤول ّ​ّية ونزاهة وتعاطف‪.‬‬

‫نحن فخورون بكم وبإبداعاتكم‪ ،‬ونتطّلّع لرؤية املزيد من‬ ‫مواهبكم تتفّتّح يف سماء األدب ّ‬ ‫والّشعر!‬

‫لينا المعّلّم عويدات‬

‫لو كنت بح ً​ًرا‬ ‫كنُت بح ً​ًرا‪،‬‬ ‫لو ُ‬ ‫كنت يف الكوكب عميق‪،‬‬ ‫وكنت أمت ّ​ّدد وأبقى هناك أنتظر بشوق‪،‬‬ ‫لو كنت بح ً​ًرا‪،‬‬ ‫كنت يف الكوكب عميق‪،‬‬ ‫بنٌت صغيرة‬ ‫لكّنّني ٌ‬ ‫جنى شبارو‬

‫لو كنت نحلة‬ ‫لو كنت نح ً‬ ‫لًة‪ ،‬كنت يف األرض أطير‬ ‫أصنع العسل األصفر‬ ‫أنقل حبوب الّلّقاح من األزهار‬ ‫أحمي القفير الكبير‬ ‫لو كنت نح ً‬ ‫لًة‪ ،‬كنت يف األرض أطير‬ ‫لكّنّني ولد صغير‬ ‫كريم منصور‬

‫لو كنت الهواء‬ ‫الّسماء أرقص‬ ‫لو كنت الهواء‪ ،‬كنت يف ّ‬ ‫أسافر إلى ك ّ​ّل جزء من الكوكب‬ ‫أحمل الّتّراب واألوراق‬ ‫وأحيط الكرة األرض ّ​ّية‬ ‫الّسماء أرقص‬ ‫لو كنت الهواء‪ ،‬كنت يف ّ‬ ‫لكّنّني ولد صغير‬ ‫راي صعب‬

‫لو كنت غيم ً​ًة‬ ‫الّسماء أنظر‬ ‫لو كنت غيمة‪ ،‬كنت يف ّ‬ ‫أعلى وأعلى ث ّ​ّم أبكي املطر‬ ‫ّ‬ ‫تأتي ّ‬ ‫فتغّطيني‬ ‫الّشمس‬ ‫ث ّ​ّم يظهر قوس قزح وأصير سعيدة‬ ‫الّسماء أنظر‬ ‫لو كنت غيمة‪ ،‬كنت يف ّ‬ ‫بنٌت صغيرٌةٌ‬ ‫لكّنّني ٌ‬ ‫ليا سبع أعني‬

‫لو كنت شجرة‬ ‫لو كنت شجرة‪ ،‬كنت يف األرض ُأ ُ ْ​ْز َ​َرع‬ ‫أعطي األوكسيجني الّنّظيف‬ ‫ُأُسِقِ ُ‬ ‫ُط ال ّ​ّتّفّاح من أغصاني‬ ‫ويف البرد تطير أوراقي‬ ‫لو كنت شجرة‪ ،‬كنت يف األرض ُأُز َ​َرع‬ ‫لكّنّني بنت صغيرة‬ ‫تاليا صناديقي‬

‫لو كنت جنمة‬ ‫الّسماء‬ ‫لو كنت جنمة‪ ،‬كنت أملع يف ّ‬ ‫سأشرق مثل ّ‬ ‫الّشمس‪ ،‬وأختفي خالل الّنّهار‬ ‫أكون الّنّور اخلاِفِ ت ل ّ‬ ‫كّل الّنّاس‬ ‫لو كنت جنمة‪ ،‬كنت أرقص طوال الّلّيل‬ ‫لكّنّني بنت صغيرة‬ ‫تاال ح ّ​ّداد‬

‫‪Issue 17 | April 2025‬‬

‫‪Middle School - Ras Beirut‬‬

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Secondary School

Visiting Walid Raad’s Another Festival of (In)gratitude Visiting Walid Raad’s Another Festival of (In)gratitude at Sfeir-Semler Gallery in Karantina with my IB Visual Arts class was a deeply thought-provoking experience that challenged not only how we view art but also how we think about truth, memory, and history. Guided by our teachers, Mrs. Joumana Boukhaled and Mrs. Carine Arayssi Saad(VA) and Mr. David Lanza (TOK), we immersed ourselves in Raad’s surreal yet hyper-detailed world—one that blurs the line between fact and fiction through imaginary collaborators and manipulated documents. The duality of presence and absence in his work sparked an intense Theory of Knowledge discussion with Mr. David Lanza, where we explored how knowledge is constructed through art and the implications of using fiction as a vessel for historical truth. Raad’s art felt like a conversation with Lebanon’s complex past, told through layered narratives that made us question the authority of documents, the authenticity of memory, and the ethical responsibility of the artist. Being in those rooms filled with sculptural prints, immersive videos, and fictional archives, we realized how visual language can be both evidence and illusion—a concept that continues to challenge my own art-making process and understanding of the world.

Julia Toramanian IBI Visual Arts.

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Secondary School

Empowering Change: A Student-Led Initiative Against Bullying at IC The Secondary School Leadership Team, in collaboration with class advisors, business and economics teachers Ms. Dina Yamout and Ms. Lana Tabsh, and school counselors, has launched a student-led initiative to combat bullying and harassment through interdisciplinary approaches. Advisors played a key role by leading advisory sessions focused on fostering empathy and respect, guiding students through discussions and activities that reinforced these values. To highlight the initiative’s impact, advisors selected outstanding student projects that showcased creativity and a commitment to a positive school environment.

In Business, students spearheaded the “No to DeepFakes!” campaign, raising awareness about the dangers of manipulated digital content and equipping peers with critical thinking skills to recognize misinformation. Economics students explored “The Economy of Kindness,” illustrating how respect and empathy contribute to both social harmony and economic prosperity. Their projects included a poster titled “Kindness in Education: Fueling Economic Development” and a Kindness Commitment Board, where students pledged actions to promote inclusivity.

They also created a Kindness Tree to visualize the ripple effects of kindness on the economy and the negative impact of bullying.

Meanwhile, Sociology and Statistics students analyzed bullying data, created visual representations, and

examined its broader societal impact. Language Arts, Drama, and Science classes integrated anti-bullying themes into poetry, storytelling, scientific research, and experiments exploring the psychological and social effects of bullying. Students also expressed their messages through graffiti, digital posters, stickers, and music, reinforcing the values of empathy and respect. Additionally, some students wrote and will present original stories to elementary students, using narrative-based learning to instill kindness and inclusion from an early age.

This initiative is not a one-time event but an ongoing commitment embedded in daily school life. Across IC, interactive board games, creative projects, and awareness campaigns engage the community, fostering teamwork, problem-solving, and meaningful discussions on bullying prevention. At International College (IC), this initiative reflects the school’s core values of Empathy, Integrity, Responsibility, and Respect. Through daily engagement, students are not just raising awareness but actively shaping a school culture where kindness thrives and bullying has no place.

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Secondary School

At the Preschool: A Sociology Project Comes to Life A Collaboration Between the Preschool and Secondary School As part of their Sociology course, Grade 11 students in the Lebanese Program (English section) explored the concept of socialization—specifically, the role schools play as one of its primary agents in shaping young minds.

To deepen their understanding beyond the classroom, students from Grades 11 LB, Sections 6B and 6C, were given a unique challenge: to step into the shoes of education sociologists through hands-on fieldwork in the Preschool. Thanks to the warm cooperation of the Preschool administration and faculty, this enriching experience took shape across two group visits to KG1 and KG2 classes.

Each group, made up of 3 to 4 students, began with an observational visit. Their task was to identify the various methods teachers use to socialize young children. To prepare, the students created a comprehensive grid outlining at least twelve means of socialization, each accompanied by a short description. Using this tool during their visit, they noted which methods were used, how they were applied, and the context in which they occurred.

Following the visit, students submitted a detailed report and their completed observation grid.

The second visit gave students the chance to put theory into practice. Each group designed and led an engaging activity—such as a story, game, or interactive exercise—tailored to the current theme in the preschool class. Their challenge was to incorporate at least two different means of socialization into their activity. Preschool teachers

observed the sessions and provided feedback on the strategies used and their effectiveness.

For many Grade 11 students, this experience was both eye-opening and nostalgic. Returning to their Preschool classrooms sparked memories, laughter, and even some disbelief—“Miss, were we really that small?” they asked. They were moved by the transformation of the familiar spaces and deeply touched by the opportunity to interact with the little ones.

The feedback from Preschool teachers was overwhelmingly positive. They praised the Grade 11 students’ dedication and the creativity of

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Secondary School

their activities, noting the joyful and meaningful connections made between both age groups. The younger children were excited to welcome their older peers and enthusiastically joined in the learning activities. Preschool teachers gave glowing feedback, praising the students’ creativity, initiative, and the joy they brought to the classroom. The KGII B teacher shared:

• Julie: “They watched the video that I made about

“During the first visit, students gained valuable insights into effective classroom interactions and teaching strategies by observing how children worked in centers and interviewing the teacher, as well as interacting with the students and asking about their unit. During the second visit, they engaged the children through thoughtfully designed activities centered around the theme of ‘How We Organize Ourselves.’ It was impressive to see their patience and enthusiasm, creating a fun, supportive environment that encouraged learning and exploration. This hands-on experience not only deepened their understanding of teaching practices but also enriched the preschoolers’ learning journey.”

• Silya: “We had to put our day in order.”

• Sam: “We had to guess the names of the workers.

The Preschoolers were equally enthusiastic about the experience. Here’s what some of them had to say:

• Sophie: “I felt happy during the visit because they were very kind.”

• Kenz: “We told them about our feelings and drew

them. I felt happy because I liked the activities that we did.”

• Mouawad: “It was good because it was nice to meet big kids in our class.”

Goldilocks and the Three Bears and they said they loved it so much!”

• Dany: “The games we played with them were fun, and we learned that we can be creative.”

• Mohamad: “We were building things and had to guess what they were.”

It was fun.”

Reflecting on their experience, Grade 11 students shared newfound respect for the complexity of socialization in early education. Many expressed how surprised they were by the depth of planning and patience required to teach young learners. Most of all, they were thrilled to discover how rewarding it was to see the children engaged and responsive to their efforts. “Learning by doing,” they agreed, “was an experience we’d love to repeat.”

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Secondary School

Leaders of Tomorrow, Accepted Today This year, IC’s Class of 2025 has once again raised the bar with an impressive list of college acceptances across the globe. From Ivy League universities and top-tier institutions in the US, to prestigious programs in Canada, Europe, and beyond, our graduates have secured spots in some of the world’s most competitive academic environments. Their achievements are a testament to their dedication, resilience, and the unwavering support of our faculty and counselors.

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Secondary School

International College Hosts Successful Career Fair 2025, Inspiring Students to Explore Diverse Futures International College wrapped up its highly successful Annual Career Fair 2025, held on April 15 and 16 across the Irani, Salma and Adib Marshi, and Imad Taher auditoriums. Under the theme “Get Ready to Explore Your Future,” the two-day event provided students with meaningful opportunities to connect with professionals from a wide range of industries and gain valuable insights into various career paths.

Over the course of two days, students explored more than 18 career tracks including Engineering, Medicine, Computer and Technology, Political Science, Media, Business and Economics, Health, and the Arts. The event served as a dynamic platform for students to engage in conversations with industry experts, ask questions, and broaden their perspectives on future academic and professional choices.

Day one featured morning sessions on Engineering, Surgery, and Law, followed by discussions in Computer & Technology, Media, and Sciences. Afternoon sessions highlighted careers in Design, Mathematics & Data, and Agriculture & Food.

Day two opened with panels on Political Science, Medicine, and Luxury Management, continuing into Aviation, Business, Health, and concluding with sessions on the Arts, Athletics, and Humanities and Social Sciences.

In his opening address, IC President, Tobin Wait, encouraged students to embrace the experience fully, stating:

“Today, you have an incredible opportunity to explore different directions your life could take. Some of you may pursue careers that bring great financial success, while others may follow paths that offer deep personal fulfillment. The key is to focus on your passion. When you discover what truly drives you, it won’t feel like work, it will feel like purpose.”

“The Career Fair was a powerful reminder of the importance of early exposure to real-world possibilities,” said Inar Zein, Head of University Admissions and Career Guidance at IC. “We are proud to offer our students the chance to engage directly with professionals who are shaping the future in their fields. These interactions help spark curiosity, build confidence, and open minds to a variety of pathways they may not have considered.”

This annual initiative is part of IC’s broader mission to empower students with the knowledge, awareness, and tools they need to thrive in an ever-changing global landscape.

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IC Athletics We may have started late but we finished strong and our student-athletes made their presence felt at the close of Season Two by bringing home one gold medal after the other. Their exceptional accomplishments speak volumes about their determination, the dedication of their coaches, and the positive impact of our newly launched strength and conditioning program.

Swimming - Sportlogy Invitational Meet After being unable to compete in the NESAC Season One swimming events due to force majeure, IC was honored to accept an invitation to participate in the Sportlogy Invitational Meet, a high level competition for schools and clubs held in Qatar.

Our swimmers seized the opportunity and delivered an unforgettable performance. Out of

more than 1,500 races, IC athletes emerged as champions, claiming 1st place overall in the meet.

Here are the medal highlights by age group:

• Gold- 63 medals | U18 • Silver- 40 medals | U16 • Bronze- 36 medals | U14

Swimming - Sagesse High School Swimming Championship Following their impressive performance in Qatar, our swimmers dove right back into competition at the Sagesse High School Swimming Championship, earning an impressive third place overall among 25 participating schools.

Medal highlights:

• Gold- 6 medals • Silver- 2 medals • Bronze- 2 medals

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IC Athletics NESAC Season 2 Building on the momentum of the swimming team’s outstanding achievements in Qatar, our athletes continued to shine in Season 2 of NESAC. IC proudly claimed six out of eight championship titles, with every participating team earning a well-deserved spot on the podium.

The Varsity Girls and Boys Basketball teams traveled to Kuwait and delivered dominant performances, securing the championship titles in both categories.

Simultaneously, in Abu Dhabi, our JV Boys and Girls Soccer teams advanced to the finals. The boys clinched the championship, while the girls proudly finished as runners-up.

The following weekend, our JV Boys and Girls Basketball teams also competed in Abu Dhabi,

matching the high standard and bringing home gold in both divisions.

Meanwhile, the Varsity Soccer teams took on the challenge in Dubai. Despite facing roster limitations, they rose to the occasion. The Varsity Boys battled through every match with grit and resilience, ultimately being crowned champions after a dramatic penalty shootout. The Varsity Girls delivered a strong and determined performance as well, securing a commendable third-place finish.

Throughout these tournaments, our studentathletes demonstrated exceptional sportsmanship, unity, and teamwork, the very qualities that fueled their success and played a vital role in bringing home the gold.

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IC Athletics

Upon our return, President Tobin Wait and our directors gathered with us to celebrate the remarkable accomplishments of our JV and Varsity teams in NESAC Season 2.

A heartfelt congratulations to all our studentathletes, dedicated coaches, and heads of departments who made this journey unforgettable.

Here’s to continued success, onward and upward!

Track & Field | Cross-Country Our Track & Field and Cross-Country teams have been actively representing IC throughout the year, participating in every invitational run with pride and determination. They made a strong showing at the ACS Christmas Run in Deir el-Qamar, where 60 of our student-athletes took part in a spirited cross-country fun run. This was followed by another impressive turnout at a cross-country event hosted by Jamhour, further highlighting their commitment and team spirit.

USJ For the first time in IC history, our Varsity Girls Basketball Team captured the championship title at the USJ Invitational Tournament! With their unmatched skill, focus, and teamwork, there was never any doubt that our superstars would bring home the gold.

That marks 3 out of 3 titles this season for our phenomenal girls—and something tells us, they’re just getting started!

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IC Athletics Elementary School Beyond titles and trophies, IC Athletics remains deeply committed to nurturing young athletes through grassroots initiatives. We believe that the journey of our JCUBS, our future JV and Varsity stars, begins with learning the values of discipline, teamwork, and sportsmanship through meaningful, age-appropriate experiences.

To support this growth, we’ve been organizing regular games and scrimmages for our elementary school students, helping them become familiar with the structure and spirit of competitive play. The Ain Aar teams faced off against their Ras Beirut counterparts in friendly matches, and on other weekends, both campuses came together for mixed-team games aimed at building unity and lasting connections.

In soccer, we hosted a full-day festival on Fayyaz Field that brought together elementary teams from both Ras Beirut and Ain Aar for a high energy, skillfocused event. On the basketball front, the Ras Beirut campus was buzzing with a full day of games and challenges designed to sharpen skills and spark excitement. Meanwhile, the Ain Aar Track & Field team joined forces with Ras Beirut for a combined training session at the AUB track, further reinforcing collaboration across campuses.

And we’re just getting started. After the Easter break, Ras Beirut and Ain Aar teams will reunite for more joint events—this time hosted across both campuses, continuing our mission to grow together, play together, and thrive together.

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IC Athletics Play it Forward X ACS Basketball and Soccer Tournaments: Our athletes didn’t just shine on the international stage, they made their presence felt locally as well. Both before departing for NESAC and shortly after returning, our teams competed in the Play it Forward X ACS JV and Varsity Basketball and Soccer Tournaments, finishing with a series of impressive results:

Soccer: JV Boys - Champions JV Girls - RunnerUps Varsity Boys - RunnerUps Varsity Girls - RunnerUps Basketball: Varsity Girls - Champions Varsity Boys - RunnerUps JV Girls - Champions

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IC Responsibility

Enviromental Sustainability Preschools & Elementary Schools (Ras Beirut & Ain Aar)

Exploring and Protecting Animals - PS/Nursery As part of the unit of inquiry on “Sharing the Planet,” our Nursery and Petite Section students embarked on an exciting journey to explore the animal kingdom.

They investigated the characteristics of various animals, including farm animals, savanna animals, forest animals, and Lebanese native species. To deepen their understanding, they welcomed guest speakers from the Association for the Protection of Jabal Moussa, who introduced them to Lebanon’s native wildlife - such as the wolf, jackal, hyena, rock hyrax (Tabsoun), and fox - and highlighted the importance of conserving these species and their habitats.

Our learners at Ras Beirut concluded their exploration by taking meaningful action. They reflected on the choices we can make to ensure that animals around the world have clean and safe habitats and explored how we can respect animals’ right to coexist with us.

As part of their action, students created signs and bird feeders, which they proudly displayed around the IC red playground. Another class released their turtle “Tiny Tim” from his small enclosure to a meadow of grass, giving him a more natural and comfortable home.

Our learners at Ain Aar will continue their journey with a visit to Mar Chaaya Farm, where they will observe and understand the characteristics of farm animals and their interactions with humans.

Through these experiences, students across both campuses are developing a deeper connection with nature and a sense of responsibility toward protecting animals and their habitats. Stay tuned to follow the adventures and the meaningful actions our learners in Ain Aar will be taking soon!

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IC Responsibility

Enviromental Sustainability

Upcycling for a Sustainable Future - MS/KG1 As part of their unit of inquiry “Sharing the Planet”, CM2 and Grade 5 students in Ain Aar are diving into the fascinating world of biodiversity, uncovering how it supports the delicate balance of interdependent organisms within ecosystems. Through their inquiry, they explored the classification of organisms and the factors that disrupt nature’s balance. To enrich their understanding, they engaged with Mrs. Rita Hajj, Head of IC’s Environmental Sustainability Program, who shed light on the significance of biodiversity, the threats it faces, and the critical role we play in its preservation, with a special focus on Lebanon’s biodiversity. Inspired by this knowledge, our caring students will soon brainstorm actionable ways to contribute to the conservation of Lebanon’s rich biodiversity, taking meaningful steps toward a sustainable environment. Stay tuned to learn more about their next steps!

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IC Responsibility

Enviromental Sustainability

Light, Sound and Sustainability! - GS/KG2 As part of their unit of inquiry “Sharing the Planet”, CM2 and Grade 5 students in Ain Aar are diving into the fascinating world of biodiversity, uncovering how it supports the delicate balance of interdependent organisms within ecosystems. Through their inquiry, they explored the classification of organisms and the factors that disrupt nature’s balance. To enrich their understanding, they engaged with Mrs. Rita Hajj, Head of IC’s Environmental Sustainability

Program, who shed light on the significance of biodiversity, the threats it faces, and the critical role we play in its preservation, with a special focus on Lebanon’s biodiversity. Inspired by this knowledge, our caring students will soon brainstorm actionable ways to contribute to the conservation of Lebanon’s rich biodiversity, taking meaningful steps toward a sustainable environment. Stay tuned to learn more about their next steps!

Supporting Species’ Lifecycles - CP/Grade 1 In their exploration of the life cycles of both animal and plant species, CP and Grade 1 students embarked on a captivating journey to understand the intricate processes of growth and transformation.

With curiosity and enthusiasm, they discovered that all living things undergo remarkable changes. From the delicate sprouting of a seed to the magnificent emergence of a butterfly, they marveled at the various stages of development that shape the existence of all living beings.

Through their inquiry, the students also realized the profound interdependence among different species, understanding the complex web of relationships that sustain life on Earth. As part of their learning, the students welcomed Mrs. Ghada Keyrouz, Manager of the Kaftoun Nature Reserve who shared valuable insights about the cedar tree lifecycle and its essential role in maintaining ecological balance. Her passionate talk inspired the students, deepening their understanding of the importance of preserving Lebanon’s ecosystems.

Building on this newfound knowledge, the students are preparing for a visit to Miel de Miel to explore the habitat and life cycle of bees and to the Silk Museum in Bsous to explore the lifecycle of the silkworm and learn about its crucial relationship with the mulberry tree. During their last visit, they will also donate three mulberry silk trees to be planted on the museum grounds. These trees, essential for supporting the silkworm lifecycle, symbolize the students’ commitment to environmental sustainability and their contribution to preserving local biodiversity. Stay tuned to see the students in action!

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IC Responsibility

Enviromental Sustainability

Designing Sustainable Cities - CE1/Gr2 As part of their unit of inquiry “How We Organize Ourselves,” our CE1 and Grade 2 students have been exploring the concept of cities, focusing on how to design sustainable urban environments. They have been inquiring into the unique characteristics of cities and the vital role each of us plays in shaping them. An exciting highlight of their inquiry came from a visit by EcoServ NGO, a remarkable initiative sparked by one of our young inquirers! During the visit, the guest speaker introduced the students to the concept of e-waste, the disposal of electronic items that should be recycled rather than discarded.

Students learned that IC Ain Aar was the first school in Lebanon to launch an e-waste recycling initiative an inspiring fact that left them excited to take action.

Building on this knowledge, our students are now becoming active citizens in promoting sustainability.

They will be using special e-waste bins that will be provided by EcoServ to collect discarded electronics, helping to ensure that e-waste is recycled properly.

Through this initiative, they are taking meaningful action to promote sustainability, reinforcing the idea that every city has unique characteristics shaped by the people who care for it!

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IC Responsibility

Enviromental Sustainability

Sustaining Natural Resources - CM1/Grade 4 As part of their unit of inquiry “Sharing the Planet”, CM1 and Grade 4 students 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, students embraced upcycling as an essential tool for natural resource conservation.

Driven by their commitment to the environment, our learners in Ain Aar transformed discarded materials into functional pieces to arrange and beautify a space within their school. Through this creative reuse, they not only contributed to sustainability but also demonstrated how small actions can make a big difference in caring for the planet. Meanwhile, our learners at Ras Beirut brought their creativity to life by designing a green wall using recyclable plastic bottles, turning waste into a symbol of growth and environmental awareness.

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IC Responsibility

Enviromental Sustainability

Exploring and Preserving Biodiversity - CM2/Grade 5 As part of their unit of inquiry “Sharing the Planet,” CM2 and Grade 5 students in Ain Aar and Ras Beirut explored the fascinating world of biodiversity, learning how it supports the delicate balance of ecosystems.

They also studied the classification of organisms and the factors that disrupt nature’s balance. To deepen their understanding, they engaged with Mrs. Rita Hajj, Head of IC’s Environmental Sustainability Program, who highlighted the importance of biodiversity and the threats it faces, with a special focus on Lebanon’s biodiversity.

flourish. This sparked a deeper appreciation for the delicate balance of nature. Driven by their learning, our compassionate learners decided to take meaningful action. In collaboration with the Lebanon Reforestation Initiative, they created seed bombs - small, nutrient-rich balls made of compost, clay, and seeds - which they planted around their school and in their gardens. These seed bombs are designed to support local plant life, providing food and habitat for pollinators and enhancing the overall biodiversity of their surroundings.

Inspired by their newfound understanding, the students visited Miel de Miel to explore the essential role that bees play in sustaining biodiversity. During their visit, they discovered how bees contribute to pollination, helping plants thrive and ecosystems

Through this initiative, the students not only contributed to the environment but also gained firsthand experience in how small actions can have a significant impact on biodiversity.

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Enviromental Sustainability Middle School (Ain Aar) Save the Forest - 6ème/Grade 6 After months of interdisciplinary explorations, our students gained a holistic understanding of the devastating impact of forest fires in Lebanon and the urgent need for forests’ conservation.

Through French, English, Arabic, Science, Social Studies, STEAM and Arts, they examined the causes and consequences of wildfires, their effects on ecosystems, and the importance of prevention and restoration efforts. Their learning journey was enriched by an engaging session with guest speakers from the Lebanon Reforestation Initiative (LRI), who provided valuable insights on fire prevention strategies and post-fire recovery measures in Lebanon. To take their knowledge

beyond the classroom, students participated in a brainstorming session with Ms. Mary-Helen Gholam, Ain Aar Middle school’s CCSL coordinator, where they collectively proposed and voted on sustainable actions to conclude their project.

Demonstrating both agency and democratic decision-making, 6ème students chose to restore a burned forest area in Nabay on April 30, while Grade 6 students committed to cleaning a forest in Baskinta on April 29 as a preventive measure both in collaboration with LRI. Stay tunewd as our learners transform their knowledge into a realworld impact!

The Secret Garden - 5ème/Grade 7 As part of the interdisciplinary project, “The Secret Garden”, students gained a comprehensive understanding of what it takes to create a regenerative ecosystem, analyzing the balance between biotic and abiotic factors and exploring permaculture techniques based on symbiotic relationships between species and companion planting. They brought their learning to life through diverse disciplinary productions, from scientific research and literary reflections to artistic creations and historical analyses. To take their project a step further, students engaged in a brainstorming session with the CCSL coordinator, where they proposed various sustainable actions and voted for the most impactful initiative. The

results are in: students will either produce a humorous, Dubai Bling-inspired reality show parody about symbiotic relationships in a garden or take direct action by planting in a workplace or a school with limited greenery. Stay tuned to see how they bring their ideas to life!

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Enviromental 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 had the honor of hosting Professor Errol Vela (PhD-HDR) from the University of Montpellier (France) for an online session. During this insightful session, Professor Vela 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 gained a better understanding of the deep connections between

Islamic faith and sustainability, and how Islamic teachings continue to inspire actions aimed at environmental protection around the world.

Potable Water Production in Lebanon - 5ème As part of their chemistry course on mixture separation techniques, 5ème students visited the Beirut and Mount Lebanon Water Establishment in Dbayeh to observe the practical application of these techniques in the production of potable water. During the visit, students were introduced to the various stages of water treatment, including screening, filtration, and decantation. They were able to

directly connect the theoretical concepts they had learned in class to real-world applications, gaining a deeper understanding of how these separation methods are essential in ensuring the delivery of safe and clean drinking water.

This hands-on experience not only reinforced their knowledge but also highlighted the importance of these processes in everyday life.

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Enviromental 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.

Sustainable Inventions of Tomorrow - Grade 7 As part of their French as a Foreign Language (FLE) course, Grade 7 students engaged in a creative challenge: envisioning and presenting an eco-friendly invention of the future. With sustainability at the core of their project, students designed innovative objects that could improve daily life while respecting the environment. Using Canva, they brought their ideas to life with visually compelling presentations, showcasing their originality and commitment to ecological solutions. Each student then pitched their invention to their classmates, demonstrating their oral expression skills and applying the futur proche tense in their presentations. Through this experience, students not only enhanced their language skills but also reflected on the role of innovation in building a more sustainable future.

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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.

Each student created a personal pledge on Canva, committing to actions like reducing water and energy consumption, recycling, and encouraging others to adopt sustainable practices. The project also included a video activity, where students and

teachers shared their thoughts on the ecological footprint they would leave behind, helping raise awareness throughout the school community. This project not only increased students’ environmental awareness but also empowered them to take proactive steps in protecting the planet.

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Enviromental Sustainability Imagining a Sustainable Future: Our Vision of Tomorrow Grade 8 As part of their French as a Foreign Language (FLE) course, Grade 8 students participated in the project “Ma vision du futur,” where they imagined and described a vision of a technological and ecological future on a specific theme, such as the home, school, city, or sustainable food. The goal of the project was to use appropriate vocabulary and conjugate verbs in the future tense, while also fostering creativity and original thinking. Students explored topics like the home of the future, the school of the future, a sustainable city, and sustainable food choices and practices. To further enhance the project, students welcomed Mrs. Rita Hajj, Head

of IC’s Sustainability Program, as a guest speaker.

She shared insights on sustainable food systems, discussing the contemporary challenges posed by unsustainable food practices and the alternatives for more sustainable food choices. The final product took various forms, including an article, a drawing or model with commentary, a slide or Canva presentation, or a letter. Students were assessed on content, creativity, presentation, language, communication, and punctuality. This project enabled students to envision a sustainable, ecological future while developing their language skills and deepening their understanding of the importance of sustainability in today’s world.

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Enviromental Sustainability Environmental Microbiology - 4ème As part of their Biology course on “Microbiology,” our 4ème students at IC Ain Aar visited the Faculty of Sciences at the Holy Spirit University of Kaslik. Our researchers delved into the world of environmental microbiology. Between bacterial cultures and microscopic observations, students had the opportunity to experiment within the faculty’s laboratories and test water samples they had collected themselves from the environment (river water, rainwater, well water, tap water, etc.), in order to detect the presence (or absence) of pathogenic bacteria. The objective is to conduct a qualitative analysis of the various samples collected. The incubated samples yielded unexpected results for the students, leading to a deeper understanding of the severity of water pollution in Lebanon.

Ain Aar’s Middle School Éco-délégués in Action!

This year, our enthusiastic écodélégués once again participated in the national “Prix des écodélégués” competition, organized

by AEFE, with the theme focused on seas and oceans. After months of hard work, they have developed creative projects addressing key environmental issues, such as artificial coral reefs to protect Lebanese biodiversity, a “museum of the lost future,” a floating city for climate refugees, etc. These projects will be displayed in a special exhibition at the school in June 2025, coinciding with World Oceans Day on June 8.

Furthermore, our éco-délégués are also currently taking part in a competition hosted by the Université Saint-Joseph de Beyrouth, titled “Oceans and Plasticized Seas.” This competition aims to raise awareness about plastic pollution and its impact on the marine environment. Students can participate in two ways: either through creating artistic pieces that upcycle plastic waste into useful or decorative

works, or by conducting scientific research on the origins and effects of plastic pollution on marine biodiversity, presenting their findings and innovative solutions in a scientific poster format. We wish our éco-délégués the best of luck in both competitions, and we look forward to sharing the results.

Additionally, our sustainability advocates will be participating in the national day of éco-délégués organized by AEFE on May 17, under the theme “On the Water’s Edge.”

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Enviromental Sustainability The Environmental Impact of our Food Choices - 3ème As part of their English course, 3ème students worked on a project titled “Heroes of Sustainability: Shaping Our Planet Through Food Choices.”

The main idea of the project was to explore the environmental impact of food choices and encourage students to adopt sustainable practices, turning them into modern-day heroes who help preserve the planet. Students began the project by taking the Ecological Footprint Test, which helped them assess their individual impact on the environment based on daily activities such as food choices, energy consumption, and transportation.

They then worked in groups to create a mind map exploring key environmental issues related to food production, including monoculture, carbon footprint, GMOs, meat production, pollution, and ecological footprint. For the project’s final product, each group produced a unique item,

such as an animated music video, an e-book with sustainable recipes, an environmental awareness campaign, a fictional narrative storyboard, an ecofood transition simulation, or a sustainable food vision board. These products not only required creativity but also aimed to inspire others to make sustainable food choices.

In their presentations, students showcased their findings and demonstrated how small changes in food habits can have a significant positive impact on the planet. They were evaluated based on content, creativity, presentation clarity, team collaboration, and overall engagement. Through this project, students enhanced their understanding of sustainability, improved their English language skills, and developed the ability to communicate complex ideas effectively.

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Enviromental Sustainability Middle School (Ras Beirut)

Appreciating the Lebanese Geological Heritage - Grade 6 As part of the Grade 6 biology course, our learners delved into the fascinating world of fossils. They analyzed and interpreted evidence from the fossil record to describe ancient organisms, their environments, extinctions, and the evolution of life throughout Earth’s history. To deepen their understanding and appreciation of the environmental and geological significance of fossils, they visited the Hakel Museum in Jbeil,

home to one of the world’s richest fossil sites.

During their visit, our students excavated fossils and participated in a scavenger hunt to uncover the area’s fossil treasures and understand the processes that led to their formation. This hands-on experience allowed them to value the geological importance of fossils in retracing the environmental conditions of life on Earth, millions of years ago.

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Enviromental Sustainability Environmental Microbiology - 4ème As part of their Biology course on “Microbiology,” our 4ème students at Ras Beirut visited the Faculty of Sciences at the American University of Beirut (AUB). Our researchers delved into the world of environmental microbiology. Between bacterial cultures and microscopic observations, students had the opportunity to experiment within the faculty’s laboratories and test water samples they had collected themselves

from the environment (river water, rainwater, well water, tap water, etc.), in order to detect the presence (or absence) of pathogenic bacteria. The objective is to conduct a qualitative analysis of the various samples collected. The incubated samples yielded unexpected results for the students, leading to a deeper understanding of the severity of water pollution in Lebanon.

The Conquest of the Cedars - Grade 7 After several weeks of intensive work on their interdisciplinary project, “The Conquest of Cedars,” students had the privilege of hosting Dr. Maya Nehmé, Director of the Lebanon Reforestation Initiative, and Mr. Johny Bou Ghosn, a representative from the organization, in January 2025. The guest speakers provided invaluable insights into the history of cedar wood exploitation in Lebanon and its significant environmental impact. They guided the students through the complex challenges involved in conserving Lebanon’s iconic cedar forests, emphasizing the importance of sustainable practices and highlighting the critical role these forests play in the nation’s ecological balance. Dr. Nehmé and Mr. Bou Ghosn also discussed the innovative approaches being implemented to address deforestation and promote reforestation efforts in Lebanon.

To conclude their project, students will visit

the Cedars of God forest in Bcharreh at the end of the academic year, where they will have the opportunity to meet Dr. Youssef Tawk, a leading figure in the conservation efforts of Lebanon’s cedar forests. This field trip will allow students to further deepen their understanding of the ongoing restoration initiatives and observe firsthand the challenges and successes in the region’s efforts to protect and revitalize these ancient forests.

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Enviromental Sustainability Secondary School

The Reporters of Biodiversity!

As part of the 2nde classes’ interdisciplinary project on the press, students explored various aspects of journalism, including its role in both war and peace, identifying fake news, and understanding the importance of a free press. The projects were divided into three main themes, one of which focused on the media’s role in environmental issues and awareness.

In this context, students welcomed Mrs. Rita Hajj, Head of IC’s Sustainability Program, who spoke about Lebanon’s

rich biodiversity, its significance, and the country’s status as a biodiversity hotspot. She emphasized the role of positive media in highlighting good news related to the environment and biodiversity in Lebanon.

Students then organized a “Reporters de demain” event, where they showcased their videos and other products, among which a focus on environmental themes.

The event included video screenings and debates on topics such as war, human rights, and the environment.

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Enviromental Sustainability Sustainable Food Practices As part of the 10CPP interdisciplinary project, “Global Plate: Redefining Food Security with Innovation and Tradition,” students are exploring innovative and traditional solutions to address global food security challenges. This project brings together multiple disciplines, including Biology, Social Studies, Drama, Chemistry, Arabic and Economics, to examine how biotechnologies, alternative food sources, and the revival of traditional food practices could contribute to ensuring food security for a growing global population. Students are analyzing the potential and limitations of biotechnologies in agriculture and food production, assessing alternative food sources like artificial meat, algae, and insects, and investigating the role of traditional recipes and

practices in sustaining hunger, particularly during periods of scarcity or conflict. By evaluating the environmental impact of modern and traditional food systems, students are proposing interdisciplinary solutions that promote environmental sustainability and equitable access to nutrition. The project is encouraging students to think critically, apply knowledge across disciplines, and communicate their findings effectively through presentations, reports, and policy recommendations. Through this project, students are developing a deeper understanding of how social responsibility and sustainability could be integrated into global solutions for hunger and food security. Keep tuned to discover the finalization of this project.

Grade 11’s Environmental Interdisciplinary Projects As part of their interdisciplinary projects, many groups in Grade 11 have chosen to work on environmental topics. They are currently in the final stages of their projects. Below is the list of the topics being tackled: • How can providing solar panels to underprivileged families improve their quality of life and promote sustainable energy use?

improve its life quality and aesthetic?

• Would creating a new system to collect plastic on Bliss street improve the situation of the restaurants and stores there?

• How can rainwater harvesting address Lebanon’s water crisis and promote sustainable water management?

• Would adding a green space in a public school

Secondary School’s Sustainability Advocates Our Sustainability Advocates group is currently working on the “Plastic-free School” project, which aims to eliminate the sale of plastic bottles on campus. The group is conducting research to assess the need for potable water at school, gather statistics on how many plastic bottles are purchased daily from the cafeteria, and carry out a cost feasibility study to determine the viability of water dispensers. The plan is to replace plastic bottles with payable water

dispensers, where students will be able to pay and fill their personalized water flasks. Once these studies are completed, the group will draft a proposal to present to the president. In parallel, an awareness campaign will be launched to engage students and parents on the environmental benefits of this shift.

This ongoing project seeks to reduce plastic waste and promote sustainable practices across the school community.

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Enviromental Sustainability

Vers une labellisation EFE3D : Un engagement renforcé pour le Développement Durable Dans le cadre du lancement de la labellisation EFE3D (Établissement Français à l’Étranger en Démarche de Développement Durable), une session d’accompagnement a été organisée par Mme Nathalie Brion, Conseillère pédagogique auprès de l’IEN et référente EDD pour le 1er degré, pour explorer le dossier de candidature et ses exigences.

Déjà fortement engagé dans le développement durable, notre établissement mène des initiatives qui couvrent l’ensemble des ODD, de la maternelle jusqu’au cycle secondaire. Cette labellisation viendrait reconnaître et renforcer notre engagement en tant

qu’établissement œuvrant pour le développement durable.

Le Responsable du Baccalauréat Français, Boualem Maizia, la Responsable du Programme de Développement Durable, Rita El Hajj, ainsi que l’Adjointe à la Directrice de la Maternelle pour le Programme Français, Catherina Dahdah et l’Adjointe à la Directrice de l’Élémentaire pour le Programme Français, Nancy Kibbi ont pris part à cette réunion, soulignant l’implication de l’ensemble des acteurs pédagogiques dans cette démarche.

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Civic Commitment and Service Learning

Music, Memories, and Mother’s Day: A Visit to Dar El Rahmeh As part of our Civic Commitment Program and our ongoing efforts to instill values of respect and compassion toward the elderly, The students of Grade 8B & 4ème B embarked on a heartwarming entertainment mission to Dar El Rahme in Roumieh during Mother’s Day week. With the guidance of our passionate music teacher Ms. Joelle Abou Ghazal, the students created a lively and engaging atmosphere, playing music, singing, and dancing with the elderly residents.

The visit was filled with moments of joy and connection, as the students celebrated a resident’s birthday and made the day extra special. In honor

of Mother’s Day, the class representatives took the initiative to raise funds by organizing a karaoke event at school. The proceeds were used to purchase essential items for the elderly, ensuring they felt valued and cared for.

Adding a creative touch to the visit, the students set up an Arts & Crafts corner, where they decorated beautiful Mother’s Day cards with the residents, sharing stories, laughter, and heartfelt moments.

Through these acts of kindness, the students not only provided companionship but also strengthened their understanding of the importance of social connection and support for the elderly.

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Civic Commitment and Service Learning

More Than a Meal: Music, Art, and Kindness at Restos du Cœur As part of our Civic Commitment Program, students OF 5ème & grade 7 visited Resto du Coeur in Sin El Fil to support the NGO’s mission of providing food and companionship to those in need.

groups: one group distributed cooked meals to underprivileged families, while the other served meals in the restaurant, which offers a sit-in dining experience for those who might otherwise eat alone.

This hands-on experience allowed students to see firsthand the impact of compassion and service. As Nadia Bershan reflected, “”Playing games brought joy and laughter. It made them feel included and gave them a chance to have fun, not just receive help. It was a way to connect with them as people, not just as someone in need. I ‘m sure we made a difference. We didn’t just give food—we made people smile and feel cared for.

The games and conversations helped them forget their struggles, even for a little while.”

But their contribution went beyond serving food. Our students engaged with the community through shared moments of joy, playing board games, creating arts and crafts inspired by special occasions like Mother’s Day, Ramadan, or Easter, and offering warmth and kindness to those they met.

During their visit, students were divided into

These moments highlighted the profound difference that small gestures—whether a shared meal, a game, or a heartfelt conversation—can make in someone’s life.

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Civic Commitment and Service Learning

Embracing Differences: An Unforgettable Visit to Autism Center at SESOBEL As part of our Civic Commitment Program, students OF 5ème & grade 7 visited Resto du Coeur in Sin El Fil to support the NGO’s mission of providing food and companionship to those in need.

groups: one group distributed cooked meals to underprivileged families, while the other served meals in the restaurant, which offers a sit-in dining experience for those who might otherwise eat alone.

This hands-on experience allowed students to see firsthand the impact of compassion and service. As Nadia Bershan reflected, “”Playing games brought joy and laughter. It made them feel included and gave them a chance to have fun, not just receive help. It was a way to connect with them as people, not just as someone in need. I ‘m sure we made a difference. We didn’t just give food—we made people smile and feel cared for.

The games and conversations helped them forget their struggles, even for a little while.”

But their contribution went beyond serving food. Our students engaged with the community through shared moments of joy, playing board games, creating arts and crafts inspired by special occasions like Mother’s Day, Ramadan, or Easter, and offering warmth and kindness to those they met.

During their visit, students were divided into

These moments highlighted the profound difference that small gestures—whether a shared meal, a game, or a heartfelt conversation—can make in someone’s life.

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Civic Commitment and Service Learning

Empowering Students Through Capacity Building As part of the Civic Commitment and Service Learning (CCSL) Program, students engage in civic initiatives and develop essential life skills through capacity-building workshops. These workshops equip them with the confidence and knowledge to take initiative, make informed decisions, and contribute meaningfully to their communities, reinforcing the school’s core values.

This year, in collaboration with the Red Cross Youth, Upper Middle School students at Ain

Aar participated in “Building Resilience and Healthy Relationships.” The workshop fostered self-awareness and provided practical tools to manage emotions, reduce stress, and navigate relationships effectively.

Beyond attending sessions, students reflected on their learning through personal reflection sheets, documenting the impact and application of their insights. Upon completion, they received a certificate, marking a milestone in their journey toward global citizenship.

From Compassion to Action: Ain Aar Middle Schoolers Make a Difference As part of our Civic Commitment Program, Upper Middle School students at Ain Aar had the opportunity to actively support underprivileged families by volunteering with the NGO, Enfant De Lumière. Through this experience, they embodied the school’s core values, achieving empathy by connecting with the struggles of those in need, responsibility by taking an active role in distributing food and managing the clothing shop, integrity by contributing selflessly and honestly, and respect by ensuring every visitor was treated with dignity. This initiative reinforced the importance of community service and social responsibility, allowing students to put the school’s values into action while making a meaningful impact.

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Civic Commitment and Service Learning

From Awareness to Action: Preparing for Service with Message De Paix As part of their ongoing Civic Commitment initiative, the students of 3ème A and Grade 9 took an important step toward understanding and supporting their community by visiting the NGO Message De Paix. This visit was designed to raise awareness and empathy, reinforcing the idea that some members of our society may be “Different but Not Less.”

Message De Paix welcomes children with special needs, including those with mild or moderate mental retardation and motor or cognitive disabilities. Our students had the opportunity to engage directly with the children by attending classes, participating in activities, and exploring the various workshops where the students of Message De Paix develop essential life skills.

This visit was not only a moment of meaningful interaction but also a vital step in preparing for their upcoming Service Learning projects.

By getting to know the community and

understanding its needs firsthand, the students will now be better equipped to design impactful service actions that promote inclusion, respect, and support for individuals with disabilities.

Through this experience, they took a significant step toward breaking down barriers and fostering a more compassionate society.

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Civic Commitment and Service Learning School Wide Initiative - What’s Your Spark?

In the first stage of Service Learning, known as Investigation, students are encouraged to reflect on their interests, skills, and talents, connecting these personal strengths to the needs of their community. To kick off this process, teachers participated in a fun and meaningful exercise during a faculty meeting before advisors launched the activity in their respective classes. While listening to Katy Perry’s song “Firework,” we created our own Spark ID, a reflection of the best parts of who we are. This exercise is designed to be beautiful, as it brings light and joy to both ourselves and others; useful, as it empowers us to make a positive impact in the world; and reflective, helping us better understand how our passions can drive purposeful action. This selfawareness is the first step in helping our students connect their personal sparks to meaningful community service. Now it’s your turn to find your Spark… and we’re all dying to know!

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Akle w Bassme Mobile Community Kitchen Project The Akle w Bassmeh mobile community kitchen project aims to provide nutritious meals to underprivileged communities, reflecting values of empathy, responsibility, integrity, and respect.

As part of this initiative, Seconde E and D students organized two lunches in Sin el Fil in collaboration with Rifaa el Dareb, while Seconde G students hosted an iftar at the Fire Brigade in Tarik el Jdide with Min Beb La Beb. Additionally, 5th B students partnered with Caritas to prepare and serve lunch for those in need.

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Building Safer Communities: Capacity-Building Workshops on Fire Safety, First Aid, and Traffic Law As part of this year’s safety-focused Civic Commitment Program, a series of capacitybuilding workshops took place across all three levels to promote safer communities.

Grade 10 students participated in a two-day workshop with the Lebanese Red Cross on first aid and responding effectively in emergency situations. Grade 11 students visited the Beirut Fire Brigade Station in Karantina, where they learned about fire risks and evacuation procedures and practiced using fire extinguishers under expert supervision.

Meanwhile, Grade 12 students attended an awareness session on road safety in collaboration with the NGO Kunhadi, followed by an interactive session on Lebanese traffic law and safe driving practices.

These initiatives aimed to equip students with essential safety knowledge and hands-on skills to help them become responsible and proactive citizens of their communities.

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Grade 12 Students Organize Fundraising Events for Class Project Grade 12 students organized two successful fundraising events as part of their end-of-year class project: a bake sale and a Mother’s Day flower sale. The bake sale, hosted by Tl1 students, was held on school grounds, while the Mother’s Day flower sale organized by Tl2 students offered flowers for purchase.

The funds from both events will go towards supporting the students’ class projects.

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Annual NGO Fair & Volunteering As part of the Civic Commitment and Service Learning program and in alignment with IC’s vision to empower learners to become global citizen leaders, the annual NGO Fair took place on Tuesday, January 21. Representatives from a wide range of local NGOs were present, offering Grade 11 students valuable insights into their organizations’ missions and the various activities and initiatives they undertake. The fair provided an opportunity for students to learn about the critical social issues addressed by these NGOs and explore potential opportunities for involvement. Following the fair, students selected an NGO to register with for their volunteering, where they will actively participate in the work of these organizations, gain real-world experience, and strengthen their understanding of their role as global citizen leaders.

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