The TOK exhibition is the course鈥檚 internal assessment (IA) and its purpose is for students to demonstrate how TOK manifests itself in the world around them. This is achieved through creating an exhibition of three objects which have a real-world context, and demonstrating how these objects connect to one of the IA prompts provided by the IB. Throughout the year, students have been working towards this final event, completing related assessments, such as show & tell, mini exhibition posters and a mock exhibition.

Some of the prompts explored by students included:

• Why do we seek knowledge?

• Are some things unknowable?

• What constraints are there on the pursuit of knowledge?

• What is the relationship between knowledge and culture?

• Can new knowledge change established values or beliefs?

• How can we distinguish between knowledge, belief and opinion?

• What counts as good evidence for a claim? (IBDP Theory of Knowledge Subject Guide, 2020)

The goal of the exhibition was to increase visibility of TOK in the school community, as well as encourage students to explore diverse perspectives in pursuit of answers to their prompt questions. Teachers and students from middle and high school joined to learn more about the TOK course, as well as gain new knowledge related to each unique individual exhibition. There were some interesting discussions and insightful explorations into the questions between the hosts and participants.听

We commend the students for their efforts in completing the TOK exhibition in their first year of the IB Diploma Programme, and celebrate their first completed IA of many!

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The Grade 3 students of Wells Bang Na Campus explored their first Unit Of Inquiry (UOI) over the past 6 weeks. Through delicate dissection and careful questioning, they managed to find out more than expected. They discovered something surprising about every one of us.

The class began their exploration with a gallery walk. They saw images of people both familiar and alien. And as inquiring minds are inclined to do, they found themselves asking questions. Who were these people before them and why were they important? Where did they come from? What were they known for? Were they walking among us or already at rest? What do they all have in common? With their minds awash with questions, it was time to unpack the central idea: Heroes are a reflection of our beliefs and values.听

Through this process of unpacking, the grade 3鈥檚 clarified the central idea. The heroes were not superheroes. They were not exploring the characters of fiction, but ordinary, everyday people. With questions yet unanswered, they set about researching the people pasted to the walls around them. Brandishing iPads, books, and encyclopedias, they began researching. Some chose to learn more about familiar faces, while others explored the unknown. They were tasked with organizing their research into mind maps. Afterwards, the students created Seesaw posts to share what they had learned about their heroes. And while this activity excited the grade 3鈥檚, they weren鈥檛 finished, yet. More questions arose and, with it, the need to go further. Ideas were forming, but not yet clear.听

While furthering their research, the students discovered something, or rather, someone. A man by the name of Salman Kunan. Mr. Kunan was of particular interest to everyone in the class. His heroic actions were not known around the world. He wasn鈥檛 Martin Luther King or Amelia Earhart. He was a local hero. But what did he do to have his name in Thai newspapers across the nation? To find out, they watched a documentary called The Cave. They learned that Mr. Kunan lost his life while helping to save the 12 boys trapped in Tham Luang cave. The students learned about Mr. Kunan’s death and they were impacted by the idea that this person could be someone that they knew. There was something special about Mr. Kunan鈥檚 story. He was someone they might have passed in a shopping mall or seen on the BTS. They came to realise that heroes are everywhere. They are not just present at momentous junctions in history, but also in everyday life and everyday situations.听听

With Mr. Kunan in mind, the students began to wonder if there might be other heroes whose actions were not to be found in history books. Young heroes tackling more current issues, both great and small. They continued their research with a renewed intensity. The grade 3s discovered many young heroes and connections with their own lives and experiences. It was after this foray into the world of young heroes that the students began thinking of taking action. Prince wanted to advocate for the endangered sea otter through the creation of an exciting comic book. Piper, Ete, and Tua wanted to inform others and prepared a presentation on ethical meat and farming to share with the grade 4s. Aadhya, Alina, Mook, and Vince put together an informative book to create awareness about the importance of recycling. Maya and Sun created a series of posters to share what they had learned about the PAWSBangkok foundation.听

What this magnificent group of students discovered through their journey was that everybody could be a hero. Our actions, big or small, can have an impact on the world around us. By striving to be knowledgeable and caring thinkers, we can change the world together, one action at a time.听

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Wells International Bang Na celebrated its first Gratitude Month. The month was divided into three parts: gratitude for myself, my environment, and others (discovering our grateful self, seeing the good around us, and seeing the good in others). It was an exciting week with both teachers and students enjoying the activities. As everyone embraced the power of gratitude throughout the week, our students inquired into 鈥淲hat is gratitude?鈥�. The students tried to find out if gratitude is a feeling or an attitude. In the end, they understood that gratitude is an attitude of finding the good things in our lives. When we focus on the good things, we make ourselves happier.听

BEING GRATEFUL FOR OURSELVES

The first week, Wells School Bangna focused on being grateful by discovering ourselves and looking at things that make us thankful. The students wrote gratitude journals to write about their strengths and what they are grateful for. One student in first grade wrote, 鈥淚 am grateful that I am happy鈥�. Grace (G1) noted that she is grateful that she can brush her teeth by herself. In the early years, the students made paper chains with pictures to show their strengths. Thashvinaa K2B said, 鈥淚 am a good friend because I always help my friends鈥�.

BEING GRATEFUL FOR THE THINGS AROUND US

In the second week of our Gratitude Month, we learned about seeing the good around us. The students enjoyed looking for the good in the world around them by noticing what was around them. The students went on a scavenger hunt around the school. They explored areas around the school and in the garden for things they are thankful for. For one activity, the students wrote notes of things they were grateful for and tied them to a tree in our garden. They found so many things to be grateful for. The K2 students said they were grateful for the shady garden trees, playing with toys on the playground, and looking at books in the quiet library. Mavind (K3B) said he was thankful for his family and Grace (K3B) said she was grateful that she could celebrate Christmas with her family. Tida (K3B) said she enjoys watching TV with her family and Jacob (G3) said he is thankful for the time spent with his family during meal times. Lise (G1) said, 鈥淚 am thankful for the library because I like to read鈥�. Aarna, in fourth grade, explained that she was grateful for 鈥渢he tree in the school courtyard because trees help with oxygen and are houses for the birds鈥�.听

BEING GRATEFUL FOR THE PEOPLE IN OUR LIVES听

In the third week of Gratitude Month, our students focused on seeing the good in others by finding and naming their friends鈥� strengths and being thankful for the people in their lives. Prem, Eric, and Timothy (G3) wrote that they were grateful for their homeroom teacher, Mr. Michael. Phop (G1) said he was thankful for his dad because he helped him get better. Jai Jai in fourth grade explained how she was grateful for Ms. Jasie 鈥渂ecause she teaches me to dance and I get to improve my talent鈥�. One activity asked the students to think about something that reminds them of a loved one. Annu wrote that it reminds her of her grandmother when she eats bread and milk for breakfast. In the Primary Years, the students decorated boxes and wrote notes to 鈥渕ail鈥� into their friends鈥� gratitude boxes. The students were all very excited to open their boxes and read the messages from their friends. In addition to working on gratitude mailboxes, the early year students worked on the 鈥榟ave you filled your bucket today鈥� activity, where they learned about expressing daily kindness and appreciation for others.听听

At the end of Gratitude Month, the students reflected on what they learned about being grateful. As the K2 students looked through their notes from their buckets, Mustang told his teacher, 鈥淢y heart feels so happy, it is like I have won the lottery鈥�. Some students explained that they are more aware of how grateful they are for their parents and say thank you more. One student said he had not realized how many of his peers liked him. Ms. Shauna explained that she had noticed how much more empathetic her K1 students have become after this month. The gratitude month brought opportunities for students to reflect on what they are grateful for and greater appreciation for the things and people they have in their lives. We can鈥檛 wait to do it again next year!

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For the past six weeks, the grade four class at 扣扣传媒 Bangna has been learning how structures and spaces are designed for functionality and aesthetics. The students researched building different structures such as stairs, roofs, and even furniture. They then had to use their math skills to measure and map out the design of their structures. Most of the students decided to design a bedroom. Lastly, they chose to present their work to the other students. The presentation consisted of a display and dance performance to showcase understanding and learning.听

The fourth-grade class showed agency and ownership by choosing how they wanted to present their work. They designed their structures, reflected as they went along, and changed things they learned about by themselves and through feedback from their friends. One student said they worked hard on their projects and wanted to show their hard work. The students decided to present their work in the dance room because they chose to perform a dance connected with their unit.听

The students were excited and a little nervous to show their work to the school. Jai Jai said, 鈥淚 was nervous because I thought I would dance the wrong move.鈥� Mira said that she was happy because everyone was cheering. 鈥淚鈥檓 sure we went over their expectations,鈥� she said.听

Learning comes with some challenges, though. One student said that it was most difficult to work on the roof. 鈥淚t was hard to work on the roof because it started to wobble, but I solved it in time,鈥� said Jai Jai. Annu, another student in grade 4, said that it was challenging to get the measurements right. The students helped each other by giving peer feedback. The students continuously reflected on their projects and made changes as they learned.听

听These projects were a great learning experience for our fourth-grade students. Aarna explained that she learned that function and structure are important because her building would fall without them. Another student explained that they learned that nothing is easy, especially when 鈥渃reating from your head because you have to think of everything.鈥澨�

The fourth graders鈥� final presentation was spectacular. Their peers were interested in how they built their structures and asked many questions. The dance performance was well-planned and surprised everyone. In the end, all the students鈥� hard work, reflection, and tenacity helped them create and execute an outstanding presentation.听

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Students then created two different models to demonstrate how the earth and moon orbit the sun.听 One model used while the other model was made with .听 In their paper models many students chose to detail the sun with sunspots and the moon with craters.

Moving out further into our solar system students began to read text according to their Lexile reading level.听 As they studied this text they answered questions, completed graphic organizers and posted interesting facts for each planet.

In addition to reading teacher-prepared text students researched topics of their choosing.听 While some students researched constellations others decided to learn more about black holes and satellites.听 Student lead charts were posted on the walls allowing them to share their research with other students.

Using these notes students began to create a class bulletin board to share their learning with the entire school.听 Students colored the planets as they are seen in space.听 They then drafted and published descriptive text to be posted on the board.

After completing the bulletin board students will then begin writing about objects in our solar system.

Written By: Mr. David Gammill (Grade 2 Teacher)

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Over the long holiday, our dedicated and passionate teachers committed to working for the weekend. IB PYP educator, Lisa Bonazza, flew in for the weekend to lead 鈥淚nvestigating Inquiry鈥�.

First, our educators reviewed the definition of inquirers. Our teachers explored the various levels of inquiry. We studied models from structured inquiry to open inquiry.听 Examining the concepts of inquiry-based instruction in EAL was one goal in the workshop. Teachers 听 looked at mixed ability group environments. We learned practical applications to improve our instruction.听

Ms. Ellie, grade 2 teacher, says, 鈥淚nquiry is more accessible now. Every student can use inquiry when we have different ways of bringing it to the classroom.鈥�

Dr. Kristin, school principal, commented, 鈥淚 had an a-ha moment about using an inquiry-based approach for second language learners. It suddenly became apparent that hands- on, exploratory learning effective for our kids. Language acquisition happens quickly for second language learners through inquiry”.

Mr. Russell, grade 5 teacher, said, 鈥淚 came away with a renewed sense of purpose and plenty of fresh ideas. Inquiry improves the classroom environment for my learners.鈥�

Ms Sunee, the first grade teacher says she is better equipped to ensure that all the students in her class are asking questions. They think of new ways to solve problems.听听听

Mr. Brad, the PYP coordinator states, 鈥淭he workshop confirmed that inquiry is a powerful tool for developing a child鈥檚 ability to learn about their world and how things work.鈥�

The weekend workshop was a great learning experience for our team of educators. It also brought our community together as lifelong learners!

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At Wells Bang Na campus, the Grade 2 and 3 students spent six weeks engaged in a unit of inquiry about heroes. The students were interested in becoming more knowledgeable on how heroes are a reflection of people鈥檚 perspectives, beliefs and societal values. We worked on several different projects within this unit; including a personalized book about notable people who are heroes.听 The students created a culminating project of their own design. This final project, which included comic strips, video interviews, puppet shows and posters, not only communicated the life of their personal hero, but also tasked the students with responsibility. The students selected their medium, balanced their time effectively, and built their confidence.听 The students presented their projects to teachers and peers. Upon completion the students offered their reflections on the unit.

Student Comments

鈥淚 like this unit because we got to draw and write about our heroes. It was challenging to research new people, but I really enjoyed it. You don鈥檛 have to be perfect, but you can try your best to help people and that makes you a hero.鈥澨齭aid Jason, grade 2.

鈥淲e had a lot of fun with this unit. For our final project, we could choose what we wanted to do.鈥� Kanade, grade 3.

鈥淚 had a fun time building my own project, even though it wasn鈥檛 easy.鈥� Jayvinn, grade 3.

鈥淢y favorite part of this unit was learning about my own heroes. I also enjoyed making a puppet show with my friends鈥� reflected Edward, grade 2.

鈥淭his unit was fun because everyone got to do projects on their heroes. We showed what our beliefs and values were when we presented.鈥� Sam, grade 2.

鈥淚 love this topic because I got to share my project with others. I felt embarrassed about my video presentation, but I tried my best鈥� shared Brilliant, grade 2.

鈥淚t was amazing looking at other student鈥檚 projects and how they showed their hero traits.鈥� Annie, grade 3.

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