“The greatest wealth is health.”
Authentic learning is real life learning. It engages all the senses
allowing learners to create a meaningful, useful, shared outcome;
encouraging them to create a tangible, useful product to be shared in
Under the theme “Who we are”, KG3 learners inquired into how “the
choices people make affect their health and well-being”. Through
interacting, manipulating, exploring, collaborating, discussing, and
sharing of meaningful reasons, the learners deepened their understanding
of the concept of causation, reflection, and responsibility.
In the performance task, the learners decided to invite pre-school
teachers to enjoy having a healthy breakfast in their classroom. As
educators, we provided our learners with the opportunity of shopping in
the supermarket to connect directly with the real world. They
confidently bought the breakfast list they previously decided on, after
reflecting back on the one they wrote at the beginning of the unit, to
have a healthy, balanced breakfast. During the breakfast, the learners
independently reminded the teachers to wash their hands before and after
eating, and they were proud to show them the healthy breakfast they
KG3 “B” Homeroom Teachers
Rawan Khalifeh & Monifa Baba
أغنية " علم بلادي"
" علم بلادي"
تأدية تلاميذ الصف الأول الأساسي
من ثانويّة حسام الدين الحريري
كلمات: رانية الزعتري وأماني عواضة
ألحان: غادة نحولي
توزيع: باسم عيسى
On October 29-30-2016, the primary
department educators participated in a two day IB PYP In-School
workshop. The workshop was significant learning and training opportunity
as it focus on selected programme issues and strategies. It was
facilitated by three IB PYP workshop leaders, who brought with them a
wealth of knowledge on the subject of inquiry in the primary years.
During the first part of the workshop, we examined what inquiry is in
the primary years and how the IB defines it. We also explored different
teaching strategies to be used through inquiry-based learning,
strategies that can be used for provocation, assessment, and as a method
to move from structured to open inquiry.
Teachers also worked on exploring the different types of inquiry and
how, where, and why each model is used. They were also engaged in
readings concerning the learning environment, school community, actions,
and the needs of the 21st century learner.
By reviewing certain practices from “What effective Inquiry Teachers do”
– Macro Techniques, and The Inquiry Cycle by Kath Murdoch, teachers were
able to obtain a deeper understanding on how to make learning visible
and how these practices can support us to achieve the goals of the PYP 5
The workshop was a real experience of Inquiry and the workshop leaders
applied most of the strategies they suggested to enrich our knowledge
and to leave us, most importantly, with new inquiries.
Hiba Bizri - Visual Art Teacher
“Plantation” was a common goal for two
departments in our school community; the preschool department and the
high school department. The preschool department was handling the unit
concerning this topic “Plants”, under the theme” Sharing the Planet”,
and covering various aspects; as for grade 11 learners, they were
simultaneously working on a learning community service project. Their
role was to mentor our KGII inquirers throughout the 4th unit. At first,
we were a bit worried about the interaction between these two different
generations. Yet after their first encounter, our worries just vanished.
Grade 11 learners showed high sense of responsibility and willingness
from the minute they set foot in the classroom. They even tried reading
them stories and guiding some of our engagements. Our learners got used
to their presence each Saturday and were always eager to work with them.
It’s now safe to say that this experience was a truly successful one and
we’re waiting eagerly for next year.
English Homeroom Teacher
احتفل قسم الروضات في ثانويّة حسام الدين الحريري بذكرى
الاستقلال يوم السبت الواقع في 19/11/2016 وذلك من خلال
أنشطة متنوّعة. فاستُقبل التلاميذ صباحًا بالأناشيد
والأغاني الوطنيّة وتزيّنوا بلباسهم العسكري وثيابهم
الفلكلوريّة. ومن ثمّ دخلوا إلى صفوفهم بمشاركة معلّماتهم
ملوحين بالأعلام اللّبنانيّة. بعد ذلك، شاهدوا فيلمًا
وثائقيًّا تعرّفوا من خلاله إلى المهام التي يقوم بها
الجيش وإلى أهمّيّة الاستقامة والانتماء إلى الوطن.
وتتابعت الأنشطة في ذلك اليوم المميّز في ساحة المبنى من
أداء "المارش العسكري" وترداد النشيد الوطني اللّبنانيّ
ونشيد المقاصد، وصولًا إلى الفطور اللّبنانيّ اللّذيذ.
بعدها، زرع تلامذة الروضات شجر الأرز في حديقة المدرسة.
واختتمت الاحتفالات بنشاطات صفّيّة تنمّي روح التعاون
وتوضح معنى الاستقلال.
كلّ عام ووطننا الحبيب لبنان يعمّه الأمن والسلام، كلّ عام
وثانويّة حسام الدين الحريري تسعى إلى تربية أجيال تحبّ
ثروت بعاصيري -
مديرة قسم الروضات
While many realize that learners need instruction in literacy and
numeracy, teachers may not be aware that spoken language skills can, and
should, be directly taught to learners. The implicit belief that the
subtle skills of active listening and reasoned speaking will develop
simply through children's involvement in whole class and small group
dialogues is predominant. That might be true to a certain degree, but
all learners can highly benefit from their exposure to good scenarios of
speaking and listening. In an attempt to ensure that notion, “Venting
Time” experience has been introduced to English Language classrooms,
where a number of students deliver a one-minute speech on a pre-assigned
prompt at the beginning of each session. However, during the
implementation of “Venting Time”, I have noticed that some listeners
tend to be passive or get bored while listening to a speech, especially
those delivered by unskilled speakers. In order to bridge that gap, it
was time to take “Venting Time” to the next level. Through adopting and
adapting the concepts of Toastmasters, a non-profit organization
developing public speaking and leadership skills, speakers receive
constructive feedback not only from their instructor, but from their
classmates as well. Through taking on new roles, the once passive
listeners are now involved in the learning process, developing
time-management, vocabulary, grammar, critical listening and evaluation
Mostapha Harb- Middle School English
Bonding IB students from different
schools is very significant for mingling and sharing life experiences.
Accordingly, HHHS –as a school candidate for the International
Baccalaureate Diploma Programme - participated in the joint hiking
experience organized by the Association of IB World Schools in Lebanon
and the CAS coordinator at American Community School in Beirut. Below
are some of our prospective IBDP students’ thoughts:
“This risk-taking experience was an experience of a lifetime; it gave us
a different view on one of Lebanon’s breath-taking tourists’ attraction
natural sites. Many thought of this adventurous trip as an event that
has let them step outside their comfort zone, challenge themselves,
develop physical strength and improve their knowledge on nature. Others
saw it as an opportunity to interact with other students from different
schools. We think it was the perfect trip to teach us the valuable
lesson to never give up, especially while encountering a difficult path.
(Bouchra El-Zaatari & Rawan El Kojok, gr 10 IP)