Role Models 

On October 10th, WIS hosted its first PYP assembly of the semester — a student-led learning celebration under the theme “Who We Are. “

This assembly was not only a showcase of performance and creativity, but also a meaningful culmination of the G5 IB PYP Unit of Inquiry (UOI)  “Who We Are.”

Over the past weeks, G5 students have been exploring the central idea: “Role models inspire us to become who we are.”

Through lines of inquiry (UOI) such as “What defines a role model?”, “How do role models influence individuals and communities?”, and “How can I become a positive role model?”, students engaged in deep research, reflection, and collaboration.

Throughout the inquiry cycle — tuning in, finding out, sorting out, going further, and taking action — students collected information, analyzed real-life examples, and discussed how values and choices shape identity. The assembly was their way to take action and share their understanding with the school community.

In this assembly planned, organized, and hosted entirely by students, creativity became the language of learning. Through artworks, performances, storytelling, and cultural presentations, students translated abstract concepts into authentic, personal expressions.

A Van Gogh self-portrait co-created by four students symbolized self-discovery and reflection — echoing the inquiry into “Who we are.”

A traditional Indian dance embodied pride in one’s culture and beliefs, aligning with the learner profile trait of being principled.

A Persian dance celebrated cultural openness, while a drum set performance expressed perseverance inspired by role models.

Students exploring Chinese ink painting discussed the concept of liubai (blank space) — a metaphor for balance, restraint, and imagination in life.

Each presentation represented student agency in action—a demonstration of how inquiry-based learning empowers children to make meaning, take ownership, and express understanding in diverse ways.

The assembly concluded with the IB Learner Profile Awards (Risk Taker) and Reading Tree Awards, honoring students who demonstrated inquiry, courage, and persistence throughout their units of inquiry to students from Grade 1 to 4.

From video production to stage hosting, every part of the award ceremony was led by students—reflecting their sense of ownership and the IB philosophy that students are at the center of their own learning journey.

Looking back, the most inspiring moments were not just on stage but behind the scenes—

in students’ collaboration, problem-solving, and reflection.

As they took on different roles—researchers, designers, communicators, and performers—their Approaches to Learning (ATL) skills flourished.

This assembly was not the end of learning, but a meaningful reflection point within the PYP inquiry journey — a moment where students connected their understanding, values, and actions.

In the future, we believe these inquirers, thinkers, and communicators will continue to take role models as their mirror and beliefs as their beacon, moving forward with courage and compassion.

 榜样的力量 

10月10日，WIS本学期首场小学部集会以“我们是谁”为主题隆重举行。

这场由学生主导的学习庆典，不仅是一场精彩的展示，更是五年级“我们是谁”探究单元的学习总结与真实延伸。

在过去的几周中，五年级学生围绕核心概念“榜样塑造我们是谁”展开探究，从“什么是榜样”、“榜样如何影响个人与群体”到“我如何成为积极的榜样”等探究方向，进行了深入研究、反思与合作。

在完整的探究学习循环——激发兴趣、信息搜集、整理分析、延伸拓展与付诸行动中，学生们通过查找资料、分析实例、讨论价值观与选择如何塑造自我，最终以集会的形式将探究成果化为行动，与校园社区分享他们的理解与收获。

在这场由学生自主策划与主持的集会中，创意成为他们展示理解的语言。学生们通过艺术作品、表演、故事讲述与文化分享，将抽象的概念转化为真实的自我表达。

四位同学共同创作的《梵高自画像》，以艺术之笔诠释了自我探索与反思的主题。

印度传统舞蹈展现了对自身文化与信念的自豪，呼应了IB学习者“坚持原则”的特质。

伊朗舞蹈诠释了“开放包容”，架子鼓表演则展现了“榜样激励下的坚持与成长”。

探讨中国画“留白”之美的展示，则引导学生体悟生活中“虚实相生”的哲思。

每一个环节都体现了“学生主导”的学习精神——孩子们在探究中建构意义、承担责任，并以多元方式展示理解。

集会的高潮环节是“IB学习者特质奖”与“阅读之树奖”的颁奖仪式，表彰那些在探究学习中勇于尝试、积极思考、不断进步的学生。

从视频剪辑到舞台主持，整个颁奖环节由学生全程主导，充分体现了他们的“主人翁意识”，也生动诠释了IB教育“以学生为中心”的核心理念。

回望整场集会，最令人感动的并非舞台上的表演，而是背后每一次合作、思考与反思的过程。学生们在承担研究者、设计者、沟通者与表演者等不同角色的过程中，ATL学习技能得到了全面提升。

这场集会不是学习的终点，而是探究学习旅程中的一次深刻反思——让学生在理解、价值与行动之间建立起真实的联系。

未来，我们相信这群善于探究、敢于思考、乐于沟通的孩子，会继续以榜样为镜，以信念为灯，在成长的旅途中勇敢前行。