August Sparked New Ideas, New Learning & Unforgettable Moments! 🌟
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The Activity Journey at BMCS
The Activity Journey at BMCS
UOI
Boat making
Learners enjoyed making their own boats using simple materials as part of our Play Unit. They explored how boats float and stay balanced. Through this hands-on activity, they developed thinking, communication, social, and fine motor skills. They worked together, shared ideas, solved problems, and enjoyed learning through play and exploration.
UOI
Magnetic Tile Creations
Learners enjoyed making different things using magnetic tiles as part of our Play Unit. They created houses, boxes, buildings, and many other interesting structures. Through this activity, they developed thinking, creativity, communication, social, and fine motor skills. They worked together, shared ideas, solved problems, and enjoyed learning through play and exploration.
Sorting of letter s leaf.
Learners enjoyed sorting leaves with the letter ‘S’. They found and matched the correct letter while doing the activity. They developed thinking, observation, and fine motor skills. They also learned to make choices, explore, and identify the letter S. The activity made learning the alphabet fun and enjoyable.
Stick & Trace Strokes
Learners enjoyed sticking matchsticks on square and triangle shapes. Through this activity, they practised pre-writing strokes such as standing lines, sleeping lines, and slanting lines. It helped them improve their fine motor skills, hand-eye coordination, and concentration. Learners carefully placed the matchsticks to follow the lines and shapes. They also developed focus, control, and confidence while completing the activity. This hands-on activity made learning pre-writing strokes fun and engaging
Fine motor skills
Learners enjoyed using a spoon to pick up chickpeas and place them under a water bottle. This fun activity helped them practise fine motor skills and improve their hand-eye coordination. They learned to hold and move the spoon carefully while placing the chickpeas in the right place. The activity also helped develop their focus, concentration, and hand control. Learners followed simple instructions and enjoyed completing the task independently. Through this hands-on activity, they built confidence and learned through play and exploration.
Math
Number Neighbours – Before and After Activity
Learners participated in an engaging Before and After Number Activity to strengthen their understanding of number sequence. Each learner was given a number card and was asked to identify their number neighbours. For example, the learner holding 6 had to find the learner holding 7 and stand next to them. Through this movement-based activity, learners practised identifying numbers that come before and after a given number. The activity made number learning interactive, collaborative, and enjoyable while developing their number recognition, sequencing, communication, and social skills.
Full or Empty Fun
Learners explored the concept of full and empty through a fun and hands-on activity. They observed glasses containing different amounts of water and identified whether the glass was full or empty. This helped them understand the concept through real-life objects and experiences.Learners also reinforced their learning through a paper-pasting activity. They were given two jars and pasted paper in the full jar, while leaving the empty jar without any paper. Through this engaging activity, learners developed their observation, understanding of quantity, fine-motor, and classification skills.
Pom-Pom Number Order – Ascending & Descending
Learners explored the concepts of ascending and descending order through an engaging, hands-on activity. To make number sequencing meaningful and enjoyable, learners used colourful pom-poms to represent quantities and arranged them from small to big (1–5) and big to small (5–1). They carefully observed the quantities, compared them, and identified how numbers change when arranged in different orders. Learners further strengthened their understanding by using paper cut-outs of numbers and arranging them in the correct sequence. This activity encouraged learners to connect numerals with quantities and apply their understanding in a practical context. The hands-on approach supported the development of thinking and self-management skills as learners observed, compared, sequenced, and completed the task independently. It also encouraged communication and collaboration as learners discussed their choices with peers. Through this inquiry-based learning experience, learners developed confidence in working with numbers and strengthened their understanding of mathematical relationships in an interactive and enjoyable way.
Number Hop – Before & After
Our learners participated in an exciting floor-based number activity to strengthen their understanding of the before and after number concepts. Number cards were placed along the floor, and learners actively moved from one number to another, identifying which number comes before or after a given number. This hands-on and movement-based experience made mathematical learning interactive and enjoyable. Through this activity, learners developed number sequencing, counting, observation, and thinking skills. The physical movement also supported their gross motor development and coordination. Learners enthusiastically followed the number sequence and confidently identified the numbers that came before and after. This play-based experience reflected the IB approach of learning through active exploration, encouraging learners to build mathematical understanding in a meaningful and engaging way
UOI
Celebration Through Food and Dress
As part of our Unit of Inquiry, learners explored the idea that rituals and traditions are related to different celebrations through food, clothes, music, dance, and rituals. To deepen their understanding, learners participated enthusiastically in an Independence Day celebration. They came dressed as inspiring freedom fighters and confidently shared a few lines about their contributions to India’s freedom struggle. Through this experience, learners explored how traditional clothing and performances can help us connect with important national celebrations. Learners also brought creative tri-colour foods representing the colours of the Indian flag. By observing and sharing different food items, they explored how food can become a meaningful part of celebrations and help people express their connection to important occasions. The experience encouraged learners to make connections between celebrations, traditions, clothing, food, and national identity. It also nurtured communication, confidence, social skills, and respect for diverse ways of celebrating. Through this hands-on experience, learners developed a deeper understanding of the significance of Independence Day and how traditions make celebrations meaningful.
Learning Beyond the Classroom – Hindi as an Additional Language
At BMCS, we believe that learning goes beyond the four walls of a classroom. Our Hindi as an Additional Language lessons provide learners with meaningful opportunities to explore, interact, and learn in different environments. These engaging experiences help students connect language with real-life situations, making learning more enjoyable and purposeful. Through interactive activities, discussions, games, and collaborative tasks, students actively participate while developing their listening, speaking, reading, and writing skills. Learning beyond the classroom encourages curiosity, builds confidence, and inspires learners to use Hindi in authentic and meaningful ways. At BMCS, we are committed to creating joyful learning experiences that nurture confident communicators and lifelong learners.
Inquiry: exploring personal interests Through Hands-On Learning
In their Personal Inquiry sessions, students followed their chosen topics with enthusiasm and creativity. Those who selected craft and vehicles designed a puppy face, boat, and aeroplane using craft paper, developing fine motor skills and spatial thinking. Students interested in fireless cooking prepared tasty coconut laddoos, learning about measurements, hygiene, and simple recipes. Meanwhile, learners who opted for drawing and colouring completed join-the-dots activities and then coloured their pictures beautifully, enhancing observation and colour recognition.
Through these varied experiences, children exercised choice, built confidence in their abilities, and enjoyed meaningful, skill-based learning.
Tuning In to the new Unit - Role Models
Tuning In to the new Unit - Role Models
Who do we look up to, and what makes someone a role model?
Our new Unit of Inquiry began with a simple yet thought-provoking experience. Students were introduced to the UOI through a photo gallery of famous personalities, including Dr. A.P.J. Abdul Kalam, Ratan Tata, Kalpana Chawla and others. They shared their prior knowledge by discussing whom they knew, how they came to know about them, whom they admired and the reasons behind their admiration.
Through this discussion, students began to recognise that people can influence and inspire us through their qualities, achievements, beliefs and actions. This sparked their curiosity to explore who role models are, why people choose them, and how role models can influence our choices and actions.
Students created a mind map to explore the different sources from which they learn important life lessons and positive values. They identified people and sources such as family members, friends, teachers, books, social media, and personal experiences that have influenced their thinking.
During the class discussion, students shared their ideas and experiences with their peers. Through this collaborative discussion, they began to understand that our beliefs and values are shaped by our experiences, surroundings, relationships, and the people and sources that influence us.
As part of their learning journey, students visited Dumas Sea Face and observed the importance of keeping public spaces clean. I was pleasantly surprised when one learner shared a personal experience of how disgusting he feels when he sees garbage dumped along his way home. He reflected on how he wished to see that area clean. This experience helped students understand how our experiences and surroundings can shape our beliefs and values. They discussed how such experiences can influence the choices we make and the actions we take. Students reflected on their responsibility towards the environment and committed to making responsible choices, such as not littering and encouraging others to keep their surroundings clean. This experience helped students understand that values are reflected through our choices and actions, and that the people, experiences and environments around us can influence the way we behave.
Fraction Court
In our Fraction Court activity, students became mathematical judges and used cut-out pizza models to investigate which fraction was greater. They physically arranged and compared the pizza pieces, using visual evidence to justify their verdict rather than relying only on the numbers. Through this hands-on exploration, students developed a deeper understanding of fraction size and comparison, while strengthening their mathematical reasoning and ability to explain their thinking.
Empowering Students Through Music, Values, and Participation
Students were taught patriotic songs, English prayers, and devotional songs on Lord Krishna. The activities encouraged confidence, participation, and cultural values. Our students also participated enthusiastically in the Independence Day celebration, where they performed confidently in front of their parents.
From Rehearsals to Performance: Growing Through Dance
During the month of August, learners enthusiastically practised and prepared for the Independence Day Celebration. Through regular rehearsals, they developed confidence, coordination, teamwork, and performance skills, and proudly showcased their learning during the celebration. After the event, learners began exploring a new dance routine connected to their current Unit of Inquiry, using movement and expression to develop their understanding of the unit.
Creating, Exploring, and Expressing Through Art
Our learners engaged enthusiastically in a range of creative and hands-on art experiences, developing their imagination, confidence, and ability to express ideas through different materials and techniques.
As part of our learning experiences, learners explored collage making, experimenting with shapes, textures, colours, and composition to create meaningful artworks. They also participated in a still-life activity with colours, observing objects carefully and translating their observations into vibrant compositions. This encouraged them to develop visual awareness, attention to detail, and an appreciation of colour and form.
To celebrate Independence Day, learners created thoughtful takeaways inspired by national identity and pride. They crafted soldiers using paper and explored paper-folding techniques to make paper fans, demonstrating creativity, patience, and fine-motor skills. Learners also participated in a drawing competition, expressing their ideas through imaginative artwork.
Where Learning Comes Alive: Events at BMCS
Where Learning Comes Alive: Events at BMCS
Independence Day Celebration
Independence Day Celebration
Our Independence Day celebration was a truly special and memorable occasion, filled with enthusiasm, creativity, and patriotic spirit. Our students participated wholeheartedly in a variety of activities, from a drawing competition to dressing up in their traditional attire and as inspiring freedom fighters. They also enjoyed a delightful spread of traditional Indian food, making the celebration even more meaningful. The grand celebration became an especially proud moment for us as we witnessed our students participate with such confidence, joy, and enthusiasm. The heartfelt appreciation and encouragement we received from our parents made the occasion even more special. We are incredibly proud of our students and the beautiful progress they are making. It is wonderful to see them growing into confident, expressive, and culturally aware young learners.✨
Raksha Bandhan Celebration
As part of our Unit of Inquiry, “People recognize important events through celebrations and traditions,” learners explored the significance of Raksha Bandhan through a joyful and meaningful celebration. They learned that Raksha Bandhan is a special celebration that strengthens the bond of love, care, and togetherness. Learners participated enthusiastically by tying colourful rakhis to one another and understanding the tradition behind this celebration. The boys presented small gifts to the girls, while the girls shared sweets with their classmates, making the celebration more special and inclusive. Learners also enjoyed a creative Rakhi-Making Activity, where they designed their own rakhis using different materials and decorations. Through this hands-on experience, learners made connections between celebrations, rituals, food, gifts, and traditions. They also understood that celebrations bring people together and help us express love, respect, gratitude, and care. The activity encouraged learners to appreciate traditions while developing social, communication, creativity, and fine-motor skills.
Field Trip to Dumas Beach
Learning Beyond the Classroom: Our Visit to Dumas Sea Face.
Learning Beyond the Classroom: Our Visit to Dumas Sea Face.
Our visit to Dumas Sea Face was more than just a day outdoors—it was a meaningful opportunity for students to connect their learning with the world around them. As students explored the beach, they observed their surroundings closely and noticed the importance of keeping public spaces clean, safe, and welcoming for everyone. They reflected on the litter they saw and discussed how waste can affect the beauty of our surroundings and harm the environment. Through conversations and observations, students began to understand that keeping our surroundings clean is not only the responsibility of cleaning staff or authorities. Each one of us has a role to play. They discussed simple but important actions such as using dustbins, reducing waste, avoiding littering, and encouraging others to do the same. Students also brought hand made posters to spread awareness within their families and communities. It was heartening to see them share their ideas and take ownership of the message that keeping shared spaces clean begins with our own choices. The field trip provided a valuable hands-on experience, helping students make a real-life connection between learning, responsibility, and action. Most importantly, they returned with a simple yet powerful message:
“Keep it clean, don’t litter, and encourage others to care for the spaces we all share.”
Nurturing Global Learners at BMCS
Mrs.Nandini Aswani
PYP Coordinator
From “Why?” to “I Wonder…”
From “Why?” to “I Wonder…”
Nurturing Young Inquirers at Home
Nurturing Young Inquirers at Home
As parents, we have all experienced those endless little questions from our children—“Why?” “How?” “What if?” “Where does this come from?” Sometimes they come at the busiest moments, and sometimes they seem to have no end! But behind every one of these questions is something wonderful—a child trying to make sense of the world. At BM Concept School, we value this natural curiosity and see it as the beginning of meaningful learning. Through the PYP, we encourage children to become inquirers—to ask questions, explore, make connections, share their ideas, and reflect on what they discover. And the beautiful thing is that inquiry does not stop when children leave school.
As parents, we have all experienced those endless little questions from our children—“Why?” “How?” “What if?” “Where does this come from?” Sometimes they come at the busiest moments, and sometimes they seem to have no end! But behind every one of these questions is something wonderful—a child trying to make sense of the world. At BM Concept School, we value this natural curiosity and see it as the beginning of meaningful learning. Through the PYP, we encourage children to become inquirers—to ask questions, explore, make connections, share their ideas, and reflect on what they discover. And the beautiful thing is that inquiry does not stop when children leave school.
Home is their first and most important learning environment, and parents have a wonderful opportunity to nurture this curiosity through simple, everyday moments.
Home is their first and most important learning environment, and parents have a wonderful opportunity to nurture this curiosity through simple, everyday moments.
A walk in the park might lead to wondering why some leaves are changing colour.
A walk in the park might lead to wondering why some leaves are changing colour.
Cooking together might become a conversation about measurement or how ingredients change. A visit to the market might spark questions about where our food comes from or why different things cost different amounts.
Cooking together might become a conversation about measurement or how ingredients change. A visit to the market might spark questions about where our food comes from or why different things cost different amounts.
These moments do not need special activities or worksheets. They simply need us to slow down, notice, and wonder together.
These moments do not need special activities or worksheets. They simply need us to slow down, notice, and wonder together.
But what if my child doesn't ask many questions?
But what if my child doesn't ask many questions?
Not every child is naturally a “Why?” child—and that is perfectly okay. Some children are quiet observers, some think deeply before they speak, and others need a little encouragement to express what they are wondering.
Not every child is naturally a “Why?” child—and that is perfectly okay. Some children are quiet observers, some think deeply before they speak, and others need a little encouragement to express what they are wondering.
If your child doesn't readily ask questions, we don't need to keep asking them, “Do you have any questions?” Instead, we can gently model curiosity ourselves:
If your child doesn't readily ask questions, we don't need to keep asking them, “Do you have any questions?” Instead, we can gently model curiosity ourselves:
“I wonder why this leaf feels different.”
“I wonder why this leaf feels different.”
“I wonder what would happen if we tried this.”
“I wonder what would happen if we tried this.”
“I noticed the moon looks different tonight. What do you notice?”
“I noticed the moon looks different tonight. What do you notice?”
Give them time to observe, listen, draw, explore, or simply share an idea. Inquiry can begin with a thought, an observation, a conversation, or even a quiet moment of wonder—it doesn't always have to begin with a question.
Give them time to observe, listen, draw, explore, or simply share an idea. Inquiry can begin with a thought, an observation, a conversation, or even a quiet moment of wonder—it doesn't always have to begin with a question.
Our aim is not to make children ask more questions, but to help them become more curious, more observant, and more comfortable sharing what they are thinking.
Our aim is not to make children ask more questions, but to help them become more curious, more observant, and more comfortable sharing what they are thinking.
One of the most powerful things we can do as parents is to resist the temptation to give an immediate answer.
One of the most powerful things we can do as parents is to resist the temptation to give an immediate answer.
Instead of:
Instead of:
“This is why…”
“This is why…”
we can gently ask:
we can gently ask:
“What do you think?”
“What do you think?”
“What did you notice?”
“What did you notice?”
“Why do you think that happened?”
“Why do you think that happened?”
“What might happen next?”
“What might happen next?”
“How could we find out?”
“How could we find out?”
These small changes in our conversations give children the space to think, make predictions, share their ideas, and even change their minds.
These small changes in our conversations give children the space to think, make predictions, share their ideas, and even change their minds.
And perhaps most importantly, let them be wrong.
And perhaps most importantly, let them be wrong.
When a child makes a mistake or has an idea that doesn't quite work, we can respond with curiosity rather than correction. And sometimes, it is perfectly okay to say:
When a child makes a mistake or has an idea that doesn't quite work, we can respond with curiosity rather than correction. And sometimes, it is perfectly okay to say:
“I’m not sure. Let’s find out together.”
“I’m not sure. Let’s find out together.”
When we do this, we are showing our children that learning isn't about always knowing the right answer. It is about being curious enough to ask, brave enough to explore, and open enough to discover something new.
When we do this, we are showing our children that learning isn't about always knowing the right answer. It is about being curious enough to ask, brave enough to explore, and open enough to discover something new.
As parents and educators, our role is not to fill our children’s minds with all the answers. It is to help them develop the confidence and curiosity to look for those answers themselves.
As parents and educators, our role is not to fill our children’s minds with all the answers. It is to help them develop the confidence and curiosity to look for those answers themselves.
So, the next time your child asks “Why?”, perhaps pause for a moment, smile, and say:
So, the next time your child asks “Why?”, perhaps pause for a moment, smile, and say:
“That’s a wonderful question. What do you think?”
“That’s a wonderful question. What do you think?”
And if they don't ask “Why?” at all, perhaps we can simply wonder alongside them:
And if they don't ask “Why?” at all, perhaps we can simply wonder alongside them:
“I wonder what you noticed…”
“I wonder what you noticed…”
Because sometimes, the most meaningful learning begins not with an answer—or even a question—but with a little wonder. !
Because sometimes, the most meaningful learning begins not with an answer—or even a question—but with a little wonder. !
-Nandini Aswani
Birthdays & Big Smiles
in the BMCS Family
Birthdays & Big Smiles
in the BMCS Family
🎉 Wishing a Very Happy Birthday to Our Amazing BMCS Team Members! 🎉
🌸 Mrs. Nandani Aswani – PYP Coordinator
✨ Ayush Yadav – Digital Marketer
Your dedication, creativity, positivity, and constant support truly make a difference at BMCS. Your commitment and enthusiasm inspire everyone around you to learn, grow, and give their best every day.
Today, we celebrate not only your special day but also the wonderful energy, warmth, and passion you bring to our school community. 🌸💫
May this new year of your lives be filled with happiness, good health, success, and countless beautiful moments.
🎂 Wishing you both a very Happy Birthday! 🥳
When learning feels like play, it stays for life!
When learning feels like play, it stays for life!
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