IMYC Entry Points
As an integral part of the IMYC program, the Entry Point provides students with an engaging and immersive task centered around the unit’s “big idea” and encourages them to form their own interpretation of the big idea.
Grade 6 students think outside the box in map-making and sculpting activities
In their first unit of the IMYC led by Mr Lee, Grade 6 students discussed what it means to be innovative. “To create new things,” and “to make old things new, exciting, and special,” were among the many ideas students shared. They then took part in two different tasks where they had to generate a creative response. In the first task on creative mapping, they took on the roles of a cartographer and designer to produce an informative and attractive map of the TH School campus. And in the second task, they used a set amount of straws, staples, and clips to build a sculpture. These tasks invited the students to think outside the box and to be open-minded when putting ideas and materials together.
Grade 7 students learn the importance of clear communication through a series of games
Students in Grade 7 began their IMYC unit on Communication with a series of games that demonstrated how vital clear communication is in everyday life. In the game of charades which relies on nonverbal communication, they acted out clues so that the other teams could guess the movie. In the blind-fold task, students guided their blind-folded partner with only verbal instructions so they could safely reach a chosen destination in the school. In the drawing task, students had to draw pictures from detailed verbal instructions to achieve an identical drawing. And in Chinese Whispers, groups gathered in circles whispered a quote from one person to the next, testing their listening skills, comprehension, and recall.
8th Graders from both campuses take the Bungee Bottle Challenge
8th Grade students from the Chua Boc and Hoa Lac campuses gathered together at the Chua Boc campus for their IMYC entry point on the topic of Challenge led by Mr James and Mr Nick. They discussed the value of overcoming challenges and participated in a maths- and science-based challenge called the Bungee Bottle Challenge, where they used equations to calculate how many rubber bands they would need to tie together to create a bungee cord for a water bottle. Their goal was to accurately calculate the distance and elasticity of the bungee cord so they could drop a water bottle from the first floor balcony as close to the ground as possible without hitting it. Through the Bungee Bottle Challenge, students experienced the challenge of designing a product and applying and adjusting their designs.