Academic Excellence | Cultivating Inquiry and Leadership in CIS Grade 6 Students

Although it’s only been one month since the school year began, we’ve already noticed several small surprises in the classroom. For example, Tiffany from Grade 6 not only demonstrated outstanding creativity in the solar oven project, but also scored a perfect 100% on her academic quiz (solids, liquids, and gases), showcasing her deep understanding of the states of matter and heat transfer.

Tiffany's parents expressed delight at her progress and thanked her homeroom teacher, Ms. Michelle, for her careful guidance and support: "This is an extremely creative and fulfilling project, and we look forward to seeing everyone's final results."  Behind these growth and progress lies the educational philosophy and practice of Ms. Michelle, who serves as both our IB PYP Coordinator and the 6th-grade homeroom teacher. In the following content, we will gain an in-depth understanding of how Ms. Michelle integrates the IB framework with the Canadian Alberta Curriculum to provide students with a comprehensive educational experience.  

Ms. Michelle is the IB Coordinator at CIS, the Grade 6 homeroom teacher, and plays a crucial role in teacher training, helping the team better understand and implement the IB framework.

Ms. Michelle believes that education should nurture the whole child, focusing not only on academic achievement but also on character, creativity, and confidence. She explains:“I believe education should nurture the whole child, helping students grow not only in academics but also in character, creativity, and confidence. Learning should inspire curiosity and empower students to make a positive difference in the world.”

In her view, the combination of the IB framework and the Alberta curriculum provides students with an excellent learning experience. Ms. Michelle states:“The IB framework reflects this philosophy perfectly. Its focus on inquiry, international mindedness, and the Learner Profile encourages students to take ownership of their learning and see connections across subjects and real-life contexts.”

This combination ensures that students not only gain a strong academic foundation but also develop a global outlook and transferable skills, preparing them to be lifelong learners and responsible global citizens.

Ms. Michelle creates a supportive learning environment for students’ personal growth through individualized care. She shares:“I believe every child is unique, with their own strengths, challenges, and emotional needs. My goal is to know each student well so I can create learning experiences that not only meet academic goals but also support their personal growth and social-emotional well-being.”

This personalized care helps students better adapt to school life, especially when supporting boarding students who miss their homes. Ms. Michelle uses crafts and games to help them build friendships and adjust to the new environment.

Ms. Michelle specifically mentioned Judy, who transferred to CIS from Japan this year. Since Judy's primary language is Japanese, Ms. Michelle made a special effort to help her integrate smoothly into her new environment by providing learning materials in English, Chinese, and Japanese, as well as creating a small survival guide. Judy’s parents mentioned, "Judy really likes CIS. Although she faces language difficulties, she wakes up at 5 AM every day to prepare for school, showing her ability to adapt and her positive attitude toward the new environment."

Cooper, also in the same class, has shown significant growth. Not only has he become more proactive in asking questions in class, but he has also learned to stay calm in everyday small conflicts, showing progress in emotional management and self-control. His parents specifically mentioned that the support from his homeroom teacher, Ms. Michelle, and teacher Vicky played a key role in his progress.

In addition to emotional care, Ms. Michelle also fosters responsibility and leadership through academic projects. For example, in the science unit, each student became an "expert" on a specific concept and was responsible for teaching it to their peers. This not only enhanced the students' academic understanding but also boosted their confidence and leadership skills.

Ms. Michelle believes that communication between parents and teachers is crucial for students' growth. At CIS, parent-teacher collaboration is an integral part of our “Caring Community.” She said“I believe communication with parents is essential to building a strong bridge between home and school. Since children spend so much of their time with us, it’s important that parents feel connected to their child’s learning journey and know that their voices and insights are valued.”

At Curriculum Night, an interaction with one of the student’s parents was particularly touching “They told me that their child had become more confident and engaged both at school and at home.”

Ms. Michelle believes that parent-teacher collaboration not only helps parents better understand their child’s learning but also provides continuous support for the student: “When parents and teachers share the same vision and communicate openly, we can support each child more effectively.”

Looking to the future, Ms. Michelle hopes to continue helping students grow in critical thinking, creativity, and social responsibility through innovative teaching methods: “Looking to the future, my goal as an educator is to continue creating learning experiences that prepare students not just for exams, but for life.”

In the Grade 6 classroom, students not only make steady academic progress but also demonstrate significant growth in collaboration, communication, confidence, and responsibility. While striving for academic excellence, CIS equally emphasizes students’ holistic development. Through interdisciplinary teaching approaches and deep home–school collaboration, the school provides every child with a learning platform that seamlessly connects to the future, enabling them to become not only knowledgeable learners but also future leaders with global vision and leadership skills.