The students have completed their summative assessments and are in the process of organising their portfolios and taking action.
For our next unit we’re focusing on the concepts of supply and demand and we are looking for resource speakers who are knowledgeable in these areas:
- Real estate
- Advertising (writers)
- Service providers (hotels, restaurants, telecommunications, water suppliers etc.)
- Manufacturing (factories, wholesale, retail)
- Infrastructure (mains water and electricity)
- Farming and fishing industries
Here are some questions we’d like to inquire into:
- What are some challenges that you encounter in providing goods and services?
- What hinders and helps a successful business?
- What factors affect supply and demand?
Please let us know if you have any contacts in these lines of business.
Monday the 19th and Tuesday the 20th the students will take the International Schools Assessment (ISA). The children will be at their best after 11 hours sleep and a healthy breakfast. There is no need to study or prepare for the test as the questions require critical thinking. Please be aware that additional stress and pressure might have a negative impact on their tests.
We are in the process of consolidating all the data we have collected from our interviews with members of the school community. We gathered a range of perspectives on our chosen issues and deepened our understanding of why certain behaviours occur and the connection those behaviours have with beliefs and values.
In language, we are editing and proofreading our stories for publishing. Some are in the process of writing their other stories.
In maths we are wrapping up our learning about probability by consolidating our understanding of the vocabulary and the strategies we use to calculate probability.
We had our Global Play Day where the students demonstrated creativity, independence, organization and problem-solving skills. The event was a success and it’s a great opportunity for the students to enjoy play with their peers. See some reflections and quotes from students below:
- “I’m going to be a risk-taker and play a new game called baseball because we ALWAYS play soccer!”
- “I learned how to be a better problem solver because our fort kept falling down and we had to make a plan.”
- “I developed my social skills and self management skills because I organised all the stuff I was going to bring the day before.”
- “The best moment was when the F.B.I came and put Ms. Faber in jail!!”
- “I developed being a risk-taker because I had to try new things and make speeches for Fort Land.”
How you can help at home:
- Ensure that your child has time for Mathletics practice
- Ask your child to explain what they’ve learned about probability
We are now in the finding out stage of our personal inquiry into a global issue. We are interviewing people to find out different perspectives and using books and articles to deepen our understanding.
In language we are familiarising ourselves with traditional tales from our own culture, identifying and comparing the moral and values and are retelling the stories for a younger audience.
In maths we continue our inquiries into probability, looking at a range of different games and calculating the theoretical and experimental probability of winning. Some students are showing their understanding of fractions and their connection to percentages. For example, if you have a 1 in 4 chance of winning the game it converts to a quarter or 25%.
This unit in visual arts class, students have been inquiring into perspective in visual arts, which is a key concept in the unit they are working on in their homeroom.
They will be assessed on the PYP visual arts learning outcomes responding (3.4): Reflect on their own and other’s creative processes to inform their thinking and creating (phase 2 ): identify, plan and make specific choices of materials, tools, and processes.
Students began by learning about drawing 3-D buildings and 3-D letters using a variety of YouTube videos and tutorials from Mr. Luis. Then, they inquired into one-point perspective, looked at examples of artwork with one-point perspective, and explored in their process portfolios. Finally, students attempted two-point perspective, which was very challenging and difficult to visually comprehend.
Currently, students are using one or more of the perspective techniques they learned to create a final artwork. They are using the design cycle to investigate perspective, plan their perspective drawing, evaluate by getting feedback, and finally create. Students will use their choice of materials to create their perspective artwork.
Students are now tuning in to their own personal inquiry into a global issue. They are identifying sources, researching more background information and formulating questions to focus their inquiry. We are encouraging the students to find primary sources to interview about their perspectives on different issues. Please support your child with this at home if you know of someone who can support their learning.
In maths we have started investigating into luck, or as mathematicians define it; probability. We are testing experimental probability and using multiple strategies to calculate theoretical probability. Ask your child to teach you a fair or unfair game this week.
In language we are identifying the features of traditional stories. We have identified that fables and folk-tales are types of traditional stories that tell us about the beliefs and values of different cultures.
How to help at home:
- Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
- Find examples of probability in real life (eg. weather forecast, sports predictions etc.)
From our tuning in activities we were able to identify prejudices reflecting global issues. The students are in the process of choosing specific issues to inquire into. In our inquiry, we will try to focus on primary sources to gain different perspectives.
In language, we will be reading and writing traditional stories. We have identified fables as one way that values are spread and taught. We will continue reading fables and other folk tales and traditional stories to inquire into the concepts of form and function.
In maths, our investigations into multiplication and division are ongoing. We will continue to practice our strategies by solving word problems.
How to help at home:
Identify and discuss prejudices
Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
Find examples of probability in real life (eg. weather forecast, sports predictions etc.)
Happy new year and welcome back to a new term. We have just started our new unit of inquiry under the theme of Who We Are. Please click here to access the unit overview.
We’ve been looking at various artifacts and stories from different cultures to come up with connections and questions for our inquiry. We’ve also been identifying different issues related to beliefs and values such as misconceptions, stereotypes, and prejudices. We have been learning about others’ beliefs and values through listening to a range of guest speakers.
In Language, we’ve been reading and talking about the cultural elements in stories. The purpose of this is to develop awareness of how beliefs and values are reflected in literature.
In Maths, we continued practicing multiplication and division strategies and are using them to solve problems.
How to help at home:
- Ask your child to show you a strategy learnt for multiplication or division
- Continue discussions about family values and beliefs
- Read stories from your own and other cultures, identify the values, beliefs and behaviours of the characters
Guest Speaker Ms. Wilson
Students have been focusing on a particular aspect of exploration from the polar regions, land, space or ocean to identify DISCOVERIES and IMPACTS;
- What has been discovered?
- How have these discoveries impacted our lives?
In language, the students have been writing personal recounts and recounts related to exploration. They’ve been learning how to use first and third person pronouns, connectives or transition words, and powerful words in their recount texts.
In maths, we’ve been investigating the concepts of time and direction by looking at maps and solving problems related to timezones.
How can parents help at home?
- Find some recount texts to read together.
- Ask your child to show you some multiplication and division strategies they’ve learned in class.
- Talk about maps, use GPS when you travel and work out time zones.
- Use coordinates and directions while travelling or playing games (chess).
The students have chosen their specific research topic and came up with research questions. They have started planning for their research; identifying sources and gathering data.
To focus our research we are using the reading strategies connecting, comparing, inferring and creating images. While reading at home students can practice these strategies by making connections to previous experiences in their own lives, comparing writing styles and perspectives of the different texts they read.
In language we are focusing on writing personal recount. Students are expected to use descriptive details about significant events from their own lives.
- Talk about some memorable moments in your family and send photos to help the students verbally recount that event.
- Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming? You will receive a climate ambassador certificate.
- Guide your child in his/her data gathering, focusing on the research questions
- The reason for exploration
- The impacts of exploration (benefits and drawbacks)
- What innovation is needed to make this exploration successful
- What new understandings have been developed as a result of this exploration