Thanks to all the parents for showing support and asking questions during the Student Led Conferences.
“I enjoyed to learn that she has made good use of her time and had fun learning. I also liked to hear that she is interested in algebra.”
“I learnt that she is better at maths than her mother.”
“Now my parents know that I’m making progress and I want my parents to be proud of me.”
“It was a good opportunity to show what you are really proud of and also it’s better to have the parents experience it themselves instead of just telling them at home.”
“It was a bit of a waste of time, I already tell my parents every day what I learn at school.”
“My parents often have questions but I sometimes can’t answer them, this was a good opportunity to show them the skills I have developed, my process journal in art, my writing in Portuguese and actually show them what we did in music.”
“Now my parents know that I’m a good inquirer and that I raised my hand up a lot and that I managed my work on time and communicated more than before.”
“My parents know that I am respectful and kind and that I am a maths thinker.”
“My dad enjoyed to learn how I think and practice things.”
“I liked sharing my knowledge with my parents and show what I’m proud of. I was organized and followed my plan.”
“They learnt that I am a great inquirer and that I can read and write well and maturely. I told my dad about my skills and my values as a learner.”
This week, we invited Ms. Manuela from Lua Jardim, Mr. Tony from UNITEL, and Ms. Keryth who used to work in advertising and marketing. We learned about the distribution of goods and services, the role of supply and demand and what affects prices.
We have completed our Digital Citizenship course and soon process our learning.
In Language, we’ve been reading and writing about product and service descriptions. We’ve been learning how to take notes and write drafts for our writing.
In Math, we continued investigating fractions by finding fractions of regions, exploring equivalent fractions with manipulatives and searching for connections between fractions, decimals and percentages.
Some classes had the opportunity to visit the Diploma Art Exhibition in building 7.
On Monday and Tuesday students completed the International Schools Assessment (ISA). Results will be communicated by email.
We have started our new unit on How We Organise Ourselves. Click here for the unit overview.
From the 26th of February until the 2nd of March, the students will participate in a digital citizenship course comprising of 5 days of approximately 2 hours per day.
Here is the course description of digital skills.
Thank you to our dear parents who led some activities during the International Mother Language week.
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 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%.
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.)
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
Click on the image to access the padlet for your research. Or click on the Learning Links tab to access the LIS library database.
In mathematics we have been inquiring into multiplication and division. We have shared strategies that we already know, created questions about what we want to find out and have discussed the connections between multiplication and division. We will be learning a range of different strategies and deciding which one works best for particular problems.
To find out about exploration and perspectives we have been reading recount texts. As well as looking for the causes and impacts in these stories, we have identified the form and function of recount writing and started writing our own recounts.
We had an informative and inspiring Skype conversation with Annie Waterston, a PE teacher who is going on an expedition to Antarctica in February. She explained her reasons for exploration; to raise awareness about the impact of global warming and to inspire people to make changes in their daily lives. The goal is to promote renewable energy before the moratorium of Antarctica ends in 2041. Visit www.2041.com for more information.
- 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?