Students are working on their summative assessments to show their understanding of the concepts of inequity, interdependence and responsibility. They have been given the choice to decide how to present their learning including model making, posters, persuasive letter writing, annotated mindmaps, stories and comic strips.
In maths we are wrapping up our inquiry into fractions. Students have been working on worded problems, applying their understanding and knowledge of fractions. Some students have been converting fractions into decimals and percentages and solving open ended problems.
From now on, we will use Seesaw instead of the blog. Seesaw is an online portfolio where the students will be sharing their learning with you on a regular basis. This is also where we will share our new unit overview. Next week you will receive information from Mr. Brian Duffy.
This week, we started our Digital Citizenship Course. Students have been learning about managing their screen time, being safe with their personal information online and learning how to be a digital leader. If students do not complete certain missions in school, it is expected that they will complete these at home. Please support your child in this and share their learning.
We played the Market Game as a provocation to the concepts ‘Equity and Interdependence’. The students came up with connections, questions and issues related to the concepts and central idea. Also, thank you to our guest speaker Mr. Mike, from Shoprite who explained the distribution cycle to the students.
In Language, we looked at different samples of product and service descriptions. We identified words and techniques used, and orally described familiar products and services.
In Maths, we continued investigating fractions by finding fractions of regions, exploring equivalent fractions with manipulatives and searching for connections between fractions, decimals and percentages.
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
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.)
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
This week we have been sorting out our findings by creating models, verbally explaining to our peers and writing explanations. We have also applied our knowledge by solving real life problems related to our chosen processes.
In Maths, we are learning how to measure different changes over time for example, changes in temperature and area of desert. We are also interpreting data mathematically and looking at the different ways to collect and organise data.
Many thanks to Ms. Eunice Andrade for the informative and interesting talk on safety connected to our third line of inquiry.
Angolan Independence Day celebrations were in full swing this morning, many thanks to all the teachers, students and guests who made the event such a success!
Our new unit is How The World Works. We are looking at the concepts of processes and change. Click here to find the unit overview.
For the finding out phase of this unit (the 4th of October until the 13th of October ) we need the following:
- earth scientists
- geologists (rock cycle, tectonics, erosion, carbon cycle)
Please contact your child’s class teacher if you can offer help or know of someone who can.
To support the learning at home:
- Find photos of natural changes in the environment of places you’re familiar with.
- Ask questions like: What natural changes are happening in Angola or in the countries where you lived? What has changed? What caused these changes? What is the impact of these changes?
See below for a slideshow of young earth scientists in action: