End of unit

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.

Student Led Conferences

Thanks to all the parents for showing support and asking questions during the Student Led Conferences. Please see below for some student and parent reflections and photographs

  • I learnt she is becoming quite a good writer and is progressing with her critical thinking skills.
  • I have truly enjoyed learning that she is becoming more confident and sure of her work.
  • I liked hearing how you would teach your brother about responsible use when using technology.
  • Her information and perspective show how much she has learnt.
  • I love that she can connect school learning with daily life.
  • I was a good communicator because I explained in English and Spanish.
  • I was balanced because I looked at the time so I knew when to move to the next station.
  • I should improve on explaining the inquiry cycle more clearly.
  • I was balanced because I had everything planned out and organised.

Tuning In

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.

 

How We Organise Ourselves

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. We learnt about Carnaval in different parts of Brazil, learned a fantastic Italian song, Volare, played a traditional British street game and learnt about the many connections between Kazakh, Russian and Arabic. Please see below for some pictures.

Finding Out and Sorting Out

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, organisation 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

Planning for inquiry

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.)

Who We Are

Tuning In

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

 

 

Tuning In/Finding Out

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.

Home learning:

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?

Sorting Out

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!