In visual arts, students have been inquiring into self-portraits and creating their own. Their central idea is: self-portraits convey a message about who the artist is or who the artists wants to be. Students are looking at the form, function and change of self-portraits. They are being assessed on the visual arts learning outcomes: responding (phase 3.7) recognize that different audiences respond in different ways to artworks and creating (phase 4.6) develop an awareness of their personal preferences.
After learning about and discussing several famous self-portraits, students began creating their own. They have learned and practiced three different self-portrait techniques.
First, students learned about facial symmetry. A photograph was taken of them. They cut the photo in half and completed the other side using pencil and charcoal.
Next, students learned about facial proportions by placing a transparent sheet overtop of a picture of them and drawing their features. These sheets were copied onto white paper and students added details on top using art materials of their choice. The details they added and colors they used described who they are or who they ant to be.
Today, students created blind-contour drawings of each other and of themselves. They improved their observational skills and tried to look at the face as a whole. They poked a hole in a paper plate, which prevented them from seeing what they were drawing beneath, and draw their partner. Then, they used a mirror and drew themselves.
Next, students will draw a self-portrait while looking into a mirror. Next week, students will chose one or many of these techniques to create a final self-portrait.
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 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.
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.
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.
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 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.