This week all Year 6 students have been engaging in a process of planning and producing a piece of art that expresses their perception of beauty.
The children were given the opportunity to choose between visual and performance art themes. As part of a multi-stage process each student was obliged to reflect on the factors that influence personal reactions to artwork. They generated composition ideas, justified their choices, sought peer feedback and experimented with range of media with the end goal of producing a piece of visual/performance art. An expectation of the process is that Year 6 would choose and focus on specific selected elements of art or music.
We are very thankful for the support of the Year 11 Visual Arts class, as they have been a fantastic source of information with regard to the artistic process as well being able to advise Year 6 on technical issues. Please talk to your child about their artworks but, more importantly, about the process that they undertook to select themes, perfect techniques, justify choices, and connect back to the key and related concepts of the unit of inquiry.
This week Year 6 engaged in a number of different learning tasks designed to provoke thinking, wondering and curiosity. These learning experiences were instrumental in starting our new unit of inquiry under the transdisciplinary theme of How the world works.
Students applied and developed their self-management, thinking, social and communication skills as they divided allocated time to engage in two tasks in small groups across the Year 6 cohort. The tasks were structured around the related concepts for the unit: innovation, impact, technological advances. One task involved the use of a visual prompt in the form of a Venn Diagram. Students made observations, made connections, and created questions and wonderings about this visual. The other task involved students discussing and determining their position, from strongly agree to strongly disagree about a series of statements connected to the related concepts. These learning engagements promoted much meaningful discussion and questioning. This allowed teachers to identify prior knowledge including misconceptions. Such data will be used for the planning of new learning engagements.
On Thursday this week, Year 6 were given a task and set of written guidelines. The main task was to find the answer to a question connected to inventions without using any technology. They could use the whole campus and were very excited to be communicating with various staff members and students across the school. During the debriefing session, students identified challenges such as lack of resources, and use of time-management and communication skills. They identified many strong links with the Learner Profile and attitudes, including Independence, Commitment and Enthusiasm. They also noticed connections with the importance of the approaches to learning (skills). We will continue unpacking this key provocation next week.
Please chat with your child about the provocation learning engagements this week. You may wish to ask the following:
– Which task prompted the most thinking for you?
– How did you feel when you were given written instructions for the task on Thursday and why?
– What did you enjoy the most about this week’s provocations and why?
– What did you enjoy the most about this week’s provocations and why?
For the past couple of weeks, the Year 6 students have been learning about data handling and how to collect, organize, represent and interpret data (CORI). We initiated our investigation on data handling by looking at various graphs connected to migration though some of the key concepts.
We looked closely at the graphs’ form (what is it like?), function (how does it work?); causation (why is it the way it is?) and change (how is it changing?). We also tried to figure out what questions might have been asked in order to collect the data that the graph was representing. We used a Venn diagram to then compare and contrast two/three different types of graphs (pie, bar, line).
After our initial investigation we set off to create our own graphs. We collected data about refugee migrant populations and organized it into a table. We then tried to represent this data by sketching it in our math journals. While doing this some of us noticed that because the range of our data was so wide the intervals on our graphs would be really large and some of our data would become irrelevant. To tackle this problem, we revisited some of the examples that we had already looked at early in the unit. Some of us were able to come up with some creative solutions to represent the discrepancy in data but we are all still working towards consolidating our understanding in relationship between intervals and how we choose to collect our data.
We are currently learning how to transfer that data to a spreadsheet and use Google sheets to generate a graph. Our first attempt at this was quite successful as we figured out how to use the program. Our next steps will be to get feedback so that we can revise and edit our first draft. Once our graphs are complete we will spend some time drawing conclusions and interpreting the information that we have represented.
As part of our investigation on our Unit of Inquiry ‘Where We Are in Place and Time’ we will will be undertaking the analysis and interpretation of a wide range of data.
These investigations are aligned to the following mathematics outcomes for data handling:
|Phase 3: transferring meaning into symbols
|• identify, read and interpret range and scale on graphs
• identify the mode in a set of data
|Phase 3: applying with understanding||• design a survey and systematically collect, organise and display data in pictographs and bar graphs
• select appropriate graph forms to display data
• interpret range and scale on graphs
|Phase 4: constructing meaning||• understand that different types of graphs have different purposes
• understand that mode, median, mean and range can summarise a set of data
|Phase 4: transferring meaning into symbols||• collect, display and interpret data in pie charts and line graphs|
Please talk to your child about the relevant data that they can avail of through their personal google drives. This, of course, can be accessed over the holiday and has a great deal of content that aligns to data handling in Mathematics but also to our Unit of Inquiry generally. Ms Ju created a padlet that holds a lot of relevant information. It can be accessed here.
Last week our Year 6 students and team embarked on the Y6 camp. Students arrived at school on Thursday morning with a lot of enthusiasm and many, with very full bags! The focus of our camp was on the attitudes of independence, cooperation and enthusiasm, as well as building community through teamwork and collaboration.
Many teachers from different sections of the school led a range of activities that promoted the importance and benefits of working in a team. Activities included:
- Development of Camp Essential Agreements
- Tent set-up and dismantle
- Cooperative games with Mr. Andy
- Mindfulness activities with Ms. Michelle and Ms. Nicola
- Team games with Ms. Nicky
- Art activities with Ms. Hannah
- Predator and Prey with Mr. Chilton
- Morning Yoga with Ms. Molly
- Capture the Flag with Mr. Ali and Mr. Paul
- Singing with Ms. Betsy
- Pool team games with the PE Aquatics Department
Students also had sessions of unstructured time where they chose to engage in activities including reading, chatting, playing tag, playing frisbee, and participating in running races.
Overall, the camp was a great success! We hope you enjoy the following photos of camp:
On September 22nd LIS celebrated peace day. The Year 6 students participated in a range of activities which included interactive theater, assemblies, spoken word expressions of peace, a peace parade and talking to UN Angola representative Mr. Paolo.
One thing that particularly stuck with the Year 6 students was the conversation with Mr Paulo and the idea that all people should have the right to have a life with dignity. Students were able to make clear connections between what Mr. Paolo shared and their current unit of inquiry. Throughout the conversation they made clear connections to key and related concepts and asked genuine and generative questions.
Upon reflection students understood that broad and open-ended questions (generative) and questions that are important and significant to them (genuine) lead to better inquiries. This is something that we will continue to practice in our“Where We Are In Place and Time” unit as students embark on their own personal inquiries about migration.
RECIPE FOR READING
Up to 60 ………. LIS parents and their children
(Years 1 to 6 only)
6……….reading areas with expert readers
A dash……….of FUN – come dressed in your PJs, pillows and favorite stuffed animals welcome
Combine the above in the LIS Primary Library on Wednesday 4 October 2017 at 6:30pm. Enjoy great books and company for one hour.
Entry fee (to be donated to the children of Casa das Crianças): a pack of NEW colored pencils, markers or writing paper per family.
Spaces are limited! To attend Family Reading Night, please complete sign-up HERE.
QUESTIONS? Contact email@example.com or pop into the Primary Library
RECEITA PARA LEITURA
Até 60……….Pais e alunos da LIS
(apenas dos Anos 1 a 6)
6……….áreas de leitura diferentes, com leitores experientes
Uma pitada de……….DIVERSÃO – vistam o pijama, tragam uma almofada e o vosso peluche favorito
Misturem todos os ingredientes na Biblioteca da Primária da LIS na Quarta-feira, 4 de Outubro de 2017, às 18:30. Deixem(-se) repousar durante uma hora, na companhia de bons livros.
Valor da entrada (a ser doado às crianças da Casa das Crianças): uma caixa nova de lápis de cor, marcadores ou papel de escrita por família.
Os lugares são limitados! Para participar na Noite de Leitura em Família, preencha por favor esta ficha de inscrição.
Dúvidas? Contacte-nos pelo email firstname.lastname@example.org, ou apareça na Biblioteca da Primária
As we continue our inquiry into Sharing the Planet, learners have been involved in some very interesting discussions focussed around the key concepts of perspective, responsibility and function, and the related concepts of action, compromise and pattern. They have connected all six concepts with the big ideas of peace and conflict and developed open-ended questions around these ideas.
On Friday we connected with Julie Wells, an expert in conflict resolution, via Skype. Students demonstrated great listening skills as they thought carefully about, and participated in the interactive discussion. Julie introduced new ideas about layers or stages of conflict, and talked about strategies to resolve conflict. Some questions that were raised during the Skype session included:
Do you always follow the steps [stages of conflict]?
Is there always a way to resolve a conflict?
Do the steps go in order or can you skip steps depending on the situation; how does this work?
This discussion and information furthered our understanding of the Lines of Inquiry:
Characteristics of conflict
The role perspectives play in conflict
Actions that can be taken to address conflict
The learning outcomes the discussion was connected to include the following:
practice techniques of mediation and negotiation within the class and or school community
document examples of conflict (local and global) and identify the causes and consequences.
For the past couple of weeks the Year 6 students have been engaged in days of “Inspirational Maths” with Stanford Researcher, Jo Boaler. Some of the investigations students have been grappling with include finding patterns in Pascal’s Triangle, 100’s chart and identifying how shapes grow (as in the example below).
Please have a discussion with your child about what they have been doing in mathematics and have them share some of the patterns they have been exploring.
These investigations are aligned to our mathematics outcomes for pattern & function :
Transferring meaning into symbols
Applying with understanding