As part of our investigation into our Unit of Inquiry ‘Where We Are in Place and Time’ we will be analysing and interpreting a wide range of data. This week we unpacked a series of different graphs connected to migration, and students recorded their prior knowledge and new thinking during a ‘bus stop’ learning engagement. Students also thought carefully about the questions that might have been ask ed to gather the data to develop the graphs.
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
As part of the Primary Years Programme, learners use and develop ‘Approaches to Learning’ (ATL) or skills to support their learning.
“In order to conduct purposeful inquiry and in order to be well prepared for lifelong learning, students need to master a whole range of skills beyond those normally referred to as basic. These include skills, relevant to all the subject areas and also transcending them, needed to support fully the complexities of the lives of the students.” – Making the PYP Happen, page 21.
This week we unpacked the ATL by engaging in a sorting learning engagement. Students carefully read and categorized sets of skills, and justified their response. We identified strategies in order to categorize the skills and had thoughtful collaborative discussions as part of the process. We noted that many of the skills are connected, for example, aspects of communication skills are also part of developing positive social skills.
“Within their learning throughout the programme, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable, not only in the units but also for any teaching and learning that goes on within the classroom, and in life outside the school”. – Making the PYP Happen, page 21.
Students will be developing a goal based on self-management skills or social skills in the week following the October break.
Please chat with your child about which skills they feel they are successfully applying and those they find challenging and want to focus on further.
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. Chiltern
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.
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. Students have connected all six concepts with the big ideas of peace and conflict and developed open-ended questions around these ideas.
On Friday 8th September, we connected with Julie Wells, an Australian 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 some 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
Please ask your child “what stuck with them” or what stood out the most during the Skype connection.
During our Sharing the planet unit, Year 6 students have -and will continue to be- focused on reflective writing and personal narratives. We have spent a significant amount of time identifying what makes a good reflection and have identified some key aspects of good reflective writing that will be used throughout out this year.
Key aspects of reflective writing identified by Year 6 students include:
Explaining and justifying with examples
Setting goals for yourself
Asking questions of yourself
In addition to spending time writing reflections we have also begun to explore personal narratives as a genre. We have been using Ralph Fletcher’s personal narrative as mentor texts to inquiry into the characteristics of a personal narrative. In addition to reading these texts “as a writer”, we have also spent some time reading these wonderful pieces “as a reader” and using our metacognitive strategies to think more deeply and make meaning of the text.
A big thank you for attending our Back to School night on Tuesday (5th September). It was great to have our Year 6 learners attend the evening for the first time, really demonstrating they have a key role to play in taking responsibility for their learning and factors that contribute to their learning. After the presentation in the theatre, it was exciting to see students enthusiastically share their learning back in the classrooms, with the evening turning into an impromptu Student Led Conference!
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 feel free to use the images above to initiate a dialogue with your child about patterns and how patterns grow.
These investigations are aligned to our mathematics outcomes for pattern & function :
Transferring meaning into symbols
Describe the rule for a pattern in a variety of ways
Represent rules for patterns using words, symbols and tables
Identify a sequence of operations relating one set of numbers to another
Applying with understanding
Select appropriate methods for representing patterns using words or symbols
Use number patterns to make predictions and solve problems
Use the properties and relationships of the four operations to solve problems
Understand that patterns can be generalized by a rule