Building a community of learners in Year 6
Year 6 began the first couple of days of the 2017 – 2018 academic year by beginning to build a positive and supportive community of learners. While many students know each other very well from previous years at Luanda International School, we are lucky to have some learners to the school. It remains important to develop relationships in our community to ensure we all feel connected and a part of our dynamic learning culture.
Developing our Essential Agreements
This week we have spent some time thinking and talking about how we want our class ‘to be’ to ensure we have fun, feel safe in our environment, and enjoy our learning. Creating a class agreement, or Essential Agreement, is not about making a list of rules to ensure compliance, but rather, it is about developing a series of statements that support learning. One of the most important aspects of an Essential Agreement is that students feel a strong sense of ownership towards it.
We completed a series of learning engagements, including thinking about what a learner “looks like”, “feels like” and “sound like”; watched a couple of inspirational video clips (which you can view here and here) and identified key ideas and messages from these; and thought about what helps our learning versus what hinders our learning. Next week we will be connecting all these ideas to develop our class Essential Agreements.
Please ask your child about the purpose of an Essential Agreement and why they are so important.
Unit of Inquiry
We have commenced our first unit of inquiry for the 2017- 2018 academic year. We are inquiring under the Transdisciplinary Theme of Sharing the Planet. The unit framework details and overview can be found here.
As our initial provocation, designed to prompt thinking, emotions and wondering, the Year 6 classes combined to play ‘a game’ on the field… with an unexpected twist… no direction, expectations or rules were provided.
Following the game we invested some time to reflecting on actions, reactions, responses, and emotions. After much thought and discussion, we identified a series of concepts and key words that could be used to describe the conditions associated with the game. We will be using these student generated concepts and key words to frame future learning engagements as we tune-in to the unit over the coming week.
Please ask your child about their role during the game on the field, how they felt and why.