Data handling

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

Alts

 

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.

 

Mathematics – Data Handling

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.

Camp

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:

Visual Arts Stand Alone | Mandalas | Visual Arts Learning Outcomes

In visual arts class this unit, students are creating mandalas and inquiring into the central idea: beliefs, values, and ideas are represented and communicated through symbols.

This week in art class, students have been focusing on the visual arts learning outcome: creating (phase 4) adjust and refine your creative process in response to constructive criticism as part of the PYP visual arts scopes and sequence.

After developing a purpose for their mandala based on a belief, value, and/or idea, students creating several sketches. They have presented their mandalas to each other in small groups, in pairs, in large groups, and some students have presented to other classes. They have received peer feedback and constructive criticism to improve their sketches and to get new ideas. Take a look at some pictures below of students giving and receiving constructive criticism:

Students are completing their final sketches and will begin creating their mandalas soon. For this unit, students experimented using oil pastel and will use oil pastels as the background of their mandala, unless a different art material suits the purpose of their mandala better. Eventually, they will add their choice of materials to the top of their mandalas.

Peace Day

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.

FAMILY READING NIGHT | NOITE DE LEITURA EM FAMÍLIA

RECIPE FOR READING

 

SERVES 60

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 prilibrary@lisluanda.com or pop into the Primary Library

——————————————————————————————————————————————————————

RECEITA PARA LEITURA

 

SERVE 60

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 prilibrary@lisluanda.com, ou apareça na Biblioteca da Primária

Unit of Inquiry

Unit of Inquiry

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:

  1. Characteristics of conflict
  2. The role perspectives play in conflict
  3. 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.

 

Writing

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:

  • Deep thinking
  • Using Metacognition
  • Identifying strengths/weaknesses
  • 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.