Year 6 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:

Peace Day

On September 22nd LIS celebrated Peace Day. Our 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 (Sharing the Planet). 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.

Visual Arts Stand Alone | Mandalas | Visual Arts Learning Oucomes

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.

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

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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

Language – Writing within the Unit of Inquiry

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. We have also been thinking carefully about how both reflective thinking and writing, plus personal narratives are connected to our Unit of Inquiry.

Sharing the Planet

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. 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 you” or what they thought was the most interesting/important during the Skype connection and why. 

Back to School Night – thank you!

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 that 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!

Visual Arts Stand Alone: Mandalas

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. Students will be assessed on the visual arts learning outcomes: responding (Phase 3) compare, contrast, and categorize artworks from a range of cultures, places, and times and creating (Phase 4) adjust and refine your creative process in response to constructive criticism.

Students began by learning about mandalas from around the world. They compared, contrasted, and categorized various mandalas by shape, size, purpose, material, and color.

Students created their own mandalas (each with a purpose) outside using natural materials.

This week, students completed an oil pastel study, which is one of the materials they will use for their final mandalas. Students also used two websites to create digital mandalas.

Next week, students will create a purpose for their mandalas. They will complete several pencil and color sketches and begin their final mandala.

Thinking conceptually through Mathematics

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).

Students used a range of strategies to move their understanding forward, including drawing diagrams, constructing patterns using blocks, recording symbols, and discussing and sharing ideas. 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 :

Phase 3

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
Phase 3

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
Phase 4

Constructing Meaning

  • Understand that patterns can be generalized by a rule