We are just past the half way mark with our swimming sessions for G1,2,3, and 4.
Our intention at this stage is that your child is becoming more aware of their
– Strengths and weaknesses within the water
– Progress thus far within the 3 strokes and survival skills
– Specific areas that they need to improve in within the 3 strokes
We encourage you to have a conversation with them by asking open ended inquiry questions – Some examples of questions to engage in conversation are –
– What did the coach tell you that you were doing well in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
– Which swimming technique/style do you use when swimming under water?
– What is your favorite stroke in swimming – why?
– What do the arms do in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
– What do the legs do in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
Don’t forget that next week is our open swim week. We invite all parents to come along and see what we do in swimming. All visitors must remain on the viewing deck and no photos are allowed to be taken.
Grade 1 artists are using their knowledge of different animals and animal habitats to create a layered watercolour painting in our current unit of inquiry.
Students have created abstract backgrounds that focus on showing only the area immediately around the animal. Now the challenge is to draw big, really BIG! So BIG it fills the painting – and maybe even goes beyond it!
Key terms in this unit include background and foreground. Plus, we are refering to outlines of our chosen animals when drawing them. This is good for accuracy and something we hope our young artists remember to try in the future – refer to realistic drawings and/or photographs to draw accurately.
I am also so proud to say that many students have attempted their background and animals more than once to get each area to be the best it can be. That shows great perseverence and effort – keep up the great work Grade 1, that’s how artists make fantastic artworks!
1KS students had a great time exploring the Baitang Park looking for different living things. They explored different animal and plant habitats and took photos of their discoveries. They were made aware of how to contribute towards the environment by sorting their rubbish – and creating less waste. They also helped the k4E food bag drive by taking care of opening cookie bags carefully.
Thank you to all the parents who were able to join us on the day and help the students have a great time. 🙂
1KS students had an excellent exhibition showcasing their knowledge about how People’s actions produce change in the natural environment. They presented their research work on a chosen animal – characteristics, diet, habitat and how it is affected by the choices and actions people take towards them.
They made dioramas, a poster to describe their animals and wrote a Description report to explain about their animal and how people affect it.
They worked very hard at inquiring for their research using books and informative websites on iPads and laptops. They watched inspiring videos of how to create dioramas and used that knowledge when making their own.
Thank you to all the parents that showed up on the day. You made it very exciting for our students and they were very proud of their achievements. 🙂
Each homeroom in Elementary will be collecting donated items to make into baskets of prizes to be used in an estimation game on International Family Day on May 25. Items should be new and unused.
The Theme for 1KS is Alternatives to Plastic are Fantastic. You can send in things made of wood, paper, bamboo, wicker, fabric, stone, glass or metal. Examples of these could be hand crafted bamboo toys, wooden blocks, books, wicker artifacts, gloves, jewelry, marbles, metal straws, etc
We thank you for your support in helping to make International Day a successful event.
Well done clay artists! Now about those animals you’ve been studying….
The clay unit has ended, but don’t be sad – This means we get to enjoy seeing the beautiful Grade 1 artworks on display outside BS106 (our Art classroom or studio). Please be sure to enjoy looking at them when you come for the Student-Led Conference on May 11, and yes you will get to take them home in the future.
Your young artist can show you which are their artworks on May 11, and they can also show you their learning journey in their Art book and teach you some skills. You might like to ask them which parts of the art course have been hard? And which parts they have liked? Also, what new things have they learned in Art this year?
In Art we are currently enjoying working on Art Unit 3 ‘Where We Are in Place and Time’ during Unit of Inquiry time. And we are also learning about making responsible and artistic choices in Studio Time.
Studio time is a chance for our young artists to choose which short or long-term creative projects they want to do, beyond the required learning. It is a chance for them to show the skills they have learned, but apply it to their area of interest and/or to explore a new art area. This time asks student artists to use the design cycle and use the artistic habits they are taught, but independently as much as possible. It has been embraced very enthusiastically so far and I look forward to seeing where student artists steer themselves during this time in the future. This initiative has come about as part of my professional goal this year to look into Teaching for Artistic Behaviour or TAB – a method of teaching and learning that embraces student agency and student choice.
In our new art unit we are looking at how – Understanding others inspires us – and particularly at the work of Henri Rousseau. Student artists are using the knowledge of animals and habitats they learned in Homeroom, but will be adding in artistic considerations, their imagination, mixed media skills and techniques, and will be thinking about composition to create their major artwork.
Ask your artist what animal they are planning to make their main focus. Perhaps you could look up images of this animal as a family?