We need your help in promoting and informing us of ACTION displayed by your children!
What is action?
A big part of the IB curriculum’s philosophy, particularly the PYP, is ACTION. Loosely defined, it is when a learner transfers and applies their learning, voluntarily and self-led, beyond the borders of their classroom. It can be done individually or as a group.
Here is what the IB defines as effective action:
should be modelled by the adults in the school community—the action in which schools may engage will be based on the needs of the school community and the local community
should be voluntary and involve students in exercising their own initiative
is best grounded in the students’ concrete experiences
is most beneficial to the students when they are able to witness the outcomes
usually begins in a small way and arises from genuine concern and commitment
should include anticipation of consequences, and accepting of responsibility
may require appropriate adult support in order to facilitate students’ efforts and to provide them with alternatives and choices.
Action should follow the cycle of: Reflect > Choose > Ac
What do we ask of you?
Please keep up to date with your child’s learning, as you currently are through conversations with your child and via the class blog. If you do notice that your child is engaging in ACTION, in any shape or form, please email their homeroom teacher, with a description.
Over the last few weeks we have been learning how to write playscripts. We have looked at traditional stories, myths and legends and had a go at turning these into playscripts.
The main features of playscripts that we identified are:
For the independent task, we had to research and find a traditional story from our own culture and then turn this into a playscript. A group of children published their play scripts quickly and were tasked to choose one they enjoyed the most and could act out.
The group chose ‘Peach Boy’ written by Yanchi. Peach Boy is a traditional Japanese story that originated in Okayama. It is about a boy who is born from a peach. The couple that found him named him ‘Momotaro” which literally means ‘Peach Boy’. Later on in the story, he fights an ogre with a pheasant, monkey and dog and was proclaimed hero.
The group performed their play infront of a 4JH audience. Below are a few pictures and couple of videos of the group.
Well done to Yanchi, Peral, Julia, Fei Fei, Koray, Sean & Zavier.
This week we had a Grade level assembly. 3 brave students including Yanchi put their reading skills to the test by sharing a wonderful story about FRIENDSHIP. The main message throughout the book was about being kind and a good friend – something many of us take for granted.
As a follow up to this, in class we did a mini lesson about words and their impact on people. We had 2 apples – 1 apple was passed aroudn the circle and everyone spoke very kindly to it saying nice things. The other apple was passed around and this time nasty mean and hurtful things were said.
From the outside both apples looked the same, but once I cut open the apples the one that had been talked to nastily was all bruised and hurt inside. The other apple looked great and ready to be eaten!
An important message and understanding was shared in that although on the outside people may look OK – the things we say can have a big impact on them. ALWAYS BE KIND AND A GOOD FRIEND!
Today in ESL class, students were briefly introduced to some key vocabulary which they will encounter during their next unit on ‘How We Organize Ourselves’. The new unit is due to begin next Monday.
During the activity, students walked around the classroom and looked at key vocabulary cards stationed at different tables. Some of these words include: crisis, prepare, respond, organisation, cause, effect and natural disaster.
Students then wrote the following information that they either knew or could find about the word:
Translation (to their native language)
The purpose of this activity is to help equip the ESL students with some of the key vocabulary prior to hearing and reading about these words in their homeroom class. This knowledge will help give them the confidence and understanding to fully engage in their learning during our unit of inquiry lessons.
The Grade 4 students invited parents to share in their learning this week. As part of the ‘Where we are in place and time’ Unit of Inquiry, parents came to view student presentations about cultural heritage. The central idea for the unit was ‘Preserving our cultural heritage provides ways of appreciating and taking shared responsibilities as part of society’. The students were tasked with acting as cultural ambassadors to show their understanding of the central idea. Part of their role involved inquiring into the preservation and appreciation of cultural heritage in different forms. The inquiry process involved exploring ways in which appreciation is shown for cultural heritage, reasons why people maintain cultural heritage and how cultural heritage is preserved. After their individual inquiries, students created presentations to share how and why cultural heritage is preserved.
Some students choose to inquire into and present about tangible aspects of cultural heritage such as UNESCO World Heritage sites. Others choose to look at intangible parts of cultural heritage including Chinese games, the art of making Kimchi, the Korean language Hangul, Chinese shadow puppet performances and folktales from all over the world. Presentations varied between tasting experiences, exhibitions of models, interactive experiences, thoroughly researched powerpoint displays and dramatic performances.
Students love opportunities such as these parent events to share and celebrate their learning. It offers an opportunity for parents to share, experience and engage with their child’s learning.
Karen and I hope that you have enjoyed your holiday. This week we have once again looked at the 6 fitness tests as part of our year-long unit and assessment on health related fitness. We have enclosed a pdf of the actual test sheet that your child has worked through this week – talk to them about whether or not they are warm, warmer, hot or on FIRE!
Our next unit is Movement Composition and students will use the terminology of ROTATIONS, TRAVEL, BALANCE, and JUMP to describe and label their movements. This unit covers a mixture of gymnastic type movements such as rolls, balances, leaps, and gallops etc; and then adapting/modifying them into a small routine. Within Grade 4 we will be focusing on the aesthetics and function of each movement as well as connecting between different movement – which in child-speak is about making our moves and transitions clean, tidy, and smooth. We will also be focusing on extending our capabilities within movement; For Example taking forward rolls into dive rolls for those capable, experimenting with beginner vault work, and gaining more control in complex balances such handstands etc.
Just a reminder that students from G3-G5 are required to the PE uniform during these sessions. Time will be given before and after each session in order to get changed. After Chinese New Year students who do not have PE uniform will be lent an old sports uniform for the PE session and an email will be sent home informing you of this. PE uniforms are available at DragonWear in the school foyer. We have attached the letter sent last year in English, Korean, and Chinese addressing this matter.
As always both Karen and I encourage families to talk about PE at home and we welcome any feedback, questions, clarifications that you may have as a result of your child’s PE sessions.
Regards Kit Murray and Karen Zheng
Where we are in place and time- Parent sharing event Wednesday
Grade 4 students were very fortunate to have two teachers volunteer their time to present on some aspects of cultural heritage from their home countries.
Mrs. Farrow joined us for a presentation on traditional handmade Mochila bags. They are a style of bag that are traditionally used by indigenous Colombians. The bags are designed with patterns and symbols that vary from group to group, with each symbol having a different meaning. It is a part of Columbian cultural heritage that has become very well preserved and recognizable due to its increasing popularity.
Mr. Jeffrey joined us for a presentation on several aspects of Canada’s cultural heritage. He touched on several typical stereotypes about Canada’s culture, and then elaborated on the connection between Canada’s indigenous cultural heritage and current values.
We would like to thank the many teachers who have volunteered their time and contributed to our current UOI.
Grade 4 have also begun to explore a variety of mediums for creating Artist Trading Cards (or ATCs) over the past two weeks. We will explore many more materials and the transdisciplinary theme of ‘Sharing the Planet’ when we all return from the Winter Break.
I hope you collect lots of ATC ideas over the break Grade 4 artists.
This morning, the grade 4 students visited the Suzhou Museum. Our aim was to identify a range of angles, as well as 2D and 3D shapes that designer, I.M. Pei, used in the construction of the museum. It also reminded us that we see mathematics all around us in our everyday lives.
Provided with a list of questions, a map and photographs, we set off in small groups to learn as much as we could about the museum’s design. The museum visit also provided a fitting link with our current unit on how cultural heritage is preserved. It was a very enjoyable and rewarding experience for all.