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.
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.
Regards – Kit and Karen
Grade 4 artists have been investigating ‘Where We Are in Place and Time’ while we wait for the postal service to deliver the USA Artist Trading Cards, and the results are already very promising.
Our young artists have been photographers, land art artists and video artists recently as they researched contemporary art by creating each of these art forms. There is no better way to understand the joys and difficulties of an art form than hands-on challenges!
Our central idea is – Technology creates new possibilities – and the students are seeing this first hand as they capture their land art through photographs and stop motion films before the wind whisks it away.
They have also just begun to work on developing a mood when creating a video artwork through use of visual filters, careful filming choices and select audio music and/or sound effects. I can’t wait until students create their own sounds and come up with even more original footage.
We will work on increasing the students knowledge and skills in each of these contemporary art forms over the remaining weeks so that they enter Grade 5 with a range of technical artistic skills that will benefit them in the PYP Exhibition and for years to come.
For now, enjoy the samples of their initial contemporary art explorations, and feel free to share any art action you notice at home. My email is firstname.lastname@example.org
This afternoon, the grade 4 students were introduced to our new measurement unit through a tuning-in provocation. A variety of items were placed throughout the classrooms and students were given the following simple tasks:
- Estimate the measurements
- Calculate the exact measurements
It was then left to the students to apply their thinking and communication skills to determine how to both estimate and calculate each measurement, as well as identify and accurately use a range of measurement tools.
Yesterday Grade 4 embarked on a small journey to the field area next to Zhongnan Jie Metro station. The goal for the trip was to TAKE ACTION and make a small step towards changing our world.
As part of our unit we took a look at the global movement #trashtag in which people from all walks of life all over the world are taking their part in cleaning up our Earth. We chose yestaerday as it was a public holiday and may have given us the opportunity to interact with the locals and perhaps inspire others to take action.
The children did a fantastic job cleaning up the park area – and were not afraid to venture into the trees and all over to find trash and clean it up.
Below are some pictures of the trip. A special thank you to Jill, Jocelyn and Grace for giving up their time to join us on the trip as well.
Download Mr. Ives Presentaiton here: Grade 4 1-1 MacBook Introduction Keynote
Grade 4 teachers provided the students with some questions to help you assess their comprehension when reading English texts at home.
You can ask them the questions in your native language and the students can answer you in their native language.
An example of how to use the questions cards
- Listen to your child read in English (its ok if you don’t understand what they are reading)
- Ask your child one of the questions in your native language
- Your child can answer you in their native language- This allows you to determin if the child has understood what they’ve read.
What if you want to ask the questions in a different lanauge? That’s great! Maybe your child can help you to make your own set of question cards.
We would love to hear how you used translanguaging at home. Leave a comment about your experience.
On Wednesday the Grade 4’s brought some characters to life in their Living Museum Exhibition!
There was a hive of excitement amongst the grade as they brought some characters to life and presented their biographies to parents! Students were tasked with choosing a person that had created positive change in relation to EQUAL OPPORTUNITY, PEACE or CONFLICT RESOLUTION.
They then researched and found out about their lives and what MOTIVATED. them to make a change and what impact that change has had or is having on us now.They then wrote a biography on that person, published it and finally had to bring the character to life for parents to see!
Thank you to all the parents for coming along and supporting your child. Your involvement brings so much passion and enjoyment for the children and they loved havign you here to share in their learning.
Below are some pictures taken of the event.
Please download the parent letter for information on our field tri on May 2nd.