- Opening Message from PYP Coordinators
- TAKING ACTION - OUR COMMITMENT TO GPS
- ELC PYP Term 2
- Library Smiles
- Kinder PYP Term 2
- Italian PYP Term 2
- FROM SELF STUDY TO EVALUATION
- Year 1 PYP Term 2
- WHO WE ARE: Getting to know our community
- Year 2 PYP Term 2
- PYP Parent Information Night
- Year 3/4 Term 2
- Year 5/6 PYP Term 2
As the only Catholic Primary School in the Archdiocese of Canberra and Goulburn that offers the PYP, Holy Trinity is proud to be an International Baccalaureate (IB) Primary Years Programme (PYP) school, starting in our Early Learning Centre (ELC) right through to Year 6.
At the core of PYP is our students. We focus on the growth of the whole child, with the aim to affect hearts as well as minds by addressing the social, physical, emotional and cultural needs of every student in addition to their academic welfare. At this time of the year, it is timely to revisit and celebrate the unique academic rigour and emphasis on students’ personal development that Holy Trinity Primary School offers.
The PYP framework offers significant advantages to prepare students for an unknown future. A few reasons why we love the program here at Holy Trinity include:
- We provide a safe, stimulating environment in which our students develop a strong identity as a learner.
- Its transdisciplinary nature: learning is meaningfully connected across disciplines as well as to the real world.
- Students are empowered to take action: the PYP prepares students to be caring, active participants in their communities and abroad.
- Learning is focused on the needs and desires of the learner versus a set curriculum: our units of inquiry are fluid and are purposefully crafted by our skilled teachers, with the interests and needs of our learners in mind.
- It teaches self-regulation and self-efficacy strategies: students are encouraged to be respective and introspective about their strengths and areas of growth as learners.
- Creativity and thinking is at the heart of what we do: students are provoked to think deeper and share their learning in their own ways.
- Innovation is encouraged: our world is rapidly changing and we want students to recognize issues in the world and also to feel empowered to seek answers.
- It develop well-rounded students who can collaborate effectively and act ethically.
This produces students who love learning and are motivated to succeed.
To celebrate the PYP here at Holy Trinity we have produced our very own PYP VIDEO.
Taking action is an integral part of being apart of an IB community.
While action is best grounded in the students’ own concrete experiences and it can be a small thing that arises from a genuine concern and commitment. It is also noteworthy to understand that as action happens, it may not be witnessed by the teacher, frequently after a unit of inquiry has been completed and often takes place beyond the classroom.
At Holy Trinty, we strive to provide students with opportunities to choose, to act, to decide on their actions and to reflect on these actions in order to make a difference – all of which are an integral part of the PYP.
This term Holy Trinity has undertaken four fundraisers. The first one was the Teacher Dunk, run by year five and year six. Students purchased raffle tickets for one dollar each. At the end of the week, names were pulled out and the teachers got dunked. For that fundraiser we raised $785. The next fundraiser was the coin line, run by Kindergarten and ELC. Everyone brought in their lose change and put it in a line on the basketball courts, spelling out Eveland Heckma. In the end we raised $1175. The next fundraiser was the cake stall, run by Year One and Two. People brought in cakes and sweets and the Global Schools Team sold them. In the end we raised $703. Our last fundraiser was the talent show, run by Year 3/4. Students performed different acts, and the rest of the school watched. In the end we raised $401.
On Wednesday, we presented Mrs Everding and Mrs Brearley with a cheque of $3064.
We would like to thank everyone who participated, whether it be by bringing in money, baking treats for the cake stall, going in the talent show or being in the global schools team.
We are thrilled to say that we reached our goal (AND BEYOND) to buy a water tank for our partner school in Kenya.
Communication and emotions interconnect
Lines of inquiry
Ways in which we share ideas and feelings
Strategies to manage feelings and emotions
People express emotions differently
Throughout the term, we have learnt about a variety of different emotions through discussions and play. The children are now able to identify and give examples of a number of emotions such as scared, angry, mad, frustrated, silly and surprised, linking these to their own feelings and learning to recognise them in others.
Our feelings and emotions
The children had many opportunities to link their learning to their own lives. We read a lot of books, watched videos and talked about things that make us feel a particular emotion. Afterwards we drew pictures and painted these things.
Linking science to our emotions (causation)
After reading a story about emotions we connected an angry feeling in our tummy to a volcano erupting……and then experimented with science to make our own volcano erupt.
Our Action Plan
Recognising these feelings we then developed strategies to manage our emotions….……what can we do when we feel angry?
Some ideas were finding a quiet space to be alone, run and jump, or even make a volcano out of playdough.
This term in the library we have; celebrated Sorry Day, Reconciliation Week, and NAIDOC week, participated in the National Simultaneous Storytime (NSS) and worked on the different Units of Inquiry across the school.
To commemorate ‘Sorry Day’ we had the author, Coral Vass and illustrator, Dub Leffler come to Holy Trinity and present their new book “Sorry Day”. Coral and Deb read their book together then broke the children from 3 -6 into two groups to complete sessions on the how and why of their book ‘Sorry Day’.
The children really enjoy learning about the aboriginal culture and the history of the aboriginal people. They listen eagerly, question frequently and research carefully.
Over 1 million school children from Australia and New Zealand were involved in the National Simultaneous Storytime for 2018. The book read was ‘Hickory Dickory Dash’ by Tony Wilson. We watched it altogether in the hall, on the big screen. Each class then had a range of optional activities to complete.
Some of our Unit of Inquiries this term have involved; designing inventions to get us to the moon, drafting energy efficient houses, looking at Aboriginal Cultures, unpacking the books by the fabulous Shaun Tan.
Olivia C 5/6R
I loved our visiting authors and their book ‘Sorry Day’ was amazing. It was great fun to design a new Australian Flag.
Annie K 5/6R
I really enjoyed the books that 5/6 explored by Shaun Tan, I loved the detail in his drawings and the hidden messages.
Xander S 3/4W
I liked when we celebrated the NNS with the kids at HT and 1 million other kids across Australia and New Zealand. ‘Hickory Dickory Dash’ was a great book for telling the time.
Josh O’S 3/4W
I really enjoyed the work we did on the Dreamtime stories. The research about the Aboriginal tribes in our area was also fun.
Emma P 3/4W
I loved using the rocks with Aboriginal symbols on them to write our own story. I worked with Maggie, our story was about a boy who went out, got lost and found goanna tracks.
Sharing The Planet
Plants sustain life on earth and play an important role in our lives.
Lines of Inquiry:
Caring for plants (responsibility)
The importance plants play in our lives (connection)
How plants sustain life (function)
Kindergarten already had some great ideas about our central idea.
We went on an excursion to the Botanic Gardens to find out about different types of plants, how Aboriginal people use plants and also found out how to plant and care for our own plants. Some of us have taken action and continued to care for our plants at home.
During this unit we also looked at different ways plants can be used.
We found out that plants give us oxygen - trees suck in carbon dioxide and breathe out oxygen for us to breathe in.
Plants are also used to give us food, musical instruments and materials for building.
During this unit we had to be inquirers. We asked lots of questions and made observations. We learnt how to record observations, describe different objects and track changes occuring to seeds.
Making Connections to our learning
Earlier this year Kinder Green picked something from the garden that looked like a watermelon but the inside was white, not red.
Mrs Ford became our watermelon expert and informed us about how to check when a watermelon is ready. We learnt the words for watermelon and cucumber in Greek and Italian - they are very similar because they come from the same family!
We watched, cared for and patiently waited for our watermelon to ripen. This video was taken when we finally decided the skin was the right colour to cut open and check!
How We Organise Ourselves
Signs and symbols communicate local and global messages.
Lines of Inquiry:
Signs and symbols (form)
Features used to communicate messages (function)
Reasons for signs and symbols (function)
For our provocation we brought in our bikes and scooters and went down to the courts to ride. At first we rode around the courts in any direction we wanted. We realised that we needed signs to help us stop crashing into each other. After we thought of some signs we added them to our course. This made it a lot easier and safer to get to where we wanted to go.
After our provocation we found out what we already knew about signs and symbols.
Communicators use words, writing, facial expressions, body language and different languages to communicate and share their ideas.
We are knowledgeable when we share our ideas with others, teach people skills we know, read lots of books and have great ideas.
We have found a lot of signs and symbols around school and in the classroom. We looked at signs and symbols on containers too. Numbers are a symbol that represent an amount. We found numbers on containers to tell us how much each container holds. We compared the capacity of objects to see how many cups of things they hold.
Features used to communicate
Kinder have started using the thinking tool, See Think Wonder, to find out about signs and symbols. We have been inquiring into how cultures, religions and different communities use symbols and what they mean.
We had a visit from Tyronne Bell, a local Ngunnawal man, who came to teach us about how Aboriginal culture uses symbols to tell stories. He told us about dot paintings, rock art and taught us some symbols and what they represent. We had a turn at making our own story using Aboriginal symbols. Before Tyronne left he also taught us some Ngunnawal language.
The most important thing we learnt from our time with Tyronne is that everyone has a story to tell and everyone's story can be intepreted differently.
Putting our learning into action
3/4 Blue and Mrs Punyer invited KG to visit their classroom to share what we have learnt about signs. 3/4 Blue shared their learning about essential and non-essential services and showed us the city they have created in their classroom.
We shared our knowledge and applied what we have learnt about signs to help their class city work effectively.
This term in Italian the students have continued to practice their ability to speak, read, listen and write. Kindergarten has been learning about Italian signs and symbols. Year 1 studied Leonardo da Vinci and his inventions, while Year 2 was busy discovering about Italian architecture. Years 3 and 4 made and enjoyed playing Italian board games about the solar system. They also started learning about the importance of food in the Italian culture. 5/6 have prepared as well as presented their orals and have started focusing on extreme weather conditions in Italy.
Questo trimestre in italiano gli studenti hanno continuato a praticare la loro capacità di parlare, leggere, ascoltare e scrivere. L'asilo ha imparato a conoscere segni e simboli italiani. L'anno 1 ha studiato Leonardo da Vinci e le sue invenzioni, mentre l'anno 2 era impegnato a scoprire l'architettura italiana. Anni 3 e 4 hanno fatto e si hanno divertito a giocare giochi da tavolo italiani sul sistema solare. Hanno anche iniziato a conoscere l'importanza del cibo nella cultura italiana. 5/6 hanno preparato e presentato i loro orali e hanno iniziato a concentrarsi sulle condizioni meteorologiche estreme in Italia.
In March 2019, Holy Trinity School will be visited by representatives from the International Baccalaureate Organisation, to evaluate our journey as an IB World School, offering the Primary Years Program.
The visiting team will look at every aspect of our School, from its leadership and management to the rigour of our academic programs to the ways in which students and parents are involved in the learning through inquiry.
In preparation for this we are currently undertaking a PYP self-study. The self-study is a requirement of the International Baccalaureate (IB). Our self-study is a year long process that involves staff, students, parents and board members. The purpose of the self-study is to ensure that we are maintaining the IB Programme Standards and Practices. As the staff conduct the self-study, we are looking to identify our achievements and areas that need further development in terms of our practices. The self-study allows teachers to reflect on their practices, but it also calls on parents and students to participate by reflecting on the school's practices and commitment to the IB Primary Years Programme (PYP).
We encourage you to take the time to participation n this very important survey.
We value your input.
How The World Works
People apply their understanding of forces and energy to invent and create.
Lines of Inquiry
Machines are a vital tool that people use everyday
Circumstances lead to the creation of important inventions that impact on people's lives
Understanding forces and energy helps inventors to create
Knowledgeable, Communicators, Risk-takers
In year 1, we became scientists and inventors by thinking about how our knowledge of forces and energy can help us to create. It all started at Questacon, where we explored the world of simple machines and found out how inventions can be fun.
During this Unit of Inquiry, we learnt about six simple machine types: levers, pulleys, wheel and axles, wedges, incline planes and the screw.
We engaged in many exciting tasks to plan and design our very own simple machines. We made marble runs, balloon-powered cars, pulleys, a car-racing track, an Archimedes' screw and paper planes. As part of 1 Green’s assembly, the students created an invention that incorporated all of the six simple machines.
The knowledge and concepts learnt in this Unit of Inquiry have not only been enjoyable, but they have helped us make sense of the world. We now have a greater understanding of how the world works.
Grace – “I really enjoyed making a catapult which is a lever. I loved learning about simple machines”.
Zander – “My favourite was our class invention which combined all of the six simple machines”.
Liam – “I enjoyed making a marble run. I had to change my design because the marble got stuck in the pipes”.
Lucas – "My marble run didn’t work the first time because the cylinders we made were too long. When I changed my design, it worked!"
Mary - "Simple machines help us build stuff and help us get around – like cars. Cars have lots of simple machines in them, like screws and a wheel."
Where We Are In Place And Time
Communities are enriched by their members and the perspective they bring.
Lines of Inquiry
The connection between community members and its culture
Similarities and differences between communities
The different perspective of people in the community
Knowledgeable, Thinkers, Open-minded
We have been around the world and back again, in this Unit of Inquiry that explores how communities are enriched by their members and the perspectives they bring.
Year 1 have been busy learning about how we belong, explore and compare the similarities and differences between communities.
Some of the highlights of our learning include; planning our own village, making a community book about Holy Trinity and lastly, creating a pamphlet to inform new students about our school.
Communities are important to everybody’s life!
Leo – “I loved making a Community Big Book with Alby in Year ¾ Blue”.
Joseph –“I always like doing Topic Talks. My favourite was describing the similarities and differences between the Netherlands and Australia”.
Erin – "I enjoyed inquiring into communities because they are many people who are very kind and thoughtful."
Tiana – “I really liked making a pamphlet for Sarah Brewer who is moving from New York to come to Holy Trinity”.
Where We Are In Place And Time
The way people live has changed over time.
Lines of Inquiry
Reasons for changes in people’s lives
How people’s lives have changed over time
Our families histories
The unit oped with classes being read the ‘The Little Refugee’ by Ahn Do. This provoked discussion that we all come from different countries and for different reasons.
Anh Lutnant came into the classroom to share her story of being a refugee after the war. Arriving in Australia with limited English and integrating into the community. Many other students shared stories how their stories how and why their families have migrated to Australia.
Paul Osborne shared Gwendolyn’s family story, how her ancestors were early settlers to Australia part of the First Fleet. This lead to a discussion of family trees and inspired the students to explore their own family trees.
Making Connections to literature
The idea of journeys was explored through literature primarily through the writings of Alison Lester.
The students were encouraged to interview an older person to discuss changes and the cause of those changes in their lifetime. From the interview responses the students developed an information report which formed the basis of a poster, which was presented to their class.
How the World Works
The design of buildings and structures is dependent upon environmental factors, technological advances and available materials.
Lines of Inquiry
Considerations to take into account when building a structure (function)
Impact of buildings and structures on the environment (causation)
The impact of technology on the design features of buildings (responsibility)
Thinkers, Communicators, Open-minded
Year 2 arrived to school on Monday to the Annex block all blocked off due to not passing building standards. The students needed to find a place to fit. We moved to the hall, library and back to the hall trying to find a place to learn. Mrs Brearley came to find us and let us know that the building is due to be knocked down and rebuilt. Year 2 were given the opportunity to design plans for the new annex. The students worked in groups developing building plans for the new classrooms. Stay posted to see some of the new building plans.
Tuning In - Designing a new classroom.
The class worked together to design and build a new classroom. They had to plan and implement design plans. Site leaders and workers were nominated to ensure it was a safe work site and all ideas were heard. By the end of the process the students were proud of their new classroom. The new classroom hopefully meets new flexible learning styles.
Finding Out - Excursion
The students visited a building site at Greenway where they learnt on site how building matierials are used to construct a home.
Our visit to St Francis of Assisi. Looking at new flexible learning classrooms.
Our visit to Torrens Early Learning. Early sneak peek at the amazing centre. Thanks Natalie for showing the students how they can use renewable resources to heat and cool a building.
Once we had a good understanding of why different materials are used in building designs we started discussing procedural texts and writing to explain. We knew that as part of our design process we would need to be able to explain what we are including in our designs and the process taken to build them.
To understand the importance of listing items and following a procedure 2G made mini pizzas. We had to write up the recipe which included a list of ingredients, equipment and the method. At the end of the process we got to enjoy a warm mini pizza.
Brian Cannell talking to the students about project management. This is an important skill which they will need for their upcoming project.
Natalie Colbert came into Year Two this morning to talk to the students about what materials are best to make a building out of.
Revisiting our Provocation
To apply all of the new learning we have done we revisited our provocation and were given the brief to design a new annex building. Our design had to include:
a plan drawn to scale, list of materials and some energy saving features.
Here are some videos of us in the 'build' process.
Robert and Hugh sharing the importance of north facing buildings. They prepared this presentation at home to inform the class considerations they may need to take into account when developing their plans.
On Tuesday 22nd May, we held a parent information night focused on sharing the practical information about the PYP and how it underpins the learning and teaching at Holy Trinity.
It was a small but very engaging group of parents who attended. They were inspired and eager to learn more about the program and deepen their understanding of the key elements that support the learning and teaching here at Holy Trinty.
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central Idea: People’s cultural background can vary their beliefs, values and actions.
Learner profile: Open-minded, communicators, inquirer
“I liked the culture inquiry unit because I got to learn about all the different cultures. I enjoyed dressing up in the Spanish culture.” Ginger P
“I loved how we had to do a persuasive brochure because I got to draw and print pictures and make it fancy.” Tess N
“I liked how we inquired into different cultures beliefs so we could see how their culture was different to ours” Alex N
“I liked how we got to choose and research our own culture as it made me more passionate about it.” Charlotte S
“I enjoyed being a part of the cultural mini exhibition” Kate O
“I loved making the pamphlet that was to persuade my friends and family to join my French culture” Sophia R
This term, students from ELC to Year 6 have been making connections with their learning to create wonderful composition tasks.
In our upper years, students have been creating a video clip to go with their piece of music. In our early years, students have been using nursery rhymes and well known songs to create a piece of music. We have been sharing our creations with our local community and reflecting upon our peers and our on creations.
Students have also enjoyed continued learning about ukulele, the structure of a piece and performing for each other.
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Lines of inquiry
- The types and measurement of geological events and weather conditions (Form)
- Factors that lead to a natural disaster (Causation)
- Human Influence can affect the impact of a natural disaster (Connection)
We live in a world of unseeable beauty, so subtle and delicate that it is imperceptible to the human eye. To bring this invisible world to light, filmmaker Louie Schwartzberg bends the boundaries of time and space with high-speed cameras, time lapses and microscopes. Click below to watch our provocation to this unit.
During our Unit of Inquiry about geological changes, I learnt a lot. It was very interesting in finding out about how sinkholes are formed. Also, how people are still trying to find more about the city of Pompeii and the volcanic eruption there. I learnt that cyclones form on the equator of the world. This is important because I now know where cyclones appear. Another thing that is also important is being ready for a disaster. I liked making supply kits and action plans for a hurricane (cyclone). I now wonder how countries, that are not so developed, know when a natural disaster is coming and what they do during it.
By Sophie R
Our unit on geological disasters has been really interesting and fun for me because we are able to learn new things that we never knew about weather. I think that it has been a great unit because we learnt the struggles of people who live in countries that have to deal with these dramatic weather changes. I learnt all about how people can predict bad weather and how to tell if it is coming, I learnt about how to protect yourself against awful weather conditions and what to do when they strike. I enjoyed researching and finding out about floods and the damage they can cause. At first I found it hard but then when I kept researching I found it fun and enjoyable. With more time I would have been able to get more information and images.
What I loved about the unit on geological changes was that we got to choose what natural disaster we wanted to research more about. We also got to make an action plan. I learnt that a tornado is one of the most dangerous natural disasters ever. I would like to learn more about a limnic eruption.
What I loved about the geological changes inquiry unit was how we inquired into how natural climates change weather conditions. Some are good geological changes and some are bad.
Throughout this unit, I have learnt how disasters are formed and how we can stay safe from them. What I found interesting about my disaster is how tornadoes form. What I liked about this unit was learning about different disasters from different perspectives. I still wonder where you can find tornadoes around the world. Now I’d like to learn more about how they decided on the name tornado.
After my last unit about geological features and weather conditions or disasters, I can say that I genuinely learned a lot. I learnt the affect that weather has on communities, the way natural earthquakes occur, and what you should do during that disaster. I really liked that we got to use all different skills and do lots of different things like writing, researching, math, and drawing/art. I also really like learning about how weather and natural disasters function, and especially how to make and scale a map properly.
I would now like to learn about what happens in the recovery of major damage to cities/towns/countries that have been subject to a natural disaster.
To inquire into the following: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
On the 6th June Year 5/6 went to the Legislative Assembly for part 2 of our provocation. At the Legislative Assembly we learnt about voting in Australia and we did a mock Hare-Clark election. We were taught about how candidates are elected by reaching the quota number of votes. We also looked at how important it is to put down as many preferences as you can, so that your vote counts long past your first preference. We showed risk taking when we did a pretend interview and had to speak in front of the committee. It was great meeting the MLAs that represent our region. We learnt about their job and how they do their day to day work, making Canberra a better place for us.
By Rosie and Noah