Students in our school today, will grow up to be global leaders of the future, and as such will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themselves toward catering to a greater global consciousness.
As a PYP school we represent a phenomenon that is able to take the lead in setting an example to educate students toward international-mindedness, through an education that reduces ethnocentrism, increases knowledge of other cultures, and promotes a concern for global environmental issues.
International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. It is an awareness of the inter-relatedness of all nations and peoples, and a recognition of the complexity of these relationships. Internationally-minded people appreciate and value the diversity of cultures in the world and make an effort to learn more about them.
They exhibit personal concern for people all around the world, and this manifests itself in a sense of moral responsibility to other people, and a commitment to the values of a community. They are aware of the long-term consequences of human behaviour on the environment and on global society.
It is through educational experiences that students can develop a sense of international-mindedness, which gives them competences to exercise influence on problems facing the world.
Aren't be blessed to be part of such a wonderful community.
In year 5/6 we had to create a stop motion video to show our understanding on a world issue. It was important for us to identify the connection between finite resources and global problems.
In year 5/6 we had to write a newspaper article about our chosen world issue. We had to include the relationship between our world issue, linking it to resources and a way to fix or help the problem.
This term we have been fortunate to have Mrs Jan Simpson as our dance teacher. During her sessions we explored the movement concept of contraction using verbal and visual stimuli – open and close as well as slow and sustained contraction as well as combining fundamental movements such as jumps, bends, turns, with the manipulation of elastics as our props. We rehearsed a teacher choreographed dance with elastics and added our own choreography to complete the dance.
In dance groups today we discussed our culture through dance. We danced Italian and Aussie because that’s my groups heritage. Sam was Aussie and I was Italian and we had lots of fun and experience speaking through dance.
In our dance group we discussed our heritage, which is African, Samoan and Irish. We tried to use different levels of dance, like in the African dance we use body percussion and went down low. In the Samoan move we used our hand to make waves, in Irish we used our feet to do Irish dancing.
In this group with Gabby, Mia and myself Emily we discussed our heritage and created a short motif using Australian, Irish and American. We tried to reflect Australian greetings with a handshake, Irish with Irish dancing and American with a spinning arm reflecting a lasso.
In dance to today we discussed our heritage of and created a short motif of 3 movements reflecting our heritage. You will see Mexican, English and Dutch movements. We tried to reflect Mexican dance by swinging our arms and skipping as if we were holding the long traditional skirts. We tried to reflect English movements by pretending we were on a double decker bus. We tried to reflect Dutch dances by linking our arms and skipping.
My 3D artwork represents the idea that we all need to work together to stop pollution or it will continue.
This represents the idea that factories are polluting our world. I used acrylic paints which I blended to give affect.
I tried to express that we need to share the planet and we are all equal. I used plaster to make the hands.
My painting shows two perspectives. One side shows a girl who only has access to dirty water and the other side shows a tap for clean running water. This would mean she can stay healthy.
Positive and Negative Space
Students utilised the use of patterns and their knowledge of negative and positive space to produce these black and white artworks to highlight an important concept our Unit of Inquiry.
The Exhibition represents a significant event in the life of an IB school and the students in that school.
As a culminating experience, it is an opportunity for students to exhibit the attributes of the Learner Profiles that have been developed throughout their engagement with the Primary Years Programme (PYP) over a number of years.
Our Year 5/6 Exhibition commenced in week 7 this term with a number of provocations including guest speakers, an excursion to the National Museum and even a Skype session with a cancer researcher. By now our Year 5 students, who undertake a mini exhibition, and 6 students, along with their teachers have worked through the Central Idea. This is followed by individual students developing their own Lines of Inquiry and deciding upon an issue and/or problems to be investigated.
The exhibition is a process and features the learner profile, key concepts, transdisciplinary themes, significant and relevant knowledge, attitudes, action, collaborative in-depth inquiry, and the full participation of all students. To provide further guidance and to engage in their learning throughout the remaining Exhibition process each Year 6 student has been matched with a mentor. Students have also been keeping an Exhibition Journal to record and reflect on their learning throughout the process. Many students have commented on their excitement in finally reaching this culminating project of their PYP. It is a significant opportunity to demonstrate all aspects of the Learner Profile as internationally-minded students. They are now entering the longest stage of the Exhibition process which is gathering the necessary material to analyse and synthesise into key understandings.
We look forward to seeing you at exhibition.
An inquiry into the interconnectedness of human-made systems and communities: the structure and functions of organisations: societal decision-making; economic activities and their impact on humankind and the environment.
Central idea : Communities provide interconnected services designed to meet people’s needs.
Lines of Inquiry:
- Reasons people live in the local community
- Services needed to support a community
- Planning services for a community
“I enjoyed building the beach blues 3D suburb.” Fleur
“I was intrigued doing the posters, because it was interesting and I learnt about what Julia Gillard has done for our community.” Freya
“I enjoyed finding out information about Dick Smith and creating my own map.” Alby
“I enjoyed doing the posters because I got to learn about Cathy Freeman and where she invests her time and money.” Hollie
“I loved getting outside and going for a walk to check out all the services Curin has to offer.” Charlotte
‘I loved how we could do the posters with the map of our own suburb’- Ginger P
‘I liked visiting the Curtin shops to see all the different services’-
This term in the library we have had big fun with our Book Week Celebrations. The theme for 2018 was ‘Find Your Treasure’
Over a five-week period the 2018 shortlisted books were unpacked, read and involved in lots of art and craft activities. Voting for our favourite books took place and many discussions were held. We actually got a 50% success rate with our selections for the 2018 winning books.
The Book week parade was fantastic and 95% of the children were involved. We clapped, paraded and danced around for almost two hours. Class parties were held and a visiting story telling put on a show in the ELC, Kinder and
Year 1. The parent support was also very impressive – thank you all, the kids love Book Week.
Amelie M: I liked the Book Week Parade because we all got to dress up in different costumes. Some of us even got dressed up in groups.
Aashly J: I loved dressing up as a book character. All the work we did on the actual books before the parade was great fun.
Liam P: I liked everything about Book Week – it’s sooo much fun. I loved all the new books we got to learn about.
Ava F: Making IMovie’s was great fun. Showing them to the school at assembly was really good.
People around the world use song and dance to express themselves and their traditions
People express themselves through song and dance (Function)
How song and dance are used to tell stories of people’s tradition (connection)
Students had the opportunity to reflect about the use of instruments to create atmosphere and emotions within stories when they viewed various dance performances from around the world on the iPad’s.
The students watched a Mexican Dance performance by Emilia, Sara and Sophia White. They then reflected the dance based on music, movement and clothing. Using these skills the students reflected on other dances from around the world describing the listed elements.
The students viewed Chinese Dancing Dragons and learnt about their history and significance.
We read an Indigenous story the story of the Brolga and painted visual response to the text.
We had various opportunities to learn how to perform various dances from different cultures from around world with Jan Simpson the dance specialist.
The students were again given more opportunities to express themselves through song and dance. They leant how to play the recorder, dance the the macarena and respond through art using coding with Spheros.
The students had opportunities to investigate about different cultures of their choice with a partner, develop a poster and present this to the class.
“Communities make efforts to create systems that meet their needs”.
Key Concepts: Form, Function, Change
Learner profile: Inquirers, Thinkers, Balanced
Erin: I liked learning about different systems because they help us live.
Joseph: I liked at the beginning of our unit when we had to make a city with transport systems.
Lucas: I like using systems and I can’t wait to use Canberra’s new light rail system.
Leo: I loved going on an excursion to Kingston, Oaks Estate and Queanbeyan. The bus wash was the best.
Grace: I like systems because they are very helpful.
Tesia: When we went on our excursion we got to see a train system, light rail system and bus system.
Matthew: I like the light rail system the best because you could see the new stations, the power lines and the poles. I also like the “TC” symbol which means Transport Canberra.
Emily: I liked the task where we had to create an island for all of Year 1 to live on with our families. It was fun designing an education system, transport system and garbage system.
Why drive when you can catch the train?
Year 1 students discovered the answer to this question during a school excursion in week 7.
As a culmination to our Unit of Inquiry into how Communities Make Efforts to Create Systems that Meet Their Needs, Year 1 students rode on a train, had lunch in the park, took a drive past Canberra’s fast-developing light rail network and even had a ‘bath’ in a bus wash – all in the space of three hours.
The short train ride from Kingston to Queanbeyan doubled as many students’ first trip by rail.
The excursion provided an opportunity for students to reflect on their learning and see concepts covered in the Unit of Inquiry take real-life shape.
Transport is an example of a system that meets communities’ needs and takes substantial effort to create and maintain.
Other systems explored during our Unit of Inquiry included government, education, communication and supermarkets.
Here are some student quotes about the day:
“This is so much fun!” Ava
“Can we order from the menu?” Maddie, upon discovering the train’s canteen menu.
“Can we please keep going? Do we have to get off here!” Liliana
Artefacts contribute to understanding the past
- Features of artefacts (form)
- How artefacts connect us with our past (reflection)
- Why people keep or discard artefacts (perspective)
Kindergarten brought in something special from home to share for their Topic Talks. When they came back from recess they found their special things ‘missing’. The children were very concerned that their special things were missing. Our provocation engaged the students emotionally and outlined to them how special their objects are and how disappointed they were when they found them missing.
We went for an excursion to the National Museum to participate in the Collecting is Fun program. The students looked around the museum and found different collections of objects. We read Wilfrid Gordon McDonald Partridge and talked about the term memory and how objects remind us of things, people and memories.
Here are some artworks that we also created. We chose an olden day object, drew the object then created another artwork of the same object and in present form.
We started looking at some objects from the past. We had artefacts from the olden days like old TVs, typewriters, scales and phones to analyse. We recorded our thinkings in a see, think, wonder and used adjectives to describe the objects and try to determine how they work and what they were used for.
Our 100 days of Kindergarten party also gave us an opportunity to play some 'olden day' games and dress up in 'olden day' clothes.
We started sorting out objects into past, present and then talking about what the future object could look like and work. We also used box construction to explore what olden day objects looked like, the features they have and created our own olden day object. The children made artefacts including olden day sewing machines, skipping ropes, garages, cars and typewriters.
To share our new learning, the students created their own artefact. We spent a lot of time making Papier Mache bowls that represent the students past and present.
Students who are CARING want people around them to be happy and are sensitive to their needs. They think about the world and work to take care of their community and the environment. They remember to treat others how they themselves would like to be treated.
How can parents help to develop students who are Caring at home?
- Role model the caring behavior you would like to see in your child all the time. Your child has big eyes and ears and notices everything you do. Using kind words, helping people without being asked, being an active listener all show your child that you care about people. Even a simple thing, like holding a door for someone, shows your child that you are aware of others around you and want to help them.
- Think about how your family can get involved with community organizations.
- Reduce, Reuse & Recycle. Sometimes this can be challenging in Singapore, but make the effort to establish these habits in your home. By developing children who care about the environment, you are helping the future of the globe.
Students who are KNOWLEDGEABLE have explored relevant and significant concepts and can remember what they have learned. They can draw on this knowledge and apply it in new situations.
How can parents help to develop students who are Knowledgeable at home?
- Encourage your child to read books at home that correspond with the topics being covered in school.
- Ask your child about what they are learning in school and engage them in conversations about it:
"Why do you think that is an important thing to know about?"
"Can you think of anything happening in the world today that might be similar to that aspect of History?"
- Foster any area that your child expresses an interest in with books and activities, but also be sure to encourage them to explore other areas.
- Encourage your child to become familiar with current events and to read the newspaper and watch the news when appropriate.
Students who are COMMUNICATORS are able to think and communicate in more than one language. They can express their ideas by speaking, drawing and writing. They can also communicate using mathematical language and symbols.
How can parents help to develop students who are Communicators at home?
- Encourage your child to stay in touch with relatives and friends who live in other countries by writing letters, using the phone or sending email.
- When working on mathematics homework, encourage your child to explain his/her answer to you orally or by drawing a picture.
- Ask your child thought provoking questions and encourage them to discuss them with you. For example:
Is there anything you cannot buy with money?
Should you get an allowance? Why or why not?
Work with your child to improve his/her listening skills. Being a good listener is an important part of communicating with others.
Students who are REFLECTIVE know what they are good at and what they’re not. The try to think about these things, and they make changes where they can. They give thoughtful consideration to their own learning and consider their personal strengths and weaknesses in a constructive manner.
How can parents help to develop students who are Reflective at home?
Consider the goals that your child could set for the next term. Make a list not only of the goals, but of specific actions that can be taken to achieve these goals. You might want to list action that your child will take independently as well as action parents will take to support them. For example, if one of the goals your child sets for herself is to improve her writing, her action might be to keep a journal and write in it for at least 10 minutes each night.
Students who are INQUIRERS are curious about the world. They can conduct research independently. They love learning and discovering new things and will carry this love of learning with them throughout life.
How can parents help to develop students who are Inquirers at home?
Encourage areas of your child’s interest by visiting the library to borrow books that explore these topics.
Living things have certain requirements in order to grow and stay healthy.
Lines of inquiry:
- Living things can be classified by many characteristics (form)
- Living things require certain things to survive (causation)
- People influence the living things in their environment (responsibility)
Living things can be classified by many characteristics
We identified what living and non-living things are and sorted photos and objects into these categories.
Living things require certain things to survive
We know what living things need to grow and be healthy. We know plants need soil, water and sunshine and animals need different things in their habitats to survive.
The pre-schoolers were visited by Healthy Harold. Healthy Harold talked about our bodies and how to care for our bodies through healthy eating, sun safe play, exercise and caring for teeth.
People influence the living things in their environment
We have started to action our new learning by planting seedlings and tending to the gardens they have been planted in. We have also been showing our Principled learner profile by collecting rubbish and placing it into the correct bins.
The ELC have also started to put their fruit scraps into a worm farm. We will be using the worm compost to fertilize our gardens.
In Italian this term Kindergarten has been learning about the seasons. Year 1 studied various types of transport and looked at how people in Venice get around. Year 2 has been learning about regional Italian dances and costumes. 3/4 have continued learning about Italian culture by looking at Italian artists, particularly Giuseppe Arcimboldo. They have even created their own masterpiece based on his style. 5/6 wrote and presented a weather report and have started doing research about significant Italians.
In italiano questo trimestre l’asilo ha imparato a conoscere le stagioni. L'anno 1 ha studiato vari tipi di trasporto e ha osservato come le persone a Venezia vanno in giro. L'anno 2 ha imparato a conoscere le danze e i costumi regionali italiani. 3/4 hanno continuato a conoscere la cultura italiana studiando artisti italiani in particolare Giuseppe Arcimboldo. Hanno persino creato il loro capolavoro basato sul suo stile. Il 5/6 ha scritto e presentato un bollettino meteorologico e ha iniziato a fare ricerche su italiani significativi.