To all in the School community,
With the School still so busy, it’s hard to believe that we’re almost at the end of another term, let alone year. It has been a year of learning and enjoyment. As we know, PYP prepares our students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child as an inquirer, both within and beyond the classroom. Such an endeavour wouldn’t be possible without the dedication of our staff, to our students. It is a great privilege and pleasure to work with such professional and passionate people.
This year, we were fortunate to have a collaborative approach to our PYP leadership which has been inspiring and effective. It has been a privilege working with Brendon and Bridget. I would like to wish Bridget all the best for her 2019 adventure. Bridget has given so much to the development of learning and teaching in our school as a PYP Coordinator and we will miss her wisdom and passion.
Our community is very much alive and filled with immense spirit, and we need only to reflect on the year to see its extraordinary display of intellectual, physical, artistic and community endeavour: fundraising for Global School Partners, kitchen garden, concerts, barbecues, exhibition, language groups, fete, guest speakers, units of inquiry, local environment walks, coding, swimming carnivals, athletics, cross country running, chess, debating, robotics, book week, and that’s not to mention successes in ICAS, Da Vinci Decathlon, interschool debating and more…
Finally, and above all, I thank all our students for whom we do it all. It is a privilege and a source of great fulfilment to work with them, to see them learn and grow and thrive, proud of their achievements, and impressive in their thoughtful natures and their compassion.
Enjoy the last few weeks of learning before we all embark on a well earned break.
Exhibition is an integral part of our teaching and learning program and it provides students with an opportunity to demonstrate the skills, knowledge and attitudes they have developed throughout their primary school years. These attributes were clearly on display in 2018, as the Year 6 students presented their inquiries to their parents, their peers, the wider school community and special guests. Our Year 6 students displayed passion and maturity beyond their years and presented their research and responded to questions confidently and articulately.
WHERE WE ARE IN PLACE AND TIME
As IB learners we strive to be:
Superimposed Art - Works of Mercy
Watching our daughter finish her primary school years at Holy Trinity, undertaking the IB PYP was a privilege and a pleasure.
The culmination of many of the IB attributes coming together in the children’s Exhibition on Wednesday 14th November was very impressive.
Tackling serious topics with integrity and care we walked around the children’s stands and found articulate, excited and informed young people passionate about the topic they had chosen. There was artwork and photos and graphs and statistics and many pages of written articles. The children were proud and keen to share what they had discovered and learnt through the many weeks prior, through research, incursions and excursions.
Music, dance and drama played a role on the evening with some beautiful artistic performances by the children. These creative performances needed to incorporate the topic each individual had chosen and then work together with their peers to find a common thread to present a moving and relevant vision to families and friends in the audience. We were impressed.
As we looked around at these beautiful young people, having watched them grow over their seven years of primary schooling, it was a delight to see how much they had developed in so many important ways and how confident we felt that the process of Exhibition will stand them in good stead for their high school years to come.
Year 5 Mini-Exhibition
Communities work together to help and support each other
Lines of inquiry
- Members of communities
- Roles of community members
- Special places within the community
- Form, function and connection
- Bus Wash – we played ‘Spotto’ to locate community services.
Community member visits
- Fire fighters from Philip Station
- Constable Kenny - personal safety
- Remembrance Day Prayer Service
- Air force member - helping assist in war
- Italian cooking with Daniela's Nona
- Wood work with Laura's mum
- Fred Ward Gardens visit
- St Vincent de Paul - helping those less fortunate
We had our classrooms set up with shops, cafes, a post office and office spaces. We used dress ups to role-play different community members.
We read lots of books and stories about community.
We walked to the shops to spot community services in our local area. Afterwards we thought about what else our community might need.
During our community walk, we noticed 5 vacant shops. We identified what we thought our community needed the most…
I want to buy guitars in a Rock ‘n’ Roll shop. – Max
I think we need a shop where we can buy clothes for when our clothes get broken. – Mattes
I think we need a police station. If there are lots of bad pets we can send them to jail. – Noah
This is a ballet shop. We can buy ballet clothes to go on stage and do our dance. - Grace
This is a fruit shop. It has bananas, apples too and grapes. I will build it next to Coles. Our school should get some fruit and eat it. It’s yummy for your tummy – Joseph
A glasses shop for blind people, like my brother – Hansel
I think a fish and chip shop because we get hungry - Jason
We have been identifying the different community groups that we belong to.
To demonstrate our learning we built our own communities using blocks and construction.
This term we have been working towards our Christmas Concert Celebration, as well as continuing our learning journey through music (performance, composition, music appreciation, and responding).
Central Idea: The Earth’s Natural Cycles Influence Living Things
Lines of Inquiry
Actions living things take in response to natural cycles (Change).
The impact of natural cycles on the environment (Causation).
Kindergarten experimented with different toys and maths equipment in the classroom to begin their exploration into how cycles work. The students looked at how different parts need to work together to make a bike work. In maths we used marbles, cubes and beads to make patterns. All were captivated by mandala creation.
The students visited the National Zoo and Aquarium to learn about how living things are impacted by natural cycles. They were lucky enough to see lots of animals in their natural habitat and got up close and personal with a snake. They heard lots of information about snakes’ behaviour in different seasons. They also learnt lots of new vocabulary from our tour guide including carnivore and mammal. Later on, lots of brave students took the opportunity to feed and touch an emu.
Students had the opportunity to learn about different natural cycles. We read books about the seasons, the life cycles of a butterfly and discovered the water cycle. This learning culminated in our Kinder Assembly which focused on the seasons. Students were invited to dress up in clothes which were appropriate for each of the seasons, thinking about how people take actions in response to changing environments, such as, with what we wear in summer compared to winter. We investigated different objects which represent each of the seasons.
We had a visit from Phillip Fire Station. The Firemen gave us some handy advice on what to do if we have a fire at home. They also taught us how to identify safe and unsafe fires. Holly was a superstar and demonstrated how to call 000 and tell them the address of her home in the case of a fire. At the end of the visit we all had an opportunity to use the fire truck hose!
We watched videos about bushfires and the drought and followed on from this by writing letters to drought affected farmers.
Demonstrating our learning
Students created their own artistic responses to show how a natural cycle affects the environment. They also experimented with information report writing and demonstrated their knowledge through different forms of writing.
Emily shared her understanding of how the day and night works.
Central Idea: Creative works are open to interpretation.
Ways imagination shapes appreciation of creative works (Perspective).
How imagination inspires creative works (Function).
Sharing of imaginative ideas (Responsibility).
A gallery walk, looking at pictures from Shaun Tan’s Rules of Summer book provided opportunities for all to share their ideas and imaginings about what they thought was happening in each illustration. The students quickly realised that they all had different ideas and were interpreting the illustrations very differently.
We read The Fearsome, Frightening, Ferocious Box; a fun story about a mysterious box with something inside it. What could it be? The illustrations have hidden layers which need close attention to reveal different animals. What can you see? Before we finished reading they class wrote about what they thought was in the box?
Kinder have had lots of opportunities to be creative and use their imagination. They have been busy dressing up, acting, creatively writing, using iPads to record their stories created with felt and iPad story apps and building. Kinder Red also created bridges to help the Gingerbread Man cross the river. The students have more opportunity to explore different art forms following on from their immersion in Cubism art.
We went on a gallery walk around the school to find examples of creative works. During this time the students had the opportunity to use their ICT skills, making sure that the photos they took of the creative works were clear to see. Afterwards, they sorted the photos into different types of creative works.
They have also been asking questions and creating data displays to find out what ways people in the class like to imagine.
The students have been reflecting after investigations, identifying ways they have used their imagination. A lot of them have found that the best, most enjoyable way to use your imagination is to do it in the company of other people and to share the experience or products created using imagination.
In Kinder Green the students have explored the question: how do people get an imagination? They worked in small groups to inquire into this question then shared their answers. Afterwards they designed a plan of what they think an imagination looks like then created a model.
They have also explored questioning techniques by looking at The Lost Thing. They watched a video of the story with no sound, developed some questions around the story then watched the video with sound again, making connections and comparisons between the two and what their predictions were.
Transdisciplinary theme: Sharing the Planet
- An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Central idea : Children worldwide encounter a range of challenges, risk and opportunities
Lines of Inquiry:
- What are the challenges, risks and opportunities that children encounter?
- The ways in which individuals and organisations work to protect children from risk.
- Scientific advances respond to the need and provide opportunity.
I learnt that there are different types of poverty and homelessness. (Sam C)
I learnt that what we take for granted everyday, people in third world countries dream to have. (Freya H)
Children in Afghanistan get use to walking to school with guns pointed towards them. (Angus Busby)
I learnt that in third world countries their water contains viruses that can make you really sick. (Patrick W)
There are many organisations around the world that help third world countries. (Coen R)
I enjoyed designing the “cleanator”, in hope to provide opportunities to children in third world countries who are less fortunate than ourselves. (Annie H)
Over 22 thousand children live in extreme poverty around the world. (Stella W)
More than half the world live on less than a dollar a day. (Tess N)
Third world countries don't have as many rights as we do (Liam P)
When we have a small problem we turn it into a big problem and we don't think twice about the people in third world countries and their problems (Sienna)
Another term has passed and what fun we have had. The UOI’s covered in library lessons have included Kinder’s lifecycle unit, Year One’s habitat unit, Year Two’s endangered animals unit, Year 3/4’s expressive arts unit and Year 5/6’s Exhibition unit.
We’ve researched, acted, taken notes, made bibliographys, presented facts, designed and just enjoyed beautiful books.
Five of us were also lucky enough to have a trip to meet the Chief Minister and a luncheon that was fit for the queen at the annual CMRC awards.
Thank you to Mrs Ulmer, Mrs Williams and Mrs Schofield who are all such fabulous help in the library.
Happy Christmas to you all.
Kate M J x
Overtime, living things needs to adapt in order to survive
Inquirers, Knowledgeable, Open-minded, Caring
Causation – Why is it the way it is?
Change - How does it change?
Responsibility – What is our responsibility?
To begin our unit of inquiry, year 1 students were set a challenge. Each student had one of their legs loosely tied to another classmate’s. For the afternoon, students had to consider how they could adapt their behaviour to function effectively.
As a provocation, we visited the Botanical Gardens where they showed us how plants and some animals have adapted overtime.
To complete the unit, students created dioramas depicting an animal in its habitat. They also wrote information reports about animal of their choice.
Eamon: “I liked making the dioramas and finding out more about animals in episodes of Life. I found out that frogs protect themselves with their soft skin and can make themselves look like a rock.”
Erin: “My favourite things was when we got tied together and we got to know each other. I learnt that animals, humans and pants have to adapt in order to survive. Some animals have to move if there is danger in the area and some animals have to pretend they’re dead."
Zander: “I liked that we got to make our own animal habitat. I learnt that to catch fish, some whales beat their tale on the sand and when fish jump out, they catch them in their mouth.”
Miriam: “I enjoyed making dioramas. I liked that because we learn about animals. I picked an animal that I didn’t know a lot about so I could learn more. Did you know, that when echidnas are born, it doesn’t hurt the mother because the skin becomes numb? Also, echidna spikes are poisonous.”
Madeleine: “My favourite part was doing dioramas. I love making stuff and I love art and I love making a big mess! I learnt that black panthers can jump half a tennis court.”
Culture, beliefs and values are expressed through traditions.
Inquirer, Knowledgeable, Open-minded
Mrs Swan & Mr Scroope gave a topic talk to all of Year 1 about their own family’s beliefs, values and traditions.
We have been exploring different values and cultures and how these can be expressed through celebrations and traditions. We have also compared how our own family's celebrate and commemorate different celebrations and traditions and how our culture is expressed.
Excursion to Atrium: Year 1 learnt explored the liturgical season of Advent during a visit to the Atrium at St John Vianney’s Primary School this month. The Atrium is a space in which visitors can pray and are free to spend their time exploring books, creating artworks, writing, playing music and learning about artefacts and symbols that are used to express Church tradition. Among the many things students learnt was the meaning of the colours behind each liturgical season. At the end of the visit, students were asked what they learnt. Here are some of their answers:
“That green is for growing time and white is for celebration.” Mary
“We are the sheep of Jesus.” Emma
“I learnt that it does not matter if you’re different.”
“Praying is good for you.” Zane
“I learnt what the colours of the Priest mean.”
In Italian this term Kindergarten has been reading various Italian stories including Pinocchio. They have even used their creativity and imagination to create their very own puppet. Year 1 has been learning about various Italian regional celebrations in particular Christmas and La Befana. Year 2 has finished the unit on Italian dances and costumes and have started studying about endangered animals. 3/4 have been busy learning about Italian Piazzas, having oral presentations and designing their own Piazza. 5/6 created bilingual timelines about significant Italians for the Exhibition. They are now learning about various Italian dances, music and art.
In italiano questo trimestre l’asilo ha letto diverse storie italiane tra cui Pinocchio. Hanno persino usato la loro creatività e immaginazione per creare il loro burattino personale. L'anno 1 ha imparato varie celebrazioni regionali italiane, in particolare il Natale e La Befana. L'anno 2 ha terminato l'unità su balli e costumi italiani e hanno iniziato a studiare sugli animali in via di estinzione. 3/4 sono stati impegnati a conoscere le piazze italiane, a fare presentazioni orali e a progettare la propria Piazza. 5/6 ha creato sequenze temporali bilingue su italiani significativi per la mostra. Ora stanno imparando varie danze, musica e arte italiane.
Central idea :
Human behaviour can endanger many living things.
Lines of Inquiry:
Threats to living things
Ways humans can help the survival of living things
Form, Causation, Responsibility
The students created diaramas showing the habitat of an endangered species then they drew the environment in the background. Students had the choice to take a stencil of the environment or draw their own.
Some students developed a powerpoint presentation of an action plan to help raise funds to donate to a turtle foundation. They also introduced the Straw No More campaign, hoping to implemented this to reduce the amount of straws being used in the school to protect wildlife.
Excursion to Tidbinbilla
Demonstrating our Learning
The students had the opportunity to develop and use their ICT skills through creating a PowerPoint presentation to make connections between their new knowledge and the actions they can take to protect endangered species.
The 2 Green class assembly showcased the importance of doing our bit look after the environment to help endangered animals.
Decision making requires planning
Lines of Inquiry
- the development of a plan
- how the components of a plan are interconnected
- decisions without plan
form - properties, structure
connection - interdependence
causation - consequence, impact
We started the unit with a walk over to the shops to see the proposed construction site where the shops will be knocked down to build apartments.
We followed with a discussion - why is it like that? 2 plan are not compatible with each other (blocking out sun, taking away community spaces). We started looking at northerly sun and how the building will block this.
Students developed a plan for an End of Year Celebration. No structure was provided initially to allow students to explore different formats of planning. We then looked at the main details an event should include. Title, Date, Time, Events, Location. The students then developed a poster that was published advertising their event.
Excursion in Week 8
Our visit to Mount Ainslie lookout point was windy but incredible!
We were able to make connections between using Google maps to locate landmarks around Canberra to actually being able to find them from Mount Ainslie.
We learnt all about the history and planning of Canberra at the National Capital Exhibition.
The visit to the National Arboretum. We discovered how the impacts of the 2003 bush fires changed the Canberra landscape. We also were able to find landmarks from the top of the mountain.
Student discoveries and questions
From Mount Ainslie I could see ANZAC Parade, The War Memorial and Parliament House (J.W)
I discovered only two pine trees survived the 2003 Canberra bush fires. (N.L)
I wonder how long it took to plant all the tress at the National Arboretum? (A.C)
I wonder how high Mount Ainslie is? (J.H)
I could see the Parliamentary Triangle from Mount Ainslie. (O.S)
I discovered we have trees from around the world at the National Arboretum. (J.P)