Welcome to our vist edition on Inspiring Connections for 2019. 

Evaluation Visit - IB PYP

During Week 8, the School was 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 looked at every aspect of our School, from its leadership and management to the rigour of its academic programs to the ways in which students and parents are involved in the learning through inquiry.

We are pleased to announce that we passed this rigorous and thorough process. The leadership team received verbal feedback from our visitors prior to their departure,  and we were commended for several aspects of our school under the Standards and Practices of the IB including the high quality of the Teaching and learning, the relationship and respect that is so obvious between students and student, teacher and students, parents and teachers, and students ability to reflecting on how, what and why they are learning.

A final report will be sent to the school after it is reviewed by IB Heads. Along with specific commendations the report will also included several recommendations for further improvement. As a school we are currently looking into how the recommendations map with our vision for the future at Holy Trinity Primary School.

There are certainly exciting changes ahead as we embark on the next five years of our journey.

We hope you enjoy the opportunity to journey through the amazing learning and teaching that has been occuring here at Holy Trinity during the last Term. 

Have a restful break.

Katie and Brendon

PYP Coordinators 

The children shared who we are through posters and stories.

Our provocation involved stories about where we come from and where we belong.

We wrote our essential agreements.

We identified our features and compared ourselves with others. We investigated our differences and how important it is to develop a sense of belonging. . We made connections to other groups we belong to - class groups and the school - and also linked this to learning about our indigenous people of Aboriginal people Australia that once painted their hands onto rock to show that they belonged to a place. 

We celebrated our cultures. We shared traditional dress, language and food. We visited the residents at Fred Ward Gardens and shared our cultures and song.

We explored our baby photos and discussed how we have grown and changed

This term in Italian Kindergarten has been learning about greetings and different types of groups including family. Year 1 studied about the domains of wellbeing and concentrated on healthy eating. They also compared the Italian and Australian food pyramid. Year 2 has started the term by revising greetings, introducing ourselves and numbers. This was followed by learning about adjectives. Each student made a book about their friends. Years 3 and 4 have inquired into systems in particular Italian road regulations and signs and the education system. 5/6 has been learning about values and have been busy writing role-plays in groups.

Questo trimestre in italiano l’asilo ha imparato a conoscere i saluti e diversi tipi di gruppi, tra cui la famiglia. L'anno 1 ha studiato i domini del benessere e si è concentrato sulla sana alimentazione. Hanno anche confrontato la piramide alimentare italiana e australiana. L'anno 2 ha iniziato il trimestre rivedendo gli auguri, introducendo noi stessi e i numeri. Questo è stato seguito da imparare sugli aggettivi. Ogni studente ha fatto un libro sui loro amici. Gli anni 3 e 4 hanno indagato sui sistemi in particolare i regolamenti e le indicazioni stradali italiane e il sistema educativo. 5/6 ha imparato a conoscere i valori e si è impegnato a scrivere giochi di ruolo in gruppo.

Provocation

In small groups students worked as a team to get the hoop around a circle without letting go of hands and lowered the hoop to the ground without letting go. The aim was for the students to understand that teamwork is important for groups to work.

Finding Out

Kinder then explored the different ways we can be grouped. 

- Boys and girls

- Hair colour

- Favourite colour

This prompted the question “Can you be in a group if you are the only one?”

Phoebe was the only November birthday in Kinder Red.

Spencer was the only one with red hair in Kinder White.

We even discovered that we can group objects of the same number!

Sorting Out

Kinder then discussed the types of groups that they belong to. We discovered that we belong to many groups. We explored our responsibilities in each group that we belong to. They discovered that some of their responsibilities were the same at home as they were at school!

Throughout our unit of inquiry we explored what it means to be caring, principled and balanced when being apartof a group. 

Every week in the library I see around 380 children from the ELC – Year 6. They are all gorgeous and have lovely manners – well done to fabulous parents, grandparents and significant others.

A big thank you also to the parents who consistently remind their children to pack their library bags – Amen.

To begin the school year, we spent the first three weeks in each grade level unpacking “The How and Why” of the Library. We talked about Early Fiction, Older Fiction and Non Fiction. Mr Dewey is mentioned and the alphabet becomes a big part of our lessons. Essential Agreements were discussed and  documented. Every week we read, discuss and complete work on a selection of fabulous books that tie in with the various UOI.

We have looked at: relationships and behaviour, having a balanced lifestyle, unique characteristics that we all have, decisions and the action we take and finally discussed books that deal with boundaries, relationships and behaviour.

Central Idea

‘Actions affect wellbeing’

Lines of inquiry:

• The domains of wellbeing
• The different ways choices impact lifestyle
• How awareness contributes to a positive wellbeing

Key Concepts:

• Connection
• Responsibility
• Reflection

Learner Profile:

• Knowledgeable
• Principled
• Balanced

Provocation: ‘Mrs Hanlon and Mrs Swan’s Very Bad Day’.

Student Voice

Justine: I think Mrs Swan and Mrs Hanlon made very poor choices. I think the worst was Mrs Swan drinking a bottle of pepsi.

Ivan: I taught my class tosay ‘fig’ in Croatian… Smokva and ‘strawberry’ in Croatian… jagoda

Emily: We visited Coles to find out how they organise the different foods and products in the isles. I enjoyed drawing a map of Coles.

At the start of our Unit of Inquiry we had some burning questions…

As learners we were knowledgeable, principled and balanced. 

Justine: This is a poster of the 5 food groups. I enjoyed sharing it for topic talks.

Matilda: I loved keeping a healthy journal showing the good choices I made. 

Georgia: My favourite picture in my healthy journal is me doing the splits on the beach!

Everyone is unique

STUDENT VOICE

I AM...

I am brave because I try new things.

I am humorous because I make my friends laugh because I tell funny stories.

Leo

 I am happy at school because my friends are very nice to me and we make animal homes.

I’m enthusiastic because I know my parents are very fun, they take me to the coast.

 Liam

 I am friendly because when people come to my house I let them play with my toys.

 I am happy when people are with me. It is nice and it makes me happy.

 I am helpful when mum does the washing. I help her hang the clothes out and bring them in.

 Orlando

 I was brave when I went on a slide that was straight down and very high.

 I am creative when I make lego planes.

 I am organised when I help my mum get ready for school in the morning.

 James

I am friendly because when my friends trip over I help them up and get the teacher. They then feel better.

 I am organised because when I go to school I don’t forget my lunchbox, drink bottle and hat.

 I am happy because when I go out I am always so excited.

 Trixie

Recognising and celebrating the importance of diversity 

Click on the image below to listen to this wonderful book we shared in class.

SEE THINK WONDER CONNECT

A day in the life of him/her

Strategies to enhance personal growth 

In Year 2 we focused on the Approaches to Learning (AtL) of Self - Management Skill and making informed choices  and selecting an appropriate course of action during our UOI. 

THE POWER OF YET

In Year 2  when we hear a student say something doesn’t make sense, we point to the poster and say, “…yet.”. When someone states that they don’t get it, we point to the poster and say, “…yet”.  When students ask questions and we don’t know the answer, we  point to the poster and say, “…yet.” . The phrases are a constant reminder that deep understanding takes time. In Year 2, we remind our students that we need to allow ourselves the gift of time to ask more questions, work with peers or teachers, or consult additional resources to master the material. The words lead to strategies, and the words give us hope.

In Year 2 students’ response to the  ''yet' has been overwhelmingly positive. Within days, they had integrated the word “yet” into their everyday vocabulary. They use “yet” to encourage each other. They use “yet” when asking questions. They tell peers and other teachers about “yet.” 

 THE LEARNING PIT 

Known by many as the Learning Pit, the Learning Challenge is used around the world to promote challenge, dialogue and a growth mindset. It was created by James Nottingham.

in Year 2, the Learning Pit has been used to assist us to identify fixed and growth mindset and outside factors that can contribute to successfuly getting out of the pit.

STUDENT VOICE 

For my birthday I got to ride a horse. I was very nervous because the horse was very big. But I thought postiive thoughts and forgot all about the bad thoughts and fear.

Mary

Once I went on a escalator and I almost fell off. Then I started to hold onto the rail. Then I did not hold on to the rail and I did it. 

Miriam

I had a growth mindset when I was at Jambaroo because I was scared to go but then I remembered that if I don't like it, I dont need to do it again. So that's what I did. 

Eamon

HOW HAVE YOU CHALLENGED YOURSELF LATELY?

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea: Informed decisions lead to appropriate action.

Lines of Inquiry:

• Why humans create systems
• The formation of relationships through networks
• The role of awareness in decision making

Learner Profile:

• Communicator
• Open-minded
• Principled

Exploring Colours Through Behaviours: Students discussed how artists convey mood, tension, feelings by colour choice. Students selected an artefact from the environment to sketch in their own artwork. Students selected particular colours to convey emotions in their watercolour artwork.

Learning a new talent to develop your decision making skill

Students needed to identify or discover a skill/task that requires decision making skills.
They were to write or record the decisions they made or needed in order to complete the skills/task.

Cyber Safety: Students created PicCollage posters to provide tips on how to be Cyber Safe.

Students watched cyber safety clips and recorded and discussed do’s and don’t’s on the internet.
Don’t share personal details online. (Neha 3/4 Blue)
Don’t give out your parents credit card details. (Alex G 3/4 Blue)
Screenshot unwanted texts and emails. (Alice M 3/4 Blue)
Don’t click on popups. (Alexia  V 3/4 Blue)

Making choices through sport

“I had to decide if I was going to get a bean-bag or save my friend”. Izzy M 3/4 blue

“We had to create jobs for each person in the team in order to find success”. Liam N Izzy M 3/4 blue

Healthy Choices: Provocation - what does making healthy choices mean?

Feedback was provided on Seesaw.

Students inquired into what being healthy means. Students changed their original posters after being informed. Students then taught to year 1 about making healthy choices and being healthy.

Healthy Choices: Students published a persuasive piece of writing encouraging the reader to make healthy choices. Students brainstormed different ways to stay healthy and active. Students re-read and edited their written work to produce their final writing piece.

Student Voice:

‘Exercise benefits everyone, it reduces the risk of type diabetes and other diseases.’ Freya

Making bad choices leads to bad consequences.’ Olivia S

 ‘All choices lead to consequences.’ Xavier

 ‘Think before you act.’ William

‘Making healthy choices is better for your body.’ Paige

 ‘You need to make good decisions about what to eat to be healthy.’ Milla-Rose

‘There’s good and bad consequences to any given situation.’ Elliot

Writing showcase displaying 3.4 Whites understanding of the importance of living a healthy lifestyle.

Conflict: Students were given pictures of typical conflict situations in the playground, classroom etc and ask to use prior knowledge to help them solve the at hand issues.

Students presented these ideas to the class and students gave feedback and then added their feedback given to their poster.

Students were then given a scenario in which they needed to provide the best choice they could think of to resolve the situation.

Students unpacked the meaning of the word ‘conflict.’ Students explored a number of different scenarios (images) depicting conflict. Students discussed what situation/conversation might have been taking place in each image and ways to resolve the conflict.

School Systems:

Students brainstormed all the systems around the school. Then took photos and described what each system does, who they are for and the impact they have and on who.

Student Initiated Motivational Quotes:

Students inquired into what motivates them to stay healthy, make the right choices and be cyber safe. They then thought about ways they could influence and persuade others to make the choices that would have positive consequences. Students observed many motivational quotes and chose one that resonated with them. They then decided they would create their own quote/s.

Assessment:

Taking action:

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

Relationships are shaped by personal values

                                                                                                                            Big Concepts: Behaviour, Value and Relationships

Provocation

Meyer’s Briggs personality questionnaire https://www.16personalities.com/free-personality-test

The boundaries of behaviours

Italian- Creating bilingual posters in groups- During Italian the students created posters identifying appropriate behaviour and values in Australia and compared them to those of Italy.

How behaviour influences relationships

Regulating Behaviour

• Camp reflection- Students reflected on their behaviour and the behaviour of others while on camp

 

 

• Discussion about how values, rules and expectations are influenced by our parents, friends and school. These help us to regulate our behaviour.