We have now moved into our second Unit of Inquiry. The new focus is on how Personal Interests and Experiences Impact Our Learning.
Think about the end of your very busy day. You come home after going places, seeing things, and meeting many people. Your family asks you, “What did you do today?” and your mind just goes blank. You did so much, yet cannot easily put it all into words! Now, consider the growing memory and developing language skills of 2 and 3-year-olds and you can understand the challenge of getting much insight into their days here in Joy & Confidence.
Our Monday swimming sessions are both an important and very popular part of the Joy & Confidence curriculum. We wanted to share more of this learning with you.
Swimming is an important part of the Magic Years learning program spanning all age groups. In this Joy & Confidence year, your children are gaining skills and attitudes for their further swim learning, where they will use the bigger pool. The major goal for J&C children is to gain comfort and confidence in the water. Learning routines for starting/ending Swimming, play-learning opportunities, and water safety are also very important. Our current Unit of Inquiry – Communication – is also integral to these swim lessons.
Communication is happening constantly both inside and outside our classroom. This communication may be verbal, non-verbal, in the child’s native tongue, or in a second language, but no matter which method of communication is used, our students are always able to find ways to get their points across. As a classroom team, we have been working to model different ways of communication for our Little People as we move through our daily routines.
As we move into our fifth week of school, we are delving into our first Unit of Inquiry on Communication.
|Central Idea:||Communication provides opportunities for us to interact with people.|
|Transdisciplinary Theme:||How we express ourselves|
As we progress through this Unit of Inquiry, we will inquire into ways we can express our needs, how to communicate positively with peers, and our responses to situations.
|Learner Profiles:||Communicators, Open-minded, Risk-takers|
|Attitudes:||Cooperation, Confidence, Independence|
|Key Concepts:||Connection, Reflection|
|Arts Focus:||Communication, Self-expression, Responding and Creating (Dance, music, drama, visual arts)|
As we work through this Cycle of Inquiry, we will be learning how to choose effective and appropriate forms of communication and how our communication impacts our interactions with others. Check back to the blog for updates on our progress!
During tonight’s Back to School Night activities, we introduced you to some of the important documents which form the basis of the MYIS curriculum and our upcoming academic year. Please use the links below to view these useful documents in their entirety.
The MYIS Assessment Policy: The Assessment Policy describes the philosophies and practices that inform how MYIS students are assessed throughout their time here.
The MYIS Language Policy: The Language Policy explains MYIS’ beliefs and policies regarding Mother Tongue languages, the language of instruction, support for Thai language learning and English language learners.
The MYIS Separation Policy: This document outlines the stages each child and their caretaker pass through to ensure that each child is ready to attend school on their own and be successful.
The MYIS Skills Continuum: The Skills Continuum outlines what each of the Transdisciplinary Skills looks like at each grade level. It is divided into 5 skill sets: Thinking Skills, Social Skills, Research Skills, Communication Skills and Self-Management Skills.
The Joy & Confidence Class Community Overview: This handbook has general information about the IB Primary Years Program and specific information about the standards we will be assessing in the Knowledge Areas (Math, Language Arts, Personal Social and Physical Education, Art, Science and Social Studies). This includes what students will be learning in both the homeroom and their specials classes.
If you have any questions or comments about these documents, please feel free to contact us at firstname.lastname@example.org
As we approach the end of our year it has been wonderful to witness not only what the children of J&C are learning but the shift in how that learning is taking place. It is the how that helps us as teachers provide a bridge to the thinking skills that are needed for each of the little learners in our class.
Our current unit of inquiry and dramatic centers have supported growth in developing those areas where children are able to use their thinking skills. The routines of how we ask questions, wondering out loud, planning and reflecting have become an integral part of our class room culture, allowing each little person to see and feel how we uncover information and group knowledge.
This is evident at our hospital center where through group play and sharing the space children have collectively created their vision of what happens in a hospital.
Each individual has taken their part in a dialogue of what is acceptable in their role play hospital as well as being exposed to the idea that others have different perspectives. Defending those thoughts and actions is also part of play and life, as is the wonder of learning from friends.
The shift in how to use our ‘Thinking hats’ has also extended to children becoming interested in new ways of discovering more information, via library, the internet and discussion. We feel sure that with ‘thinking’ practice this will continue as foundation for their higher level thinking now and in the future.
If you are interested and would like more information on what thinking into action looks like in the very young please click on the link below.
Some parents ask, “How do you teachers see and know where learning happens?” and our answer is, “Children learn through play, and learning happens in the moment and during reflection”. The way we teachers organize ourselves, and are able to report on these important revelations these little people are making is through mapping out educational plans, and using PYP standards.
To start our amazing Earth Week off, teachers of J&C brought in recycled goods and read a book, “Not a Stick”. Using this book, we explored how many objects can be used to represent something else. The students had a great time taking plastic cups and wearing them as glasses, or scraps of fabric to wear as mustaches or wigs.
Following this fun first impression on recycling, J&Cs little ones came in on Tuesday with lots of recycled materials to sort, and some brought in plants to put in soil for woodworking.
As planned, on Wednesday, we constructed recycled decorative hangers. By cutting up the recycled materials we collected, and puncturing holes, the class threaded string making decorative pieces, which also supports developmental areas such as fine motor skills and thinking skills.
To put an end to a great week, the Earth Week focused assembly and exhibition really rounded out the experience for the class. Some favourite exhibits were the recycled paper craft table, the worm exhibit, and the watering jug area where kids had fun with water.
These are life-long memories that will effect the way they see our planet, and how they can make a difference. A very popular song we’ve been singing with J&C is “We’ve Got the Whole World in Our Hands”. Please find the download below, and have fun singing at home with your child.