Dates to Remember
Chinese New Year Dates
23-26 January: LS Chinese theme Dress Down Week
23 January: Staff Rehearsal after school
24 January: LS CNY Flower Fair –the grade 3’s have been designated the 12:50-1:25 timeslot.
25 January: CNY Concerts for Lower Schoo
26 January: Chinese New Years 3B class party – from 1:00 – 2:20 – Full day of Classes
6 February: Professional Development Day for Teachers – No school for students.
Pre-order your child’s 2017 CNY Flower Fair Tokens online
Jan 6 – 19
Today your Son / Daughter will be bringing home a copy of their results from the ‘International Schools’ Assessment’ (ISA) tests that they completed in September. Accompanying the results is a letter giving an overview of the ISA tests and stressing how important it is to consider the results of this assessment in context with other information about your child’s achievement provided by teachers at the school, who see your son or daughter many times a week.
An online copy of the letter is HERE
The front page of the ISA results outline how to read the reports.
Wanted … Needed:
A call out to all 3B parents to help bring in any art materials or supplies for our creative expression stations and our class maker space! If you can imagine making something from it, we want it! We’re looking for scraps of fabric, ends of yarn, old T-shirts, buttons, ribbons, stuffing for cushions, clay, old lego and toys, or anything else you might have lying around.
Do you have any special talents that you would like to share? Is it connected to a particular culture? If so, 3B wants to hear from you. We would love to have guest visitors come in to share their experience. You can come in to teach what you do, or just present what you do. Drop us an email and times that you might be available so we can schedule you in!
Home Learning Expectations:
The students are aware that there is a minimum of one page written reflection for all grid items. These reflections help build students’ abilities to put their thoughts into words – with their use of supporting details and descriptive language, they increase students’ awareness of their thinking – including mathematical logic, as well as giving them opportunities to apply their focus literacy skills.
How would you choose to express yourself through the arts?
Students have been exploring the arts, as it relates to their identity. They have designed artistic expression stations that allow themselves.
Recently we’ve put together a ‘Math Memo‘ to accompany the Parent Overview for ‘How we express ourselves‘. The Math Memo offers a more detailed description of the conceptual understandings, outcomes, intended learning and support for maths during our current unit. Although these are included on the final page of the Parent Overview, the outcomes are expanded upon and organised to explain the three stages of understanding – Constructing Meaning (concrete understanding), Transferring Meaning into Symbols (symbolic understanding) and Applying Understanding. There are suggestions for how the learning in the classroom can be supported with real-life applications at home, as well as associated vocabulary and websites/apps/programmes to practice the application of skills.
You will notice that there are two sections, one for transdisciplinary mathematics which can be addressed within the context of the unit of inquiry, as well as the stand-alone mathematics unit, which is taught concurrently alongside the unit of inquiry.
In transdisciplinary maths, the students learn through mathematics (like a lens) to make sense of the unit of inquiry, whereas in stand-alone maths the students ‘learn about’ the maths content and skills. In both cases, the conceptual understandings and outcomes are identified and planned for, taught and assessed.
Over the course of the “How we express ourselves’ unit, I hope to better explain how transdisciplinary mathematics unfolds and works in future blog posts.
As promised, here is the Maths Memo – (Mobile phone users, please go directly to the blog to see memo)