Parent Workshops

Posted by jasonboon

Thank you to all the Year 1 parents who joined us for the second in our series of New Parent Workshops. Please see a copy of the slides below:

Parent Reading Workshop 2

The next workshops will focus on:

Supporting your child with Early Mathematics: Thursday 16th November 8:30 – 10am

Supporting Early Reading a workshop for DOMESTIC WORKERS: Thursday 30th November 8:30 – 10am

Buddies

Posted by neridakiprotich

Each Year 1 class is fortunate to have a buddy Year 6 class. Learning with our Year 6 buddies strengthens our school community, helping the year 1 learners to feel safe, cared for and supported in a variety of learning experiences.

The two classes meet regularly to work together, share ideas, learn and play. Interactions with older students have the benefits of developing language and social skills. Each class attends their buddy class assembly. Buddy classes have recently helped the Year 1 children record their ideas on reading in preparation for our current inquiry into our learning community.

Digital and Information Literacy in Year 1

Posted by neridakiprotich

 

The use of technology is carefully considered and purposefully planned for in our Year 1 classrooms. We receive in class support from the Digital Literacy Coordinator and assistants, as well as for Information Literacy from our PYP Teacher Librarian.  We follow the Scope and Sequence guidelines for ESF to determine what is appropriate for the year level. Digital and Information Literacy is planned and taught through learning areas such as literacy as well as our Units of Inquiry. It is used to expose children to skills through multiple modes.

In the first 8 weeks of school, children have used Ipads to;

  • record and share their understanding in inquiry through Seesaw,
  • ‘Listen to reading’ as an important aspect of literacy,
  • Practice handwriting in an alternative mode,
  • Complete independent research through Pebble Go.

 

Becoming fluent with digital technology is vital in preparing students to work, live and contribute towards communities and society as a whole. Digital and Information literacies enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions.

Below you will find some of the goals of Digital and Information Literacy for Year 1.

 

Through Communicating, learners:

  • communicate information and ideas to audiences using a prescribed variety of media and formats.

Through Managing and Operating, learners:

  • are introduced to developmentally appropriate and accurate terminology., icons and symbols.
  • describe the uses of a variety of age­ appropriate digital tools and select tools or resources from those available to effectively accomplish a variety of tasks.
  • begin to perform basic hardware and software operations.
  • begin to demonstrate the ability to navigate in electronic environments
  • identify common problems that occur during everyday use.  

Through Digital Citizenship, learners:

  • follow the school’s LT responsible use agreements.
  • collaboratively develop simple essential agreements for the care and maintenance of digital tools and environments
  • appreciate that technology helps with learning at school and in the wider world.

Through Investigating, learners:

  • understand that digital tools are available for locating and recording information.
  • with the teacher’s help, find and organise information with technology, learners then share it with others
  • locate specific information using prescribed resources.

Through Creating, learners:

  • identify features of simple programs such as drawing and text editing and make connections with skills and tools they have experienced before.
  • follow simple instructions and use basic tools to create products as a means of personal or group expression, following a given set of instructions.
  • reflect on the ways they have used ICT as a learning tool.

Zones of Regulation

Posted by neridakiprotich

 

The Zones of Regulation framework provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.  

Your child may have come home mentioning the ‘Green zone’ which is being calm and ready for learning. This is a focus in all classes for children to develop an awareness of what they need to do and feel to be ready for learning. We have worked through an understanding that if you feel excited, upset, sad, tired, then you can not be ready for learning. At this stage of the school year, the classes have;

  • identified the various emotions in each zone,
  • have begun to come to the understanding that no zone is ‘bad’ or ‘wrong’.
  • all zones and emotions are ok (there are no wrong feelings) but the Green zone is where you want to be most of the time.
  • begun to explore strategies to return to the green zone. For example getting some exercise or completing an energetic activity if you feel your body is running slow in the Blue zone, or joining in some relaxation or breathing exercises if you are excited or silly in the Yellow Zone..

Over the year the children will begin to identify what causes them to end up in any particular zone, and what tools and strategies you can use to return to the Green zone.

 

 

Routines at school and home support

Posted by neridakiprotich

In this edition of the blog you will find new information under Updates, English and Flourishing Learners.

Routines in Year 1

After 9 weeks of school, the children have made some impressive leaps in their independence and ability to follow routines at school. We aim for children at school to be independent in all aspects of their school day. For children to be successfully independent at school requires help and support from all adults and older siblings at home.

School bags

For children to unpack, pack and organise their belongings at the start and end of the school day, they need to do this at home so they recognise how everything can fit inside their bag, especially now as the reading folder is an additional item in their bags.

Lunch and Snack

Eating times are also a key time of independence at school. Children need to be able to recognise what is to eat at snack and the same for lunch and be able to open their containers. We encourage positive interactions at lunchtime between children so there is opportunity for them to sit with friends and chat as they enjoy lunch. For this reason there is no use of the interactive whiteboards to listen to or watch. We encourage acceptable table manners such as keeping our eating area tidy, eating carefully and cleaning up our mess as best we can. Support from all adults at home for mealtimes by restricting screen time to engage in conversation, ensuring children are not fed by an adult, and allowing them to assist with cleaning up the table afterward would be greatly appreciated.

Toileting

Children at school are independent when using the bathrooms. Children are able to go from the classroom unaccompanied to the Lower Ground toilets should they need to go during class time provided they have told the teacher. There are also many opportunities during the school day where the whole class might also go to the bathroom area together, especially when children are transitioning to another class such as Specialists.

Uniforms in cooler weather

Now that the mornings are starting to cool down, children are beginning to wear long sleeves as part of their uniform. Our classrooms are kept at a comfortable temperature during the colder months and children still remain very active during PE and playtimes and the days are still very warm.  A school jacket such as the PE jacket (light weight zip up jacket) is recommended to be worn to school should you feel your child needs an extra layer. As children need to be independent with taking on and off clothes, it is much easier for them to take off a jacket than to try and take off underneath layers of clothes. Please be reminded that extra layers do need to be the school uniform purchased through the PTA and not other clothing.

 

Community Engagement with Year 9 Students

Posted by neridakiprotich

In this blog post you will find new information under;

  • Flourishing Learners,
  • English,
  • How We Organise Ourselves (under Unit Of Inquiry)

 

A quick blog tip; please click on the photos to see a much clearer image throughout all the blog posts.

 

Community Engagement with Year 9 students

All our Year 1 classes have been very fortunate to have many Year 9 students join us from 8am three mornings a week as part of their Community Engagement.

In the IB Middle Years Programme students explore the nature of various communities, their needs and how to take principled action to serve a need in the community.

The students have been leading various small group activities to support current Year 1 learning.

 

Community of Learners

Posted by neridakiprotich

This week we have begun our new Unit of Inquiry with the Central Idea ‘Communities thrive through the shared roles and responsibilities of its members’. We are aiming for the children to develop an understanding of the following big ideas surrounding a community of learners;

  • A community is a group of people working together towards the same goal
  • We have roles and responsibilities (to self, others and our learning environment) as part of a learning community.
  • Learners carry out routines to help them function as a member of a community.
  • Learners know how they participate effectively as part of the learning community.

As you are aware we started our week with the provocation of the teachers not in the classrooms, being replaced by the Leadership Team in order to determine what understanding children had of their roles and responsibilities in the classroom. Each class teacher set up several ipads around the room to record the action that was taken. We were then able to view this with the class several times to observe what choices were made and who took on the various roles and responsibilities in the room when the teachers were not there.

As a follow up, children drew and wrote about what they did when the teachers were absent. This has been a great start to discussions about roles and responsibilities in our learning communities.

Please click on the below photos for an enlarged view of the work.

 

Sight Word ACTION!

Posted by neridakiprotich

We have been thrilled with the amount of action taken at home by families and children in learning their sight words in a wide variety of ways! Thank you for sharing them with your teachers! The photos below might inspire some more action or trying a new way of learning the next sight words that will be sent home. Please click on the photos to see what amazing ideas have come from home!

 

Yes I Can!

Posted by neridakiprotich

The Power of Yet

Encouraging our children to have a growth mindset is one of the most important aspects of school. One of the most powerful words we can use in our conversations with children is the word ‘Yet’. It’s not that they can’t do something…it’s that they can’t do it yet!  Instead of focusing on what went wrong, we focus on the next steps they can take to improve their skills, knowledge or understandings.

“Mistakes don’t mean that I can’t do it, I just can’t do it YET.”

The Power of Yet song

The I Can’t Monster

As your children have begun their journey into primary school, an important aspect of their education is developing a Growth Mindset. It can be quite daunting for children to be faced with so many new challenges and experiences. One of the ways we are facing challenges in Year 1 is by introducing the ‘I Can’t’ Monster.

The I can’t monster comes to you

when something is tricky or hard to do.

So what can you do when he visits today?

Say “I can do it!” and chase him away.

Children have been able to identify times when their I Can’t Monster comes and they have to chase him away, such as swimming lessons, riding a bike, doing a hard puzzle or trying to do writing are just some of the times mentioned by children. When faced with challenges we encourage children to hear when they say “I can’t” or “It’s too hard” and instead to say “Yes I can”, “I will try my best”. We see a noticeable shift in the way children approach tasks and challenging experiences when they recognise their I Can’t Monster is around and needs to be chased away.

 

Please click on the photos to see when our I Can’t monsters come!

 

 

Reading Workshop for Parents

Posted by jasonboon

Thank you to all the Year 1 parents who joined us for the New Parents Reading Workshop last Tuesday. Please see a copy of the slides below.

Reading Workshop Session 1 Slides

The next workshop on ‘Building a Reading Team – Creating a Home-School Partnership’ will take place after the mid-term break. Also, later in the term we will be holding a session for domestic workers on supporting children with reading. Dates will be confirmed soon.