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NTSIS PYP Primary Newsletter Week 3


NTSIS PYP Primary Newsletter (26th August – 30rd August 2019)

Transdisciplinary Theme: Who we are

There is never a dull moment in the PYP classrooms! Across subjects, students are engaged in activities and learning new knowledge that revolve around the central ideas and inquiring into the transdisciplinary theme, Who we are.

What a busy week…

Grade 1:

Central idea:

Relationships contribute to our well-being and needs to be nurtured

Lines of inquiry 1: Relationships in our lives

G1 is not slowing down! This week, we tuned in to our first unit of inquiry and picked our brains on what we know about relationships. We explored different books and shared our understanding of each one. In Math, we inquired about patterns and the children tapped into their creativity with their play dough creations.

 Titan talked about a book on honesty.

Exercising and learning about numbers!

 Harper presented her picture collage.

 Harper presented her picture collage.

We are going to…

This week, we will be doing Show and Tell about family members. We are excited to see what objects students would bring to represent each member of their family.

What a busy week!

Grade 2:

Central idea:

Culture shapes who we are

Lines of inquiry 1: Diversity of cultures around the world

This past week, we worked on Line of Inquiry 1 and discussed and explored the cultural differences of everyone in the class. We have six different cultures within the classroom; Korean, Japanese, Thai, Brazilian, South African and Chinese. This has resulted in a lot of discussions and comparisons. The students have been working as individuals as well as in groups.

We have also been working collaboratively with other departments. In Art, the students have started with their Super Hero images to reinforce lessons and discussions that took place within the homeroom.

We also celebrated Aden’s birthday this week and saw two learners lose a tooth.

We are going to…

This week, we will continue to work on the Line of Inquiry 1 and explore the differences of cultures around the world, focusing mainly on the six within the classroom.

What a busy week!

Grade 3/4:

Central idea:

Thinking and learning can help us develop our potential

Lines of inquiry 1: Understanding the brain

As we dove in the unit of inquiry, students read and analysed the article – Brain facts for kids”. We learnt about what the brain controls and how it works. There were many brain breaker exercises to engage students in understanding the brain. We interpreted some scaled pictogram and the students even created their own.

We are going to…

This week, we will be focusing on mindfulness as we inquire further into:

What does the cerebrum control? 

When does the brain stop growing?

What does the cerebellum control?

What does the amygdala control?

Can the brain feel pain?

Can the food make you smarter?

Do boys and girls feel pain in the same way?

How do boys and girls make decisions?

What is mindfulness and how can it help us deal with strong emotions in difficult situations?

What a busy week!

Grade 5/6:

We looked at the definitions and relationships between interaction and conflict. We also looked at the various forms of communication such as verbal and non-verbal. We learned about the rule for Maths Order of Operation which is PEMDAS (Parentheses, Exponents, Multiplication, Division, Addition and Subtraction) where there is interaction and order between each other. We learned colour poems such as “What is Orange?” and “Green” poem to study the various connections or associations with five different senses. We also studied about the reproductive parts of a flowering plant to show the interconnection or interplay each part plays in the reproduction of plants.

We are going to…

Central idea:

Interactions can lead to and solve conflict.

Lines of inquiry 1: Role of communication plays in conflict

This week, we are going to look at how conflicts can be resolved peacefully and role play some scenarios by analyzing interactions and conflicts in a play script. We will also be looking at why plants need to disperse their seeds far away to avoid conflict or overcrowding with each other and the interconnection between water and germination of seeds.

This week, we feature specialist subject: Physical Education

G1 and G2 students discussed and created their own set of “rules” (essential agreements) of how we will conduct ourselves in the classroom. As a symbol of their pledge and reminder of individual responsibility to uphold the agreements, students signed their names. In addition to that, they participated in activities that develop locomotor and manipulative skills. At the end of class, G2 students reflected upon specific game skills displayed and their level of cooperation.

In Swim classes, we tested students’ ability to swim, float, and tread water.

Grade 3/ 4 and G5/ 6 were presented challenges that allowed them to develop multiple solutions. They explored themes regarding problem solving, team building, communication skills, responsibility, trust, and leadership skills. Grade 3/ 4 students were required to cross an imaginary poisonous river using gym mats as boats or hula hoops as floating rocks. Once they got to the other side, they could disembark on land safely. Students had to communicate their thoughts, ideas, and opinions in a positive manner to help the team achieve success. Grade 5/ 6 students were partnered. With one partnered blindfolded, the other gave verbal instructions only (no physical touching or physical guiding) to help the partner navigate their way through obstacles set up on gym floor.

In Swim classes, we tested students’ ability to swim, float, and tread water.


Agenda for Coffee Time with Parents (4th September 2019 @3:30pm)

  • PYP Events
  • Language & Assessment policies
  • PYP Basics: What is a central idea?

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