In UOI, we are exploring our second line of inquiry by learning about organisations that promote peace, such as the United Nations, WWF, and Red Cross, and how they work to create a safer, fairer world. Students are discovering the ways these organisations help people, protect the environment, and resolve conflicts. They are also learning how the UN acts as a mediator, bringing countries together to solve problems peacefully. In addition, students have been introduced to Model United Nations (MUN), where they take on the roles of delegates, discuss global issues, and prepare their own MUN activities. Through this, they are developing skills in collaboration, communication, problem-solving, and responsible leadership, all while reflecting on how they can contribute to peace in their own communities.

Next week, we will continue to work on MUN presentations. 

Central idea: The Peace Act supports fairness, safety, and respect in society.

Specified Concepts: Causation, Responsibility, Perspective

Lines of inquiry: 

• Conflict resolution

• How the United Nations Sustainable Development Goals (SDGs) support peace.

• Roles of organisations (e.g., the United Nations) in promoting peace

Learner Profile: Caring, Reflective, Principled

In Maths, students have been learning to round numbers to make calculations easier and to solve word problems using addition and subtraction. They have explored different strategies, including grouping and the RUCSAS method, to break down problems and think critically about the steps needed to find solutions. Students have also been challenged to apply their skills in real-life contexts, improving their problem-solving and reasoning abilities while building confidence in tackling more complex questions.

Next week, students will learn continue building their Maths skills by adding large numbers using the column method, further developing their understanding of place value and accuracy in calculations. 

In Literacy, students have been learning to introduce a topic and develop an introduction in paragraph form. They chose their own topics for an informative text and used a graphic organiser to plan their ideas. During lessons, students practiced taking a main idea and expanding it with examples, facts, and explanations. 

Next week, students will continue developing their informative writing by including main ideas, each organised into its own paragraph. 

This week in Grade 4, students explored natural hazards such as earthquakes, floods, tsunamis, and landslides. They started by observing videos and images, answering See, Think, Wonder questions to think critically about the impact of these events on people. The class then focused on landslides and discussed the causes and dangers of landslides. Students worked in small groups as engineers, brainstorming and designing solutions to protect houses from landslides, including ideas like building walls, planting trees, and making drainage systems. Finally, they shared their designs, reflected on their solutions, and considered how these strategies help keep people safe. 

Next week, students will continue their exploration of natural hazards by generating multiple design solutions to reduce the impact of natural processes. 

Each Friday, activities will be shared via SeeSaw, including weekly spelling words. Students are expected to return their completed home learning by the following Friday. This can be submitted in one of three ways: directly on SeeSaw, as a physical copy, or in a home learning journal (which we can provide if preferred).

In addition, we highly recommend that students read every day at home. Daily reading builds fluency, strengthens comprehension, and nurtures a lifelong love of books.

Thank you for supporting your child in developing positive and consistent learning habits.

Spelling
For spelling, students received their words to practice at home. They will get tested next Friday. 

Math
For math, there are addition and subtraction problems for the students to solve. Furthermore, there is a project for students to complete. The Building A Bridge project. Students have 2 weeks to complete this project and bring it to school on, or before Friday 3rd October. 

 Literacy
For grammar, we learned all about fragment, run-on and complete sentences. The task is for students to identify what kind of sentence it is. If the sentence is wrong, can they improve it?

Unit of Inquiry (UOI)
For UOI students will apply their understanding of our unit. Can they apply all the information they learned from previous weeks? The Thomas-Kilmann model for resolving conflict, and the different peace organisations.

Arabic/ Islamic
Our weekly newsletter provides a comprehensive overview of the content covered in class, including upcoming topics, Home Learning activities, and interactive resources to support your child's learning. We encourage you to check the newsletter regularly to stay connected and engaged in your child's educational journey.

Swimming

Swimming starts in the week of September 1st. 

Please ensure your child brings:

• Swimming costumes (should be dark/navy/black in colour)

• Swimming cap (Dwight-branded preferred or dark colour)

• Swimming goggles

• Towel

• Water bottle

• Swimming footwear (crocs, sliders, or flip flops)

If your child is unable to swim, a doctor’s medical note is required.

4A Swimming Day: Thursday

4B Swimming Day: Monday

4C Swimming Day: Wednesday

IPads and headphones

A reminder that students should bring their iPads fully charged to school every day. If your child does not yet have an iPad, please ensure they have one as soon as possible, as we will be completing some baseline assessments on them next week.

If available, students may also bring a set of headphones that can be kept at school for regular use.

Thank you for your support in helping students be prepared for learning each day.

Assessment Journey at Dwight School EduTalk

If you have any questions about the use of GL Assessments please refer to the detailed outline in the parent bulletin here. Please note moving to GL Assessment has not facilitated a change in our curriculum at Dwight Dubai, they assess both attainment and the depth of learning, with a particular focus on problem-solving, reasoning, and applying knowledge in unfamiliar contexts — skills that closely reflect the inquiry-based, concept-driven nature of the IB curriculum. If you have any further questions about the above please do not hesitate to reach out directly to Mrs Hornshaw to discuss further.

Toys and Footballs

Children should not be bringing toys into school (Beyblades etc). Please, do not bring footballs in from home - they are too hard and will hurt someone if hit in the face - we are ordering equipment for the Lions Den however PE have agreed to provide soft balls until this arrives.

ECA's

It has been great to see the buzz around the start of ECAs this week, with children enjoying the wide range of new activities and experiences on offer! Please be reminded Lower School internal ECAs led by Dwight staff finish at 4:30 pm. External paid ECAs finish at 4:45 pm. Those swimming with Urban Swim Academy have time slots booked directly with parents.