Week Twenty Seven - April 25th, 2025

Peek Into Learning (PYP)

The Role of Art in the PYP

25 April

At GIS Art is a powerful way for students to express themselves, explore ideas, and connect with the world around them. Through drawing, painting, sculpting, and mixed media, students develop creativity, critical thinking, and problem-solving skills. Art is integrated into our Units of Inquiry, allowing children to make meaningful connections across subjects while nurturing their imagination and confidence. This week our students are all busy preparing to showcase their art during arts week which will be held on 26th -30th. Look out for the amazing instalations in our school reception. We are also looking for artistic parents who would like to host a workshop during our Arts Week for our students. Look out for signups coming soon.

Here's a peek into how students across the school are engaging with art this week:

Kg1 have been exploring symmetry linked to the story of the hungry caterpillar. They have been making art in the style Eric Carle.
Kg2 students have been collaborating to paint big boxes and designing word art to form a giant piece of pop art
Grade 2 are using their cutting skills to make the shapes of different leaves to add to giant dioramas. The Grade 3 students are creating the animals that will live inside the dioramas.
Grade 5 students are busy preparing for their exhibition. Students are collaborating to design engaging graffiti art to share their thinking related to their chosen inquiry into the Sustainability goals. Look out for their epic artwork in next weeks Grade 5 Exhibition where their work will be displayed on the second floor.

The Role of Music in the PYP

18 April

At GIS, Music plays an essential role in the PYP by supporting students' creative expression, developing their communication skills, and nurturing their ability to think critically and work collaboratively. Through music, students explore rhythm, pitch, form, and notation while building confidence and appreciation for diverse forms of artistic expression.

Here's a peek into how students across the school are engaging with music this week:

PreK students are developing their understanding of pitch through hands-on exploration. Using visual prompts, they responded to sounds by identifying whether they were the same or different. They also followed a simple melody using boom-whackers, reinforcing early music literacy by learning to follow music from left to right.
In Grade 2, students are beginning to sight-read musical notation. After practicing as a class, they applied their skills independently using sheets of music that included only the notes. This supported both their decoding skills and musical confidence as they read and played rhythms on their own.
Grade 3 students are preparing for their upcoming music concert with a strong focus on projecting their voices and singing in harmony. They're also working on sight-reading music and accompanying their songs using rhythm sticks, which helps build coordination and timing.

Music in the PYP is not just about learning to play an instrument or sing-it's about self-expression, active listening, collaboration, and developing an appreciation for how music connects people, ideas, and cultures.

Learner Profile:

Risk-Taker

14th March

This week at GIS, we are exploring what it means to be a risk-taker in learning—stepping outside of comfort zones, trying new things, and embracing challenges with confidence and resilience.

A walk through the school this week highlighted the many ways students demonstrated risk-taking in their learning:

KG1 students embraced risk-taking as they explored different materials, testing new textures, shapes, and structures through hands-on play.
Grade 1 and Grade 4 writers showed courage by sharing their ideas, experimenting with new writing techniques, and taking creative risks in storytelling.
Grade 2 artists stepped outside their comfort zones by painting with water, embracing unpredictability, and discovering how colors blend and flow in unexpected ways.

In classrooms across GIS, students demonstrated risk-taking by trying new activities, making new friends, and participating in discussions—even when unsure of the outcome. In math lessons, they took risks by sharing their strategies, learning from mistakes, and approaching problems in different ways.

At GIS, we encourage students to take risks-whether by trying something new, sharing an idea, or tackling a challenge. By being risk-takers, they develop confidence, adaptability, and resilience, skills that help them grow in learning and in life.

Writing across the curriculum

11th April

At GIS, writing is everywhere. Whether students are explaining their thinking in maths, reflecting on a story in Arabic, or creating signs during play in Kindergarten, they are using writing as a tool to communicate, organise ideas, and make sense of their learning. Writing supports language development across all subjects, and we see it embedded throughout the day: in thinking routines and on whiteboards, as journals, captions, diagrams, graphs, and collaborative projects. Every teacher is a language teacher, and every classroom provides opportunities for students to express themselves through writing.

This week, we saw students using writing with purpose and ownership. In Kindergarten, children chose to write letters, lists and messages, even comparing Arabic and English letter formation as part of their play, showing how writing connects to real life. In different specialist lessons, students used writing as an effective tool to document thinking and learning. Also in lower years, teachers support developing writers by printing words for students to explore, cut, and stick in the order of their choosing. Across the school in maths, students used writing to explain how they solved problems, not just completeing equations. In Arabic, learners drafted and published their own texts, using familiar vocabulary and sentence structures to build fluency.

Across the school, writing is helping students deepen their understanding and share their thinking in meaningful ways. Language is all around us, and at GIS the skills of writing is all around us too.

Learner Profile:

Thinker

21st March

At GIS, being a Thinker is one of the key Learner Profile attributes that helps students approach learning with curiosity, creativity, and logic. Thinkers analyze problems, make decisions, and apply knowledge in meaningful ways to solve real-world challenges.

Here is a peek into some of the great thinking happening at school this week:

Our Grade 2-4 students had the chance to take part in our exciting school writing competition, demonstrating their creative thinking skills. Students were asked write a story introducing themselves or their world to someone or something who has never been to Earth.
Students in Grade 2 used their problem solving skills to design a simple machine to solve an identified problem.
PreK applied their thinking about how food is made when they visited to Ruscos Pizza place and learned how to make pizza. They also went to a supermarket to choose some of their favorite fruits to make a fruit salad.
KG2 used their creative thinking and applied their knowledge about forces to make toys that use push or pull in the Innovation Hub.

You can encourage students to be thinkers at home by asking them open ended questions like, “What do you think would happen if…?” or “Why do you think that?” Support them to solve problems, involve them in everyday decisions, like planning a meal or organizing their schedule. Reflect together, discuss what they learned each day and how they can improve. Play strategy games like puzzles, board games, and logic challenges to help develop critical thinking skills.

By fostering a thinking mindset, we empower students to become confident, independent learners who can approach challenges with innovation and resilience!

Learner Profile:

Risk-Taker

14th March

This week at GIS, we are exploring what it means to be a risk-taker in learning—stepping outside of comfort zones, trying new things, and embracing challenges with confidence and resilience.

A walk through the school this week highlighted the many ways students demonstrated risk-taking in their learning:

KG1 students embraced risk-taking as they explored different materials, testing new textures, shapes, and structures through hands-on play.
Grade 1 and Grade 4 writers showed courage by sharing their ideas, experimenting with new writing techniques, and taking creative risks in storytelling.
Grade 2 artists stepped outside their comfort zones by painting with water, embracing unpredictability, and discovering how colors blend and flow in unexpected ways.

Learner Profile: Reflective

7th March

During Ramadan, a time of reflection for many in our community, we are considering the role of reflection in learning this week at GIS. Being reflective means thinking about what went well, what could be improved, and how to approach challenges with a growth mindset. Reflection allows learners to learn from mistakes, refine their strategies, and plan a thoughtful course of action.

A walk around the school today highlighted the many ways students engaged in reflection as part of their learning. In music, students considered strategies for effective finger positioning, thinking about how small adjustments could improve their technique. In the arts, reflection was evident in discussions about colour palette choices, as students explored how different tones and shades conveyed mood and expression.

Outside, students were reflecting on their mathematical approaches, attempting to draw the perimeter of large shapes effectively with chalk. In the playground, students were reflecting on positive relationships, playing sharing games and taking turns. On the sports field, students reflected on penalty taking and saving, considering not only their technique but also decision-making and the mindset of their opponent. Meanwhile, in Kindergarten, young learners engaged in a reflective conversation as they observed how water flows, discussing their observations and making connections to their playful experiments.

Reflection is a vital part of learning at GIS, allowing students to develop deep understanding, refine their skills, and approach challenges with confidence.

Learner Profile:

Principled

28th February

At GIS, being principled means acting with integrity, honesty, and a strong sense of fairness. It’s about making the right choices—even when they’re difficult—and taking responsibility for our actions. Whether it’s standing up for a friend, completing assignments with honesty, or treating others with respect, being principled helps build a trustworthy and caring community. All classes collaborate to create essential agreements which students follow and guide them to make the right choices. Students demonstrate being principled in all areas of their learning both in the classroom, moving around school, on the playground and even outside the school.

Students in KG practice being principled on the playground. When playing on the swings they use a strategy of counting out loud so they know when it is the next persons turn while they wait patiently in the line. They play safely with the different equipment and put it away when they are done playing.

In class, students complete their work, whether working in independently, in small groups or as a whole class or even outside the classroom in the collaborative spaces. They listen to the teachers, and take responsibility for their own learning.

When moving around the school students behave in a principled manner, using respectful voices, lines and safe behaviour.

This week students in KG2 and Grade 1 demonstrated how they can be principled on field trips outside the school too. KG2 went to Little Explorers to find out more about forces and Grade 1 went to the Sharjah Science Museum to inquire into how we measure time with the sun and moon.

Learner Profile:

Open-Minded

21st February

At GIS, we encourage students to be open-minded—willing to consider different perspectives, embrace diversity, and appreciate new ideas. This week, students demonstrated open-mindedness in many ways, from exploring linguistic diversity to stepping outside their comfort zones in new learning environments.

To celebrate the many languages in our community, students explored unique words from their home languages, invented their own, and taught classmates’ songs or rhymes in different languages, making learning both creative and interactive. To end the week, parents and staff shared stories in multiple languages, reinforcing the importance of valuing diverse voices and cultures.

Older students in Grades 3-5 showed open-mindedness through Week Without Walls. Some traveled off-campus, embracing new environments and challenges, while others stayed at school, adapting to mixed-class groupings and a different routine. Wherever they spent the week, students showed flexibility, built new friendships, and discovered new ways to learn.

Open-mindedness is a skill that grows with practice. Here are some ways to encourage it at home:

Read books with diverse perspectives to help children see the world through different eyes.
Encourage discussions that consider multiple viewpoints. Ask questions that prompt your child to think beyond their own experiences.
Listen to different languages and music. Try learning a few phrases in a new language together.
Step outside the familiar—whether it's trying a new food, attending a cultural event, or exploring a different art form.

By fostering open-mindedness at school and at home, we help students grow into individuals who respect different viewpoints and embrace the richness of the world around them. Let's continue to learn from one another and celebrate the diversity of our community.

Learner Profile: Knowledgeable

14th February

Our series of looking at learning around our school through the lens of the IB learner profiles continues with a focus on knowledge. At GIS, we strive to develop knowledgeable learners who explore concepts, ideas, and issues with local and global significance. This morning, a walk through the school highlighted the many ways knowledge is acquired, shared, and applied across our learning community.

Children used their prior knowledge to hypothesize in science, demonstrating their ability to make connections and build upon what they already know. Others expressed their understanding of global issues through artistic expression, using creativity to communicate meaningful messages. Knowledge was also developed through storytelling, where ideas and experiences were shared in engaging and thought-provoking ways. Across classrooms, children passed knowledge to one another through peer-to-peer presentations, reinforcing their learning through collaboration. In Music, children developed knowledge of musical notation through collaboration and inquiry. Meanwhile, in the sports hall, knowledge was acquired through play and self-analysis, as students reflected on their movements, strategies, and skills.

At GIS, learning is not limited to students; teachers are lifelong learners too. This week, as part of our professional development programme, teachers deepened their knowledge of scientific practices. Engaging in inquiry-based learning, they explored methods of investigation, experimentation, and data analysis, ensuring they continue to model curiosity and intellectual growth for our students.

Knowledge is a foundation for inquiry, and at GIS, we cultivate an environment where learning is dynamic, meaningful, and shared by all.

Learner Profile: Inquirers

31st January

This week our Learner Profile attribute spotlight is Inquirers. In a PYP school we truly celebrate curiosity! The Inquirer attribute is a key aspect of how students learn at GIS. It encourages students to develop a love of learning, ask thoughtful questions, and seek out knowledge independently. All students developed this attribute through a variety of learning experiences: Our PreK students inquired into how colors mix in their science experiment, KG1 inquired into how ice changes as it melts, making observations of what happens. KG2 have been inquiring into the needs of plants, they planted various seeds and also did an experiment to see how plants absorb water using celery and food colouring. Grade 2 have been using role-play to explore the roles of sellers and consumers in their inquiry into how people work together in marketplaces.

But fostering an inquiry mindset doesn’t stop at school—it flourishes at home too!

So, how can you nurture your child’s natural curiosity? Here are some fun ways to bring inquiry into everyday life:

🔎 Ask Open-Ended Questions – Instead of “Did you have a good day?” try “What was the most interesting thing you learned today?”

📚 Encourage Research Adventures – Whether it's investigating how planes stay in the air or why the sky changes color, dive into books, websites, or even hands-on experiments together.

🌎 Explore the World Together – A trip to the park, a cooking session, or even stargazing can spark new questions and discoveries.

🧐 Model Curiosity – Show your child that learning never stops by asking your own questions, exploring new hobbies, and embracing wonder!

By fostering inquiry at home, you’re helping your child develop the skills to become a lifelong learner—one who isn’t afraid to ask why, how, and what if? So, let’s keep the curiosity alive and continue growing as inquirers together!

Learner Profile: Communicators

24th January

As we continue exploring the learning taking place in our school through the lens of the Learner Profile attributes, this week our focus is on communicators. Communication is not only a vital Learner Profile attribute but also a key Approach to Learning (ATL) skill. It includes subskills such as listening actively, expressing ideas clearly, interpreting and using information effectively, and presenting thoughts confidently.

In Pre-K, students used their communication skills in art by drawing self-portraits and describing their work. As part of their Unit of Inquiry, they also explored emotions and practiced expressing feelings, building their vocabulary and understanding of how to communicate personal experiences.

Grade 1 students focused on using communication to strengthen their mathematical understanding. They discussed how place value helps make sense of numbers, practicing skills like articulating their thinking and explaining strategies to peers.

In Grade 2, students explored communication through collaborative play, creating a class shop as part of their Unit of Inquiry. They applied math concepts like addition and subtraction while role-playing as buyers and sellers, developing both verbal communication and negotiation skills.

Grade 5 students presented their perspectives on artificial intelligence and the human brain. They shared arguments on whether Al is beneficial or harmful and debated whether it can be biased. This activity required them to communicate clearly, use evidence effectively, and listen to and respond thoughtfully to opposing viewpoints.

Across all grade levels, communication is woven into learning, helping our students express themselves, collaborate with others, and engage deeply with their inquiries.

Learner Profile - Balanced

10th January

Our focus this half term for the Peek into Learning will be the IB Learner Profiles, these are 10 attributes that nurture essential qualities of personal development, helping students grow as global citizens and lifelong learners.

At GIS, being balanced means nurturing the well-being of students by fostering intellectual, emotional, and physical harmony. In the classroom, this looks like students managing their time effectively, exploring diverse interests, and maintaining a healthy balance between academic rigor, creative pursuits, and physical activities.

PreK focus on physical development - enhancing their gross motor skills running, climbing, swinging and riding bikes during playtime.

KG1 make balanced choices about the learning engagements they choose to participate in developing the fine motor skills.

Grade 1 and 2 students developed their thinking skills through engaging activities during their provocations for their new units. Grade 1 watched videos and viewed images using torches as they begin to connections between nature and design inspirations. Grade 2 took part in role play when taking turns to act out being vendors and customers for their inquiry into marketplaces.

Grade 5 published their science fiction stories digitally after drafting and editing their ideas.

Through these experiences, our learners grow into well-rounded individuals who understand the importance of balancing different aspects of their lives to thrive both inside and outside the classroom.

Joyful Learning

13th December

At GIS, joy is easily found and takes many forms, especially during our Week of Winterfest. Whilst feeling good is important, joy is also a powerful tool for learning. When students experience joy, they are fully engaged with concepts and ideas, unlocking their potential for deeper understanding and meaningful connections. Here are just a few examples of how joy has played a central role in learning across our school this week:

In KG1 joyful learning came to life during practical science play, where students engaged in experimenting with the properties of materials through play this morning.

There was a celebration full of joy in KG2 where the Lego League Dubai team presented their design project to parents and staff.

Our young innovators in Grade 1 embraced joyful creativity as they designed new forms of transport to support communities. This post-unit assessment allowed them to apply their learning in imaginative and practical ways, demonstrating the importance of transportation systems in meeting community needs.

Full of cheer, our students in Grade 2 celebrated their learning about environmental responsibility with creativity and purpose. From writing songs to delivering persuasive pitches, they showcased their understanding in powerful ways. Taking personal action and demonstrating agency and ownership of their ideas sparked a true sense of joy and accomplishment as they reflected on their learning journey.

Excitement was in the air in Grade 3 as students explored the scientific principles of Forces and Motion during their end-of-unit celebration at OliOli. Through interactive exhibits and activities, they saw their classroom learning in action, making science both fun and memorable.

Grade 4 took turns to celebrate the strength of their class communities by taking time to pay each other compliments during their morning circle time.

The music room was full of joy as our Grade 5 students reflected together on their learning throughout the unit.

At GIS, we believe that joy is not just an outcome of learning—it’s a vital ingredient. When children are happy and excited about their learning, they are more motivated, curious, and eager to take on new challenges. Joyful learning helps us build a strong foundation for lifelong curiosity and success.

Ambition For All

29th November

Ambitious learning is something we strive for across the PYP, where every child is met with the appropriate level of challenge to learn, develop, and thrive. Taking a walk through a day in our PYP classes, it was inspiring to see all the ambition present in learning activities.

In KG2 and Grade 1, the children began the day with ambitious writing activities. They were encouraged to write whatever they wished, limited only by their imagination. From practicing writing their names to creating and writing greeting cards, the agency afforded to the children ensured they were being ambitious in challenging themselves.

In Grade 2, we observed a project-based approach to learning, where children were challenged to create musical instruments from repurposed materials. The creations on display were truly ambitious; the multi-purpose instruments showcased the depth of musical understanding the children had gained during their sessions.

In Grade 3, the children were participating in their Literacy Learning Block, where students are challenged to develop new skills and strategies in reading and writing. The students were provided with a variety of challenges carefully tailored to their ability levels, working simultaneously with texts that offered an ambitious level of challenge. Elsewhere, Grade 3 students participated in an ambitious science experience by designing and building elastic band-powered cars. They investigated how the length of the stretched band affected the total distance traveled.

Grade 4 showcased ambitious, personalized research in their Unit of Inquiry, writing in-depth analyses of potential solutions and responses to natural disasters.

Grade 5 took part in a highly ambitious mathematics session, where the children engaged in a variety of real-world mathematical challenges, using higher-level thinking and problem-solving approaches.

Just another inspiring day at GIS, where ambition thrives in every class, for every child.

Learning Beyond the Classroom

22nd November

At GIS, learning extends beyond the classroom walls to nurture curiosity, creativity, and real-world skills. Field trips provide hands-on experiences, connecting students to the world around them while deepening their understanding of classroom concepts. Student leadership opportunities empower children to develop confidence, teamwork, and problem-solving skills, preparing them to be proactive global citizens. Together, these experiences ignite a love for learning and build essential life skills, making education meaningful and lasting.

ECO Warriors

The ECO Warriors are a group of students leaders from Grades 3-5. They have decided they would like to make a difference to our school community by promoting sustainability. Over the past three weeks, they have worked to collect seeds, create posters, and design impactful slogans. As they plant and nurture these seeds, they are promoting the idea of local farming and supporting a sustainable and clean environment. By growing plants, we can reduce our carbon footprint, support local ecosystems and wildlife and contribute to fresh, chemical-free produce.

Together, let’s make our community thrive with health, sustainability, and care for the planet.

Field Trips

KG2 went on a field trip to Al Shindagha Museum , where they learned about UAE culture as parr of their inquiry into cultures from around the world to help understand how people live. They found out about traditional weaving, making perfume, clothing, pearl diving and fishing. They were able to connect their research in class and experience about their own cultures to that of the UAE.

Earlier in the week they also had a Teams call with students from Hills Spring International School, a school in India after reading the book 'Same, Same But Different,'. This interactive session brought the book's message to life as they asked questions, shared experiences, and learned about each other's cultures. They discovered fascinating aspects of life in India and, to their delight, recognized many similarities between their daily routines, hobbies, and interests. This experience highlighted how we can celebrate our differences while embracing our shared humanity. The highlight was teaching the students from India the Emirati dance, and the students at GIS were learning some Indian dance moves!

Mathematics

15th November

Mathematics in the PYP brings students' natural curiosity into their daily math learning. Children build deep understanding by exploring real problems that matter to them, while also developing essential skills through focused practice and engaging activities.

In our math time, you'll see students working with hands-on materials, sharing different ways to solve problems, and building confidence as mathematical thinkers. Your child might collect data about favorite playground games, create different types of graphs, and discuss with classmates which graph best shows their findings.

Some mathematics connects naturally to our transdisciplinary units, like our Grade 4 students creating line plots using data from natural disasters. Other times, we dive into focused math units where students discover number patterns and relationships through guided explorations, materials, and mathematical games.

This mix of discovery and structured learning helps your child build both skills and understanding. Through solving real problems, playing mathematical games, and talking about their thinking, students learn to reason clearly and use math confidently in their daily lives.

Emirates Literature Fest

A heartfelt thank you to Ms. Sam, our Literacy Coordinator, for supporting our talented performers at the Emirates Literature Festival poetry recitation competition at Dubai Heights Academy. It was inspiring to see Farida Elzarka from 5E and Shurya Balaji from 4H represent our school with such confidence as they brought their chosen poems to life. We are incredibly proud of their dedication to memorizing and perfecting their performances, and reaching the semi-finals is a remarkable achievement.

Inquiry Learning at GIS

8th November

Exploring Inquiry in Action

Inquiry is at the heart of the PYP approach, extending into all areas of learning and inspiring students to think deeply and engage meaningfully. This week, our students demonstrated inquiry in various forms, building skills and knowledge through curiosity-driven, hands-on exploration.

In Grade 3 Maths, students collaborated to gather and analyze data, experimenting with different ways to represent it visually. They created multiple types of graphs and engaged in reflective discussions, where they asked insightful questions of one another to determine which graph was most effective for interpreting their data. This process not only built mathematical skills but also fostered analytical thinking and teamwork.

In KG2, young learners dove into a play-based inquiry focused on understanding community roles. Through a thoughtfully designed provocation, children explored how people in communities work together and support one another. This hands-on approach allowed them to connect with real-life concepts, helping them recognize the importance of cooperation and community responsibility.

In Grade 5 Music, students made interdisciplinary connections by exploring Holst’s The Planets suite in relation to their central idea, "Earth and its place in our solar system." Through guided questions, they discovered how music can convey themes related to each planet, blending musical expression with scientific understanding in an enriching and creative inquiry process.

Meanwhile, in Grade 2, students investigated the use of persuasive language in advertising. Using structured thinking routines, they reflected on their prior knowledge and generated questions to explore new learning about how words can influence ideas. This inquiry-based exploration of language encouraged independent thinking and developed critical literacy skills.

Across all grades, inquiry is more than just a method—it’s a powerful tool that transforms each learning experience into a purposeful journey, allowing students to question, reflect, and grow as lifelong learners.

Literacy in the PYP

1st November

At GIS, we are dedicated to fostering literacy through an inquiry-based approach that ignites curiosity and encourages lifelong learning. In the PYP, students develop essential skills in phonemic awareness and letter recognition, building a solid foundation for reading and writing. They explore various texts—both fiction and non-fiction—enhancing their reading comprehension and critical thinking as they research topics of interest. Our approach promotes writing for different purposes, allowing students to express themselves and craft informative narratives. Speaking and listening are an important part of our framework, as students develop their communication skills by engaging in discussions and creating presentations, learning to articulate their thoughts and respect diverse perspectives. By integrating these elements, we not only enhance literacy skills but also nurture a passion for learning, and we encourage you to support your child's journey by engaging in discussions and sharing stories at home.

Celebrations of Learning in PYP

18th October

In the PYP, learning celebrations are special moments where students showcase their growth, discoveries, and achievements. These celebrations can take many forms, from larger events like assemblies, where students present projects or share what they've learned, to smaller, hands-on experiences, such as designing and building a car in the innovation lab. Throughout the year, every class will have a celebration of learning showcased through an assembly. In addition, we will have end-of-unit celebrations where parents are invited into the classroom to see the exciting work their children have been doing.

This week, we were also lucky to celebrate the participants and winners of the poetry recital contest. It was an optional challenge where students memorized and performed poems for judges. It's another example of how we celebrate learning—encouraging students to step out of their comfort zones and share their skills in a supportive environment.

Wellness Week: Digital Wellness

11th October

This week at GIS, our students engaged in Wellness Week by exploring different aspects of wellness, with a special focus on digital wellness practices. Using the Common Sense Media program, we emphasized the importance of digital balance and online safety. Common Sense Media is a valuable resource for both parents and educators to help ensure that media content is appropriate for children.

In our classes, students learned essential online safety skills they can apply both at school and at home. They found out about how to ensure they are using websites that teachers recommend, how to avoid sharing personal details online, as well as creating a balance between device use and screen-free activities.

We encourage you to take some time to talk with your child about how they stay safe while using the internet. For further information check out the Common Sense website https://www.commonsensemedia.org/

Importance of Assessment in PYP

20th September

Assessment in the PYP is all about understanding and supporting each student's learning journey. It goes beyond just checking what students know (assessment of learning) and focuses on guiding their next steps (assessment for learning) while encouraging them to think about their own progress (assessment as learning). In the PYP, assessment happens naturally every day through teacher observations, conversations, and formative rubrics.

Teachers use these daily assessments to give quick feedback, make adjustments to their teaching, and help students find their own strengths and areas to work on. Students are often part of the process, reflecting on their work and setting personal goals. This hands-on, everyday approach keeps learning personalized, relevant, and focused on growth, making assessment an integral part of the PYP classroom experience.

In addition to our internal assessments, we have external assessments to ensure our internal measures accurately track student progress. For early years, we use ALPACA to assess phonemic awareness, while Grades 1–5 participate in the NGRT and MAP assessments. These formalized assessments take place three times a year (September/October, January, and April/May) and provide a broader view of student learning. Both internal and external assessments play an essential role in guiding each student's learning journey.

Provocations

13th September

Provocations are used at the beginning of new learning and are designed to ignite curiosity and inspire a deep engagement with the upcoming content. These learning engagement, questions, or experiences are meant to challenge students' thinking and stimulate their natural curiosity. By presenting intriguing scenarios or posing thought-provoking questions, provocations help students make connections between what they already know and new concepts they will explore. This approach not only makes learning more engaging but also encourages students to take ownership of their learning journey, fostering a love for learning and critical thinking skills that will benefit them throughout their education.

PreK used mirrors and small parts to provoke their thinking about the features of their faces and bodies. KG2 have used questions to begin thinking about what makes a community, students recorded their thinking through words and pictures. Grade 1's provocation for their unit about wellbeing included a visit from Ms. Titi our school counselor who read a story about ways to 'fill their bucket' with positive things. Students were able to begin making personal connections to wellbeing in their own lives. Grade 2 began their inquiry into teamwork with different provocation challenges that involved working together as a team. Students began to think about how we work together and the skills needed. Grade 4 used images to provoke their thinking and used a visual thinking 'See, Think, Wonder' to begin their inquiry into Migration.

Class agreements

A foundational experience for our new cohorts of students is creating agreements for the class community they will engage with throughout the year. Classroom agreements come in different forms, shapes, and sizes, but all have a similar purpose: the children and teaching team work together to consider what commitments each can make to ensure the class is a safe, happy place where everyone can flourish. These agreements take time to consider and decide, with each member of the class being an equal stakeholder in sharing views and ideas before the teacher supports consolidating ideas and making decisions.

Class agreements are not static documents; they are continuously updated, added to, and redefined throughout the academic year as relationships develop and needs arise. This process, combined with the dedicated wellbeing time at the beginning of each day, ensures that every child feels confident to share, learn, and be themselves as part of our vibrant school community.

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