Week Twenty Seven - March 4th 2022
Dear Primary School Parents,
I trust you enjoyed the extended weekend for midterm break. This newsletter combines a partial week and a full week of learning.
Learning continues in full force with most classes deep into Unit Of Inquiry number four of the year. Our grade five students have been working diligently on their final culminating project, the PYP exhibition. A parent session explaining the PYP exhibition will take place later this month. You are welcome to attend if you have students in any PYP grade.
Our fabulous Librarian ,Ms Louise, has hosted a wonderful week for us focused on Literacy. Each day this week highlighted a new focus and we had lots of fun with it! Reading continues to be known as the most important skill in predicting future academic success.
Before the break we ran successful week without walls programmes and are now busy in reflection for planning next year. The students have been an integral part of sharing highlights and their feedback, sharing the experience from their eyes. Parents have also been invited to feedback and please ensure you have provided feedback if your child went on a camp. Thank-you to all involved with making this possible this year.
See below for spotlights over the past 2 weeks and don't forget to check out your child's class/grade pages!
In this edition you will find:
PYP Adventure Challenges Week!
In case you missed it: G5 Parent Transition
Peek Into Learning: Technology Integration at GIS
Literacy Week Highlights
PYP counselor message
Primary Pages - link to Grade and Class pages.
March 7-11: Council of International Schools (CIS) visit
March 12 (Sat): Whole School Event -GIS Expo (formally known as International Day)
March 14-18: Inclusion Awareness Week
March 16th: PYP Exhibition Parent Session
March 17th: KG2 Parent workshop
March 21-25: PYP Exhibition
March 28-April 8: Spring Break
*Fridays- wear your house color shirt
We celebrate the return of our primary Week Without Walls (WWW) trips in Grade 3, 4, & 5 during the week of 13th Feb-17th Feb. Students have missed out on this opportunity over the past 2 years, so we were delighted to be able to provide this integral part of the IB curriculum again. This was a great opportunity for students to extend their learning and skills to real life experiences occurring outside a traditional classroom. Students had the chance to put all of the learner profiles attributes into practice from being a risk taker when taking on new challenges to being open minded when learning about the cultures of the local people.
Our WWW program is developmental, and gradually increases the amount of independence and responsibility required for each trip from Grade 3 to Grade 5.
This year our Grade 3 students went to Umm Al Quwain Marine Club with Ecoventure, where they stayed over for one night. Students developed their communication and organizational skills while completing different team building activities, took risks while completing a climbing wall activity and developed their independence and self-management skills over the entire trip.
Students eagerly overcome the challenging activities such as obstacle courses, raft building and team building. They were very courageous for staying overnight away from parents and family which for some many have been the first time ever.
Student testimonials:
“I enjoyed the rock-climbing activity, because I won. It was a little scary, but when I got to the top and looked down I felt great.”
“I thought I would feel lonely being away from my family, but I felt really happy with my friends and teachers completing all the different activities.”
Our Grade 4 students went to Dibba, Fujairah with Northstar. Students worked on their collaboration and communication skills, self-management skills and confidence.
The zipline activity was a great activity where so many of the IB leaner profile attributes and attitudes are touched upon. Students were caring towards one another whilst encouraging their peers to take that leap of faith, students could feel empathy for one another as they all felt the same fear and students had to be risk takers to take that initial jump.
Usually on our WWW journey this would be students second residential trip experience where we move from a one night overnight trip to two nights. For this group, it was their first time away on a residential trip and we were extremely impressed with how well they dealt with this challenging experience.
Student testimonials:
“I enjoyed the rock-climbing because it was very fun. I felt like a hero and very proud when I competed the activity."
“I was very surprised with how independent I could be and how well I could look after myself.”
Last but not least our Grade 5 students spent 3 nights and 4 days at the Al Sahara camp in Ras Al Khaimah with Ecoventure. This was particularly challenging as this was the first trip for these students who missed the previous 2 stages of our WWW journey due to COVID restrictions. As much as we knew that this would be a challenge for students, we did not want them to fall further behind in their development and were confident that they could successfully overcome this challenge. We were extremely proud of how all students dealt with this experience and how they all conducted themselves across the week.
One their first day students learnt all about the local flora and fauna on our trip to the Mangroves. Students loved this exploratory time whilst finding different shapes, colors and sizes of crabs, fish and other insects.
Over the 4 days students completed a variety of fun activities linked to our IB Learner Profiles. All students worked on their problem solving and collaboration skills whilst building a buggy that could sustain the weight of their team, their team work and courage whilst taking on the challenge of Jacobs ladder, their inquiry skills whilst learning about camels, traps and how to build a shelter with limited resources.
Student testimonials:
“My favorite activity was archery, because it was really exciting to use a real bow and arrow for the first time. I also really enjoyed the kayaking during our water activity day.”
“I learnt how to be courageous when completing activities and they encouraged me to take more risks in future. I have a fear of being in the dark, but being away for 3 nights with my friends helped me to conquer that fear."
Our IT Coaches in PYP work with both teachers and students to design innovative ways to integrate technology into our units of inquiry. In Grade 4 this month, the students learned all about types of government and services provided within a country. As their culminating task, students embarked on a three-week journey to inquire about government services and robotics. They asked questions like…
What types of services do governments provide to their citizens?
Would the level of importance change depending on the type of government or country?
What motions and movements can I program a robot to do?
How can a robot help provide a service and what motion is required?
After spending some time in the robotics lab exploring motions, they made connections back to their unit of inquiry and government services. Students chose a government style and service that they felt strongly about and designed, built, and programmed a robot to perform that service. They were encouraged to be innovative and think through design flaws - what is the purpose behind their design and how does it improve the type of government or city they created?
Grade three students have been delving deep into 3D design using a program called Tinkercad. Through this program, both teachers and students can use the principles of geometry and spatial thinking in order to create a limitless variety of designs. In the real world, CAD programs are used to design pretty much every object we use! With that, we encourage our youngest students to be creative while using Tinkercad. Whether it’s a house or an innovation upon an ancient design, grade-three students have been having a blast thinking creatively while they design without limitations.
During the week, classes were given the opportunity to discuss and critically analyze their class readers, considering elements such as context, setting, characters, plot, literary devices, and themes. Students were given opportunities to analyze character developments and plots, create alternative endings, discuss author purpose amongst many possibilities. Doors were decorated according to the title of the book, expressing ideas generated in discussions. Mother Tongue Day, a celebration that GIS holds very dear, was a wonderful opportunity to show case the many different languages in our international school. Parents sent in videos sharing folk tales originating from their home country along with a greeting in their Mother Tongue language.
On Wednesday we invited two authors to school: Deema Al Alami hosted two interactive sessions with the Grade 2’s and 3’s about the ‘Author Process /writing process’. The writing process allows the brain to work on different ways, encouraging thought to be organized into logical patterns, work through problems, describe situations and emotions and dig deeper into characters and plots. Deema is the founder of the Instagram account @Oh.the.books.that.youll.read where she recommends the best children's books and offer caregivers literacy tips and tricks to nurture lifelong readers. The PYP library has a section dedicated to GIS Student Authors, where we promote in-house ‘self-publishing’. These books rate in our regular favorite check outs!
Grades 4 and 5 joined in a Zoom meet with Karl Nova, an award winning rap and hip hop poet from the UK. He shared how poetry promotes literacy, builds community, and fosters emotional resilience. It can cross boundaries that little else can. When read aloud, poetry is rhythm and music and sounds and beats. Karl Nova expresses all of this when sharing his poetry with a touch of humor and a love of beat and rhythm.
Dr. Seuss birthday offers an opportunity to celebrate his many catchy and whacky stories. Theodor Seuss Geisel (AKA Dr. Seuss) books have a way of teaching children invaluable life lessons. World Book Day, created by UNESCO, is to celebrate books and authors and encourage young people to discover the pleasure of reading, as well as to promote reading for fun. Our students each dressed as a character chosen from their class reader, demonstrating a solidarity with their class as well as an understanding of the type and traits of that character. Character description and development is another essential of the writing and reading process.
Parents, school leaders, teachers, support staff and students have delighted students with their Story-telling during the past week – thank you to all!
Click above for advice from our counselors
Keeping our community safe with Covid-19 Protocols: if your child is a close contact or receives a positive test result please inform: gis_medicalalert@gemsedu.com
Email your child's homeroom teacher before 8am so that he / she can mark their absence as excused.
Complete an absence form for more than 2 days and submit to homeroom teacher on the child's first day back at school after absence.
Absence for more than 3 days requires doctors clearance (in some cases a medical certificate is requested )
Email the gis_primaryleaverequest@gemsedu.com and your child's homeroom teacher 48 hours in advance to ensure your child and their leave slip are prepared in advance.
At the time of collection, please come to the Primary Reception at Gate 4.