As we continue our current unit of inquiry ‘Through play we can express our feelings and ideas and develop new understandings,’ we focus on the Approaches to Learning skills of; communication, social and self management skills.

The learners have been immersed in various learning engagements to strengthen their communication skills. We were thrilled to introduce the magic of the puppet theatre. Through puppetry, the children engage in imaginative play and develop their communication as they create and tell stories with their puppet companions. Performing also allows opportunities for teamwork, cooperation, and creative problem-solving skills. The joy of putting on a puppet show together strengthens the bonds between our little learners. The children’s social emotional development is supported as they navigate the various emotions expressed in their stories. The shared experience of creating and performing stories enhances emotional understanding. We look forward to going to the ‘real’ theatre to see ‘The Very Hungry Caterpillar’ on stage. We have incorporated story stones into our storytelling sessions. These tangible, colourful stones inspire creativity as they select stones to retell or create stories. This enhances their storytelling skills and  also encourages active listening and interpretation. As we being to integrate ICT skills we add an excited dimension of communication to our learning.

In Kindergarten, as we play, learn, and inquire, we focus on and build different skills through our ‘Approaches to Learning’ or AtLs.  Our current unit of inquiry, How we express ourselves connects well with the ATLs in ‘Communication Skills’ and ‘Social Skills.’ We have used traditional tales and storytelling as our way into this fun unit.

There have been opportunities throughout our inquiry to work on and build communication skills.  We have listened to traditional tales, Goldilocks and the Three Bears and The Three Little Pigs.  We have engaged in interesting discussions, and the learners have shared their home learning, and presented to the class.  We have read as part of our phonics programme and written notes to express ourselves and share our messages and stories with others.  

The learners have joined in numerous engagements that offer a chance to practice building relationships by being cooperative, taking turns, being tasked with making decisions, and also by encouraging friends to be risk-takers, to have a go.  This week we made porridge as another connection to the story Goldilocks and the Three Bears. We have loved watching our children learn and make connections throughout this unit of inquiry.

In our current Unit of Inquiry, we have been on an exhilarating journey delving into the intriguing world of forces. Over the past weeks, the learners have eagerly explored gravity, buoyancy, friction, and the dynamics of push and pull. With inquisitive minds, they formulated thought-provoking questions and embarked on investigations to seek answers, showcasing their curiosity and thirst for knowledge. Throughout this exploration, they have utilised their prediction skills to draw connections with existing knowledge, demonstrating resilience and perseverance as they collaborated on various experiments. From testing buoyancy with floating and sinking objects to crafting play-dough boats, from analysing gravity through slo-mo videos to experiencing friction firsthand by riding bikes across different surfaces, each activity has been a hands-on adventure in learning. Each Unit of inquiry has key focused ATLs, however the learners consistently use the ATLs through all areas of learning. The skills they develop help them to manage their time - knowing when to tidy up for transitions, arranging their belongings, snack and lunch, collaborating with others. They are navigating challenges, exhibiting determination with a 'try our best attitude', all while being risk takers with their learning and trying new things. The learners are working on their research skills while formulating questions, recording and collecting data, and analysing their findings. They are always thinking of ways to improve, and continue to challenge their learning with an open mind. As we progress in our exploration of the UOI "People can apply their understanding of forces to invent and create," our learners will delve into the realm of simple machines. This exciting phase will empower them to apply their knowledge of forces to design and construct their own innovative creations. Through a transdisciplinary approach, the ATLs of self-management, research, and thinking skills seamlessly weave into this phase, offering opportunities for deeper understanding and practical application of forces in everyday life. 

We were thrilled by the outstanding performance of our 1B & 1G learners during the recent assembly, where they showcased their understanding of forces. Their dedication and hard work were truly commendable, and we couldn't be prouder of their achievements. Looking ahead, we eagerly anticipate our upcoming adventure to the science centre, where we'll embark on a journey to build a rocket!

In our Sharing the planet unit of inquiry, learners have been delving into the intricate web of relationships that exist within our planet and how we can contribute positively to its sustainability. As part of this exploration, our learners have been developing and applying various Approaches to learning (ATLs), particularly focusing on research and thinking skills. Learners have chosen a particular habitat that they will research and then create a diorama to represent that habitat and share their new knowledge.

The focus ATLs throughout this unit have been broken down into areas and “I can statements” for our learners to understand them better and consider how to develop these skills themselves.

Research Skills - Formulating Questions:

I ask questions that I can research.

Encouraging curiosity and critical thinking, learners have been asking thought-provoking questions that serve as the foundation for their habitat research project. By asking questions that stimulate inquiry, our learners are honing their ability to explore and seek answers independently. Some questions include: “How cold is it in the Polar region?” and “What is a mangrove?” 

Research Skills - Presenting Research Findings:

I communicate what I have learned.

The learners are looking forward to the Learning Conferences when they will have the opportunity to share their research findings with families. We also offer opportunities for learners to share their knowledge and understanding in small group settings and larger group settings. 

Thinking Skills - Analysis:

I observe carefully.

I make connections with things I already know.

Our recent field trip to Sungei Buloh Wetlands Reserve allowed our learners to practise the art of analysis. They observed their surroundings carefully, making connections with their existing knowledge. This approach enables learners to think deeply about topics and gain a more comprehensive understanding.

Thinking Skills - Application:

I use information in different ways and places.

As the learners complete their research about their chosen habitat, they will create a diorama to represent that habitat. This will be a way that learners can share their knowledge in a creative way. Learners will demonstrate their capacity to apply their learning in meaningful ways.

As we continue to progress through our Sharing the Planet unit of inquiry, we are excited to witness the growth and development of our learners as inquisitive learners and responsible global citizens. Be sure to click on the Recent Events tab to see more about the field trip.

In Year 3, we place great emphasis on developing the Approaches to Learning (AtLs) skills in our learners. These skills encompass a range of "soft skills" that are crucial for their overall growth and success. Throughout our curriculum, we integrate opportunities for learners to practice and apply these skills in authentic and meaningful ways. Let's explore some of the ways we foster the development of AtLs in our Year 3 classrooms.

During our weekly Year 3 Assembly, we come together as a community to delve into a specific AtL skill that also ties to our Learner Profiles. This allows us to reflect on how we can incorporate these social skills into our daily lives. One memorable lesson was the "Mime your manners" activity, where we emphasised the importance of good manners and speaking politely.

Currently, our Unit of Inquiry focuses on "How we Organise Ourselves," with a strong emphasis on self-management. We engage in discussions about systems and routines. For example, exploring how we can effectively organise ourselves after school, whether it's selecting parent pick-up options, bus arrangements, or extracurricular activities (CCAs). Within our classroom, we also examine systems that promote greater self-management and prepare for upcoming events like camp, where organisation and self-management are essential.

The AtLs naturally find their way into our Language Arts lessons as well, particularly in the areas of viewing and presenting. Learners have opportunities to develop their communication skills by presenting to the class. This was particularly relevant during our persuasion unit, where learners shared their arguments on various topics, honing their communication and presentation skills.

Another AtL that emerges organically is social skills, which we address during our "Sharing the Plant" Unit of Inquiry. Within this unit, we focus on conflict resolution, recognising the importance of developing good social skills for both collaborative work in the classroom and positive interactions on the playground.

Looking ahead to our upcoming Unit on "How the World Works," research plays a central role. Learners will have the chance to share their findings in an exhibition in front of their parents. This unit provides them with an opportunity to formulate questions and conduct systematic internet research—a valuable skill for their future academic pursuits.

To ensure the growth of AtLs, regular reflection and goal-setting are key. Year 3 learners actively engage in self-assessment, identifying their strengths and setting goals related to the AtLs. These goals will be showcased and discussed during the upcoming Learner-led Conferences, where learners will have the opportunity to share their progress with their parents.

By integrating the AtLs into our curriculum, fostering reflection and goal-setting, and providing authentic learning experiences, we strive to cultivate well-rounded learners who possess the essential skills needed for success in their academic journeys and beyond

Development of our 'Approaches to Learning' skills (our AtLs) are a very important element of every lesson.  In our PYP curriculum, these skills fall into 5 groups - research skills, communication skills, thinking skills, social skills and self-management skills. Each group has a range of skills within it. For example, learners understand that there are different types of 'thinking skills' ranging from creative thinking to logical thinking to analytical thinking. Developing our approaches to learning supports the acquisition of life-long skills. Each lesson has a subject-specific learning intention, lessons are also built to provide opportunities to develop specific 'approaches to learning skills.

In our current Unit of Inquiry, Year 4 learners are exploring the central idea of 'Clothing choices express people's values'.  Learners began the unit by reflecting upon factors that influence the clothes people wear. While brainstorming their ideas of the factors affecting clothing choices in small groups, learners were listening to other people's ideas, speaking clearly to express their points, taking on different roles within a group; analysing ideas they had heard; developing a systematic method for recording points made in their group. Over the next few weeks, learners will be exploring ways that the clothing industry can become more sustainable by reducing the impact on the environment and safeguarding workers' and children's rights across the world. This line of inquiry will involve finding information, comprehension and acquiring knowledge, It will involve evaluating information discovered and communicating ideas effectively to others. On our recent 2-day residential trip, many of the self-management skills, social skills communication skills and thinking skills listed below were practised. We believe that our ongoing focus on these 'approaches to learning; encourages life-long learning with skills adaptable to any situation.

The Approaches to Learning support our learners in all areas of learning and in every context of their daily lives. Social, Thinking, Research, Communication and Self-management skills are explicitly and implicitly taught through our teaching and learning activities. An example of this is when we observe learner agency, hear excited discussions and view presentations where learners were able to choose how best to engage their audience. With these skills, learners are motivated and confident to lead their own learning.

Our current, 'Who We Are' unit of inquiry focuses on the central idea 'As we grow up, our bodies, behaviours and responsibilities change'.  The Approaches to Learning connected to this unit include Social and Self-Management skills. Our residential trip to Loola next week is a great opportunity for learners to develop and apply these skills. We encourage learners to pack their own bags and ensure they are prepared for this experience. During camp they will take responsibility for ensuring they are ready for daily activities and are taking care of their own well being. Shared experiences will include problem solving, encouraging each other, compromising, negotiating and celebrating their achievements.  They are a great opportunity for new connections and friendships within their camp groups and with other learners outside of their homeroom. 

The Approaches to Learning help our learners to set, work towards and achieve their learning goals. Teachers scaffold and use a variety of strategies to ensure learning is accessible and that learners are able to share this in creative and innovative ways. We are excited to share some of this with our families at learner led conferences in two weeks time. 

We are excited for our upcoming residential trip to Loola next week! This promises to be an amazing experience where we will focus on the Approaches to Learning, including mindfulness, resilience, and perseverance.

Throughout the trip, we'll be faced with challenges that will help us grow and develop these essential skills as well as engaging in community service projects, such as providing safe water for local villages, will open our eyes to different ways of life and foster a sense of empathy and global citizenship among us.

For those who won't be joining us on this adventure, we encourage you to embark on your own explorations within Singapore. Take this opportunity to discover new parts of the country and create lasting memories by developing your own, mini residential trip or excursion. 

As we prepare for this journey, let's remember to pace ourselves carefully over the weekend and return refreshed and ready for the week ahead. We look forward to seeing everyone on Monday, bags packed and ready to go.