Dear Primary Families

The last 2 weeks have been busy in Primary - our normal school engagements and learning are well underway and in addition we have farewelled our first learners off to camp, participated in the Voices of Singapore (VoS) Festival  at Chijmes, taken our school photos, started ACSIS trials, open the school further to parents in the mornings and received visiting schools from New Zealand who were keen to see our learning spaces and how we implement the PYP Framework. 

One of the biggest highlights however has been the return of our learner-led assemblies. All our classes have a turn to lead an assembly and you will receive an invite from your homeroom teacher when your child’s class is presenting. It has been wonderful to see 2B, 6B, 6G, 1B, 1G, 3R, 3W and 5B start us off so well.

A big thank you to all the families that joined us for our Nexus Digi 101 workshop on Wednesday this week. Connections with parents in this area is one we have been looking to grow and develop. We have started developing digital citizenship with our Year 4 learners and families before they enter Year 5 and introduced a Digital Skills and Citizenship talk for our new Y5 and Y6 families during orientation.

Linked to this - we continue to see concerns and issues coming from social media and messaging apps or services. We don't recommend that primary learners have access to any social media or unmoderated messaging apps. It is very easy for conversations online to filter back into school and have a significant impact on the learners involved. Both Apple's family sharing and WhatsApp have tools for you to manage your child's contacts list. We recommend that you limit your child's contacts to ensure that they are not able to join large group chats which is where we observe many online problems occurring. If you want to start a conversation about the use of social media with your child we've found these sites The Smart Talk  and Common Sense Media to be useful resources.

I would like to outline the key ways we communicate with our families. Please make sure that you connect with these various channels so that you can best support your child in their learning journey:

Facebook Page (click here) - a space where we celebrate all that is happening in the Nexus community.

Parent Zone (click here) - a one-stop source to find all the key information you need about life at Nexus. For example, you can view the school calendar and find out more about our CCA, Music and Sport programmes.

SeeSaw App - we offer a ‘window into the classroom’ via the SeeSaw App. This is the regular ongoing communication method we will use to share news and home learning from your child's class. If you need some help to set up the app, please email our IT team.

Every class in our Primary School has a WhatsApp Group. These groups will allow you to build friendships between families in each class. For further information on the WhatsApp Groups, please contact Learner Services.

We also have our fortnightly Newsletters. They are a crucial part of our communication with our whole community. It is where we include information about any upcoming events, our recent happenings and also, post important notices. The different sections can be accessed from the menu across the top of the screen (on large screens such as laptops and iPads) or the 'triple bar' icon on the top left (on small screens, e.g. phones).

If you have any concerns about your child please don't hesitate to reach out to their Homeroom Teacher, they are always your first point of contact and will be able to assist you if further support is required. All teacher’s email addresses can be found on this page as you scroll down.

Please take a look at the Year Group updates below they provide a great insight into what's happening in the learning spaces and a wonderful conversation starter with your child.

Wishing you a lovely weekend

Fiona Lewis

Head of Primary

Our first Unit of Inquiry, Who We Are, explores how ‘the relationships we have with others can shape our journey,’ and it has been a fantastic way for us to get to know one another. During this settling-in period, the children have been becoming more familiar with their peers and teachers. They have enjoyed singing songs and playing circle time games together. Each morning, the children take on the responsibility of counting their friends in the class. They have also been listening to stories about making new friends and sharing little details about themselves and their families.

We had an exciting start to our inquiry when we discovered a large box with a mirror hidden inside. The children were captivated by their reflections when they peered in! This led to a wonderful discussion about ‘who we are’ and the makeup of our class community. It has been heartwarming to see connections forming, and we will continue to explore these themes throughout the year.

There was much excitement in the Kindergarten learning space last Wednesday when we all arrived at school to find bear footprints in the learning space! Magnifying glasses were quickly found and an investigation began into who made the footprints. There were many inquisitive ideas and observations shared… 

“a dog, it has claws and my dog has claws”, 

“we could check the cctv”, 

“I hope it is not a lion”. 

​​Each class embarked on an interactive journey through the playground to track down the source of the footprints. Along the way, we experienced various sensory activities—some noisy and some messy. Finding the bear at the end of the cave was a thrilling moment!

This engaging experience launched Kindergarten into our unit of inquiry, "Who We Are," centered around the idea that "People use their senses to learn about themselves and the environment." Our units of inquiry are always transdisciplinary, allowing us to make connections across the curriculum. In Music class, the children are composing music to accompany the story “We Are Going on a Bear Hunt” by Michael Rosen. We have retold the story using class story maps and represented the patterns found in nature within our maps.

After the bear hunt, many learners took agency of their learning by exploring their curiosities further. They created drawings, representations, and books, and even built a camera. This sparked a discussion about how we could get electricity into the camera, leading to a scientific investigation into small electrical circuits in the learning space.

This term, our Year 1 classes have been diving deep into the big idea that 'Choices influence our wellbeing'. Through a transdisciplinary approach, we've been exploring how everyday decisions impact our physical, emotional, and mental health. We've used provocation baskets as a springboard for inquiry. These baskets, filled with engaging materials, have prompted learners to use the "I See, I Think, I Wonder" routine. This routine encourages our young learners to observe, think critically, and ask questions about essential aspects of wellbeing, such as hygiene, sleep, exercise, and relationships. Our discussions have led to rich conversations about how these elements support us in feeling our best. 

We recently read 'The Colour Monster' and 'The Colour Monster: The Feelings Doctor' by Anna Llenas, which offered wonderful insights into naming and managing emotions. These stories opened up discussions on strategies to support our wellbeing, particularly when faced with feelings of worry, anxiety, or upset. We’ve been encouraging learners to reflect on whether they have the skills to seek support from a friend, teacher, or trusted adult when needed. We've also been focusing on creating safe spaces within the classroom where learners can be calmed and regain their composure.  What's exciting about this journey is that it extends beyond our Unit of Inquiry (UOI) time. For example, in Maths, we've been conducting surveys on mindfulness and how people calm their busy brains. The data gathered from these surveys has been used to create graphs and charts, integrating wellbeing into our numeracy learning. This comprehensive approach ensures that our learners are well-equipped to address various aspects of their wellbeing and begin to navigate their emotions, feelings, and relationships across all areas of learning.

As we continue this exploration, we encourage you to have conversations with your child about the choices they make daily and how those choices impact their wellbeing. Together, we can support our learners in developing the skills and strategies they need to thrive both in and out of the classroom.

A big thank you to the support you showed our 1B & 1G learners with their first assembly of the year. We are proud of the learning that is happening, and hope you enjoyed it too.

We look forward to our upcoming field trip to the Jacob Ballas Children’s Garden. Be sure to look out for the email with all the details.

The current Year 2 unit of inquiry, Who we are, encourages learners to gain a deeper understanding of themselves while fostering personal growth and development. Through various learning engagements, we have explored the concept of form as it relates to our choices across social, emotional, and physical health. This exploration has also deepened our understanding of perspective, particularly when examining what it means to be healthy and recognising that different people have varying ideas about health. Learners are developing their grasp of cause-and-effect relationships by analysing how lifestyle choices impact their health and the health of others. 

Our transdisciplinary approach has strengthened their persuasive writing skills. For instance, learners are practising persuasion by convincing a friend to play a specific game, which ties into social health. In response to a teacher-created video of various school scenarios, the learners wrote a letter to teachers to persuade them to make principled and respectful choices, which connect to social and emotional health. The learners became problem solvers, creating storyboards to outline how the social problems have been solved. Next week, we will make explicit connections to Mathematics through data collection. Learners will survey school community members about mindfulness, asking, “How do you focus your mind and body?” They will then tally the responses and create pictographs to share and interpret the data.

We are excited to showcase our Who we are learning journey with Year 2 families during our Mini Exhibition in Week 7. Specific dates will be shared soon.

Year 3’s first Unit of Inquiry is under the theme ‘Who We Are,’ and we have been exploring how ‘People’s Actions Can Affect Others.’ To tune into this inquiry, learners made ripples… literally! Some classes dropped pebbles and balls into water to observe how one action can create many effects, noticing all the waves that were formed. Learners also made connections to dominoes falling and the ‘Kindness Boomerang,’ where one act of kindness leads to more kindness.

After reflecting on the actions we take in the classroom, learners were introduced to the idea of healthy relationships and how to be a good friend both inside and outside of school. We explored the qualities of being a good friend and why healthy relationships are important.

Next week, learners will be inquiring into different conflicts that are common at school and how one’s actions could have dramatically different results or ripples around us. It’s a very exciting and thought-provoking Unit of Inquiry for our little ones. It’s definitely a great way to start the year, helping to create a kind and inclusive community in Year 3!

Year 4 have begun the year with a focus on the theme of Who We Are. Learners have been inquiring into how informed choices support our well being. Through collaborative learning experiences, they have become an expert in one of the five areas of well being. These are Emotional, Physical, Environmental, Social and Spiritual.

It has been wonderful to have Ms Serene (our library teacher) supporting learners with their research skills. This has included where to find sources of information and the difference between fact and opinion. This knowledge has helped learners to find accurate answers to their questions. They are now adding the finishing touches to their poster designs, before they share them with other members of their class. 

This inquiry has encouraged learners to reflect on the actions that they are already taking to meet their well being needs. Following our inquiry, they will then use their understandings to consider new actions they could take. It has been wonderful hearing our learners share some of their findings so far.

-Compliment people to make them feel special or proud. (emotional, social)

-Take up a new CCA that challenges you (social, physical, emotional)

-Spend time thinking about your values. (spiritual)

-Learn to control your emotions and find a space that helps you feel happy (emotional, environmental)

-Take it in turns to use different spaces. (social)

-Encourage and support other people. (emotional, social)

To finish, here is a quote that a learner was excited to share. "If you could choose anyone to be...be yourself."

The learning journey continues in Year 5 as we dive deeper into our central idea: Peace and conflict exist within and between communities. Over the past weeks, we’ve been exploring how these concepts shape our world, both in our immediate environment and beyond. Through the key concepts of perspective, responsibility, and connection, the learners are gaining a deeper understanding of how different viewpoints can lead to conflict and how we can work towards peaceful resolutions.

This exploration has also linked closely with our Language Arts work, where we've been analysing conflicts within fairy tales. The discussions have been rich, and it’s been wonderful to see the learners make connections between their own experiences and the stories we've read.

Next week, our mathematic focus shifts, where we will begin tackling the four processes through both mental and written challenges. This will help build their confidence and skill in problem-solving in real world contexts.

We’re nearly halfway through the term, and it’s amazing to see how our community of learners is coming together, supporting each other, and growing every day.

Thank you for your continued support as we navigate this exciting journey together.

Year 6 residential trip 

We managed to get across the boarder safely and happily arrived at camp. Some groups got to take hike through the jungle, the other groups got to experience a beach landing. After a play and some lunch students settled into their rooms and then got together for some team building activities with their tribe. In the evening before dinner we will have a play on the beach.  

Day Two was another great day. We split into activity groups and began a rotation of activities. Half the group hiked through the jungle to visit a local school. Along the way we learnt about the history and geography of the Pulau Sibu, and took part in a beach clean up. The group back at camp did shelter building and fire making. In the afternoon learners played games, went snorkeling and boogie boarding. We ended the day with a sandcastle competition,

On day three, learners got to try the activities that they did not do the day before. We have had a great time and. Looking forward to sleeping in our own beds on Friday. 

It has been a busy start to the year as the Year 6 learners have been settling in, greeting old friends and making new friends. Essential Agreements have been created in each class, and there is a real positive energy in the year group.

But the main focus of these last few weeks, for the learners, has been getting ready for camp. With half of the year group at Sea Gypsy this week, the learning space has been feeling spacious but the buzz of leaving for camp next week has been palpable. Packing lists have been sent home, and passports are being collected in preparation for the trip. All of the last minute questions have been answered, and everyone is excited to get going.

Our next Unit of Inquiry, How the World Works, started with a Mystery Box Challenge where learners took random objects out of a box and tried to figure out what the objects are used for and how all of the objects in the box were related. A lot of great discussions were generated from this activity, and over the course of the next few weeks, they will inquire into how energy can be transformed and used for human purposes. We also had a design challenge where teams collaborated and brainstormed ideas to address a range of challenges, and they explored how they could use different types of energy transformations to find a solution.

The focus in Language Arts has been Narrative Writing, and taking a deep dive into how to write the opening paragraph for a story. Learners have identified different types of openings and practiced how to use their senses to create rich and descriptive language for their writing. 

In order to lay a good foundation for Math in Year 6, the last few weeks have been all about Place Value and the Power of 10.

If you have any queries with regards to wellbeing or learning your your first point of contact is your homeroom teacher, or if you would rather - Year Lead.

If you have a query about a specific learning area, please contact the appropriate Learning Area Lead (LAL) or teacher.