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Student Voice and Learner Agency Meeting #1

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Student Voice and Learner Agency Meeting #1

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Grade 1- Saki
Grade 2- Gul Nihal
Grade 3- Miu
Grade 4- Taishi
Grade 5- Semiyh
Grade 6- Beyza
Students commented:
Hang pictures of books they have read and recommend on library tree with written thought from students eg: I really liked this book because or If you liked .... you would like this book etc. The tree could change with the seasons. They like the new library downstairs and the new furniture. They would like more novels such as Can You See Me? about an Autistic child and comic style books like Dog Man, Hot Dog, Tom Gates, Weirdo etc. They would like to see book covers displayed.

They would like to have some Sport lessons outdoors.

They would like to do more art and creative lessons, not just reading and writing. They would like to see more art around the school on display.

Next week:
Book Fair feedback
Reading in class
Maths in class

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Pre School
Pre K
Kindergarten
Grade 1 Leo
Grade 2 Yumi
Grade 3 Miu
Grade 4 Issy
Grade 5 Anisa
Grade 6 Eren

Points of discussion:
Reading at SIS
Maths at SIS
Feedback- Book Fair
SIS Voice Weekly Meetup
Open discussion

Reading- like the mother tongue books. 6 years. I really like the books. New books. More non fiction books regarding inquiry. Student list= add to it. Book donations.

Maths- It is good because if someone doesn't understand the teacher can help. More real life Maths less on paper Maths only.

Book Fair- we liked choosing our own books. I liked where we can get some English books and there is many kinds of books so we can choose the ones we like. Order doubles of the books.

SIS Weekly Voice- Take action. Read about the action students have taken. See what other people think. Project: SIS

Open Discussion: More books, change classrooms if possible, make the school bigger and more fun, everyone communicating to each other, photo cards at the beginning of each year, goodbye paper to sign,Time Capsule.

Points of discussion for next agenda:
School assessment
School awards
Learner Profile

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How the World Works

- What my five senses are
- How senses help us
- Changes in land and sky

Winter Performance - Jolly Phonics?

Toy Museum? Kidzania

Sensory resources - water beads, kinetic sand, squishy balls, play-dough, music (exploring different instruments) etc...

Collage (cutting, gluing)

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Winter performance- December 16th must relate to what they are learning- Snowflake Song
Art Show and Tell and Pre-K
Kindergarten sees exhibit and gives feedback on how they feel
6th Grade Collaboration
Toy Museum- connect art and design to toys

December 2nd performance on stage rehearsal. usually 2.5 hours during rehearsal.
Friday the 13th in school dress rehearsal. the preschoolers will sit in the audience

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Exploring outer space inquiry.
Key concepts- Form, Connection and Change
Link to Maths- Shape, Measurement, Calendars, Time
Non Fiction Texts- Reading, Writing and Language
Art- Collaborate with Grade 4 to create Solar System and Earth from Papie'r Mache'.
ICT- See Specialist box
Japanese- Vocab? Rabbit in the moon story fable
PE- Form, Connection, Change
Library-
Music- Form, Connection, Change
End of year performance- Poem

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Does it offer students opportunities to explore the commonalities of the human experience?

Does it promote the associated conceptual understandings?

Is it broad enough to offer multiple lines of inquiry?

Is it underpinned by concepts (for example, key and related concepts)?

Is it relevant to students in all cultures and contexts?

Will it engage students in thinking critically and creatively?

Does it present an opportunity for students to co-construct meaning of the conceptual framework being explored?

Is it open to a range of student responses?

Local, National, Global connection

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How the world works
-what do living things (animals/plants) need to survive?

-life cycles and what influences them (specifically of student-initiated animals and plants)

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"3 out of 5" key food groups
My Plate - Food Groups
Power up your breakfast

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Buddy reading with preschool

Japanese (non-native group) -learning phrases about family members and moving (migrating) from one country to another, talking about their country flags

Where We are in place and time- interview grade 3 students about migration

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Google Earth - Space, other planets and satellites around and street view
Create our own map - using Google maps (journey from home to school)
Typing skills continued from previous term

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Language: Writing Japanese myths.

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PE: Modern Olympics vs. Ancient Games

In Homeroom, the children will play games associated with the Ancient Olympics such as javelin, discus, and a marathon. They will record information, analysis data, round results, and do comparison graphing.

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Buddy reading every Friday morning

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Art history and different techniques every Tuesday afternoon or Wednesday morning time depending

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Field trips, similar content, history of Japan, first civilizations,

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Safe Search Online:

https://www.kiddle.co/

https://www.alarms.org/kidrex/

https://www.safesearchkids.com/

Mindmap Maker

Human body word search game

Human body diagram

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PYP Research skills

How to Activate Google Safe Search

Activate Google Safe Search

Optical illusion Galleries
http://www.eyetricks.com/illusions.htm

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Common Sense Education
Help students take ownership of their digital lives.

Google Docs: What Kids Can Do!
Internet Safety Tips

Making Poster about Digital Citizenship (Function)

https://www.canva.com

Digital Citizenship Typing
https://www.typingclub.com/login.html

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Next unit (How we express ourselves), the children will look at kimono design and haikus. They will then create their own to express their personality.

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Who we are: global citizenship. Looking at human rights online.

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Where we are in place and time: Japanese traditional music

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Where We Are in Place and Time (PE Collaboration)

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Where We Are in Place and Time (PE Collaboration)

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In PE, Grades 5 and 6 will play Modern Olympic games such as hockey, skateboarding and table tennis. We will do data analysis and comparison graphing with our results.

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Grade 1- Tatsu
Grade 2- Selman
Grade 3- Celine
Grade 4- Sooa
Grade 5- Busra
Grade 6- Sumire

Discussed the roles in/parts of a meeting. Chair, Agenda items, Minutes, Timekeeper. We assigned Busra as timekeeper this week. Two students commented it was like Student Council which they had enjoyed in the past during ASPs.

Agenda items:
Winter Celebration feedback
Library use at recess/lunch
Open Discussion

Winter Celebration
The performances are good. It is fun. Some performances should be more exciting and creative like Drama Club. Sell snacks at the Winter Performance to raise money for charity.

Library use at recess/lunch

Open Discussion

Halloween party suggestion

End of Term Movie days each term in each class or in Upper and Lower primary groups

We want to be able to borrow more often, more than once a week.

We want to be able to teach the class- Like in Grade 3

End or Mid  Term activities- rotation groups, fun activities, across the grade levels. Ideas were: Storytime, Spelling Bee, Thumbs Up/7Up, Performances, Student Teachers leading something they are good at eg soccer, beading, craft etc

Swap Day - Children bring in a toy/game/craft they are no longer using and they can swap with another student

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Does it offer students opportunities to explore the commonalities of the human experience? WWA- Yes with the discussions and learning about healthy choices. WWAIPAT- yes, in both a historic and modern setting, we looked at how humans have explored space over time. All humans see the same skies, experience the same seasons, months, days, day and night etc.

Does it promote the associated conceptual understandings? WWA- Yes, Form, Function, Perspective. Form of foods, nutrition, healthy meals, function- how the body works to be healthy
WWAIPAT- Yes, Form, Function, Connection linked ideally to our 2D/3D shapes exploration, as well as time, seasons, days, weeks, months etc as well as our non fiction writing- form (text structures), function (purpose), connection (different types of non fiction texts- podcasts, posters, documentaries, websites etc)

Is it broad enough to offer multiple lines of inquiry?

Is it underpinned by concepts (for example, key and related concepts)?

Is it relevant to students in all cultures and contexts?

Will it engage students in thinking critically and creatively?

Does it present an opportunity for students to co-construct meaning of the conceptual framework being explored?

Is it open to a range of student responses?

Local, National, Global connection

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How we express Ourselves Grade 6 and Music

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How we express Ourselves Grade 6 and Music

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Extra music lessons for music composition using instruments and ipads and Garageband. Tuesday mornings 9 am till break.
Team teaching Mr. Tom and Mr. Patrick

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Grade 4 - How We Express Ourselves - Values and Beliefs influence personal expression

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Grade 4 - How We Express Ourselves - Values and Beliefs influence personal expression

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Focus first on asking children to choose  an artist from their own culture/country to present to the class. Ask for different perspectives on their work.
Look at how beliefs have influenced art from around the world including art in Shintoism/Islam/Judaism/Christianity/Buddhism
Investigate prominent artists from around the world - including Western and Eastern Artists
Visit to Hara Modern Art Museum or another similar facility
Open summative assessment chosen by children - music/dance/art/drama/writing

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Student Voice and Learner Agency Meeting #1
Student Voice and Learner Agency Meeting #1
Grade 1- Saki
Grade 2- Gul Nihal
Grade 3- Miu
Grade 4- Taishi
Grade 5- Semiyh
Grade 6- Beyza
Students commented:
Hang pictures of books they have read and recommend on library tree with written thought from students eg: I really liked this book because or If you liked .... you would like this book etc. The tree could change with the seasons. They like the new library downstairs and the new furniture. They would like more novels such as Can You See Me? about an Autistic child and comic style books like Dog Man, Hot Dog, Tom Gates, Weirdo etc. They would like to see book covers displayed. 

They would like to have some Sport lessons outdoors.

They would like to do more art and creative lessons, not just reading and writing. They would like to see more art around the school on display.

Next week:
Book Fair feedback
Reading in class
Maths in class
SIS Student Voice- Meeting #2
SIS Student Voice- Meeting #2
Pre School
Pre K
Kindergarten
Grade 1 Leo
Grade 2 Yumi
Grade 3 Miu
Grade 4 Issy
Grade 5 Anisa
Grade 6 Eren

Points of discussion:
Reading at SIS
Maths at SIS
Feedback- Book Fair
SIS Voice Weekly Meetup
Open discussion

Reading- like the mother tongue books. 6 years. I really like the books. New books. More non fiction books regarding inquiry. Student list= add to it. Book donations.

Maths- It is good because if someone doesn't understand the teacher can help. More real life Maths less on paper Maths only. 

Book Fair- we liked choosing our own books. I liked where we can get some English books and there is many kinds of books so we can choose the ones we like. Order doubles of the books. 

SIS Weekly Voice- Take action. Read about the action students have taken. See what other people think. Project: SIS

Open Discussion: More books, change classrooms if possible, make the school bigger and more fun, everyone communicating to each other, photo cards at the beginning of each year, goodbye paper to sign,Time Capsule.

Points of discussion for next agenda:
School assessment
School awards
Learner Profile
📎 Document
PreK
PreK
How the World Works
- What my five senses are
- How senses help us
- Changes in land and sky
Winter Performance - Jolly Phonics?
Toy Museum? Kidzania
Sensory resources - water beads, kinetic sand, squishy balls, play-dough, music (exploring different instruments) etc...
Collage (cutting, gluing)
Preschool and PreK
Preschool and PreK
Winter performance- December 16th must relate to what they are learning- Snowflake Song
Art Show and Tell and Pre-K
Kindergarten sees exhibit and gives feedback on how they feel 
6th Grade Collaboration 
Toy Museum- connect art and design to toys

December 2nd performance on stage rehearsal. usually 2.5 hours during rehearsal. 
Friday the 13th in school dress rehearsal. the preschoolers will sit in the audience
Preschool
Preschool
ICT
ICT
Do central ideas inv
Do central ideas invite student inquiry? 
Do central ideas develop a big idea understanding?(conceptual)
Are all 8 key concepts represented at each grade level?
Do central ideas and lines of inquriy challenge student understanding?
Do lines of inquiry develop understanding of central idea?
Are the lines of inquiry distinctive but also connected?
Timing of Units 
Subject focus
Global, local, personal connection
Grade 1
Grade 1
"3 out of 5" key food groups
My Plate - Food Groups
Power up your brea

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Collaborate with ICT - editing videos for the commercials

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Grade 5 and Japanese How We Express Ourselves

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Grade 5 and Japanese How We Express Ourselves

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Objective:

identify how aspects of a person’s identity can be expressed through symbols, spirituality, dress, adornment, personal attitudes, lifestyle, interests and activities pursued

Japanese Collaboration:
Students will

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Buddy reading every Tuesday after recess

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Joint field trip to art museum (Mori Art Gallery) to look at how galleries and artwork is displayed in order to create a classroom gallery for celebration of learning.

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Children wish to learn about building circuits - possible to use Snap Circuits during ICT sessions with one group whilst the rest complete their ICT work. Children to choose projects/experiments from manual.

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Explore how sound energy works in different instruments

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Kindergarten & Grade 4 - How the world works

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Kindergarten & Grade 4 - How the world works

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Collaborative investigation on the conditions plants need in order to grow and flourish.