Week 10

Language Arts

Grade 2 did a lot of typing on the computer (with a few small revisions and edits) but the class has now finished their stories. All the students have also illustrated their pictures so we will put the stories up for display next week. Our next text type is just around the corner so watch this space for more details!

LA-01

Fabulous Friday – Practising intonation, volume and presentation for our speaking parts

 

LA-02 word study

Word study activities

 

LA-03 stories

Completing our stories on the computer

 

Mathematics

We did a few different forms of math over the week. First we did revision activities. We worked with partners who gave each other subtraction problems to do and then we peer corrected the calculations. You may think that this is an easy task, but it tells the teacher a lot of information. “Which students understand the subtraction process well enough to explain it to a peer? Which students still need the benefit of using concrete materials to help them work out the answers? Which students require more challenging problems such as working in thousands or with regrouping?” Second, we also revised what we know about doubles and near-doubles. Once again it seems like a simple task until we start discussing the applications of doubles. Such discussions helps give the math rigor. For example, doubles can be used for addition and subtraction, it makes it easier to figure amounts in jobs of science, banking, population growth and so on. Third, we engaged in an activity that challenged the students. They had to use one piece of paper, stand it at least 8cm tall and see how many 100s blocks it could hold for at least 3 seconds (and yes, this was a UoI activity). There is a lot of problem-solving, estimating, calculations (students doubled or quadrupled the paper thickness with folding so there was a connection to our doubles lesson) and other thinking processes. Inquiry is also about investigation and math concepts come to the fore when the time necessitates their use. Last, we introduced a new concept to the students. We did activities to  find out what students already knew about shapes and we started to find out about polygons. Although it is the start of the unit the students have already given some information that will help guide the upcoming lessons. To sum, although there is a math curriculum to cover in Grade 2 there is also a balancing act of how the math concepts are covered. Teaching new concepts, revising and consolidating, applying knowledge and delving into math inquiries help balance the math the students cover over the year.

maths-01

Measurement – adding our new understandings to the measurement poster

 

 

 

maths-02 subtraction

Subtraction – working with a peer on problems

 

maths-03 near doubles

Doubles and Near Doubles – visual representations of where we might see double and near doubles in real-life

 

maths-04 what polygons

Shapes – Sharing what we know about shapes and polygons

 

maths-05 sort shapes

Shapes – activity encouraging students to describe their current understandings about shapes

 

UoI

We finished up our UoI based on knowing social and cultural gestures help people to communicate. We also started a new Unit of Inquiry based on materials, their properties and their functions. We did the ‘Paper Challenge’ activity, created mindmaps to show what we already know about materials and we did an ‘I See, I Think, I Wonder’ sheet so we could share our understandings about materials and ask questions about what we want to learn.

Tour Office

Tour of new BIS building – very exciting!

 

UoI-01 practise skits

Practising our skits

 

UoI-02 practise speaking

Vocal practise outdoors

 

UoI-03 practise speaking

Script practise – “Can we hear your voices from across the room?”

 

 

UoI-05 what materials

Questions for our inquiry

 

UoI-06 what materials

 

UoI-07 materials

Paper structure challenge

UoI-08 materials

UoI-09 materials

 

UoI-10 materials

New UoI – What do we know about materials?

 

UoI-11 see think wonder

New UoI – completing the sheet, ‘I See, I Think, I Wonder’

 

Fabulous Friday

Some activities in Week 10 were geared towards the Grade 2 Fabulous Friday at the end of the week. We practised our speaking parts, skits, ‘What Am I?’ presentations and non-verbal gesture charades. We also practised our song using sign language. Below are some pictures of the Fabulous Friday.

V Fab Fri01

V Fab Fri061

V Fab Fri02 V Fab Fri03 V Fab Fri04 V Fab Fri05 V Fab Fri06 V Fab Fri07

 

 

Week 9

Language Arts

The Grade 2 students have finished creating their story drafts and all of the students are now typing out their stories onto computers. Although there are still some story revisions taking place most of the class students are well on the way to completing their stories. As well in Language Arts the class has been doing word study activities with digraphs. As usual the class also had opportunities to do speaking and listening activities in the morning and reading activities in the afternoons.

LA-01

Word study activities

 

LA-02

Story writing – typing out our stories onto the computers

 

Mathematics

The students did a recap lesson on bar graphs this week and had to answer questions relating to the graphs. We also did subtraction and addition activities throughout the week. The class also used two different attributes to help them measure in metres and objects smaller than a metre. The class also used a standard measure (a metre stick) to measure distances and the length of objects. It was a good opportunity for students to discuss why we need different measuring tools and the problems we come across when we measure with only one type of tool.

maths-01

Graphing activities

 

maths-02

Measurement – measuring length with a metre stick

 

maths-03

Problem solving – Can you figure out the pattern?

 

maths-04

Measurement – measuring items with an attribute

 

maths-05

Measurement – some students taking measuring length further by measuring the perimeter of an object

 

maths-06

Measurement – measuring the length of objects larger than a metre using an attribute length

 

Unit of Inquiry

The class reflected on the different activities we did over the last six weeks for the Unit of Inquiry -‘ Who We Are’. We filled in a reflection sheet and wrote about what we liked, the new things we have learned, what we would like to continue learning and so on. This week we have also been doing a few ‘tuning in’ activities. The ‘tuning in’ phase allows students to show their prior knowledge, misunderstandings, beliefs and queries they might have before starting a unit. Our new Unit of Inquiry is ‘How the World Works’ and the Central Idea is: ‘The properties of materials determine their function.’ We also went on a field trip to IPTEK Science Centre as  a lead-in to the unit. The students had a lot of fun trying out the various science exhibits and they also had a few questions about materials, their properties and functions.

UoI-02

UoI – practising our sign language song for an upcoming Fabulous Friday

 

UoI-03

UoI – filling in a reflection sheet for the UoI, ‘Who We Are’

 

UoI-04

UoI – Discussing artifacts we brought from home to help us tune in to our new unit

 

Field Trip – IPTEK Science Centre trip-01 trip-02 trip-03 trip-04 trip-05 trip-06 trip-07

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trip-09 trip-10 trip-11 trip-12  UoI-01

 

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UoI Tuning In – Explaining our understandings of materials through a mind map

Library

In Library class this week the students also did some ‘tuning in’ activities to help them tune  in to the new unit, ‘How the World Works’. It was an interesting lesson filled with a variety of materials and opportunities for the students to explain their understandings.

vlibrary-01 vlibrary-02 vlibrary-03

 

 

Week 8

The Elementary teachers and some other BIS teachers went away at the end of Week 8 because we were attending IB workshops in Jakarta. The workshop I attended was on inquiry learning. Since inquiry learning allows people to see information from new perspectives and build on prior knowledge you could imagine that there were still a lot of times during the workshop when I had an ‘Aha!’ moment or I  learned how differently other teachers viewed the phases of inquiry learning. Basically, there are quite a number of models of inquiry processes, but the one I tend to use is the Kath Murdoch model. What I like about Kath Murdoch’s model is that the phases a learner goes through are defined and there are opportunities to go back to a phase if there is a need to check your own personal understanding. This checking of personal understanding, or need for reflection is ongoing throughout the process. If learners (and I include teachers in the overall term learners) did not check their understanding at each step then we would not know which direction to go next, or we would not have a clear understanding of the criteria we need to further our learning. Overall, I have learned a great deal more about inquiry-based learning and I am looking forward to implementing some new ideas into the next Unit of Inquiry!

 

Language Arts

LA01

Word study activities

 

LA02

Story writing – writing our drafts, revising, editing and conferencing with a teacher

 

LA03

Story writing activities with a teacher

 

LA05

Handwriting – writing letters on each other’s backs to get a tactile understanding of letter shape

 

LA06

Writing our stories on computers

 

LA07

Handwriting – tracing letter shapes on the board

 

LA08

Shared reading – listening, speaking and book comprehension

 

LA09

Activities to help develop sentence structure and grammar rules

 

Mathematics

maths01

Rounding place value amounts to the nearest ten

 

maths02

Grouping amounts to help with addition

 

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Grouping amounts to help with subtraction

 

UoI01

Grade 5 students presenting their ‘End of the Unit’ research and understandings

UoI02

 

Week 7

It was a short week for Week 7, but here is the week that was.

LA_01 comicstrip

Writing – use of a comic strip for writing the ‘Weekend News’.

 

LA)4 storywriting

Working with separate teachers for story writing

 

LA-2 storywriting

Working with separate teachers for story writing

 

LA03 storywriting

Working with separate teachers for story writing

 

LA04 word cline

Coming up with time sequence words

 

LA05 word cline

Adding our time sequence words onto a word cline from specific to non-specific

 

LA06 story

Creating our story drafts

 

maths-1 doubles

Using manipulatives to practise our doubles

 

maths2 doubles sheet2

Working on a doubles sheet

 

maths-2 doubles work

 

Maths03-odd even

Doing activities with odd and even numbers

 

UoI-01

Working on our UoI nonverbal skits

Uo102

Week 6

Hello Everyone,

In Language Arts in Week 7 Grade 2 continued their story drafts. They have been using their character and setting cards to help them create the story plot and form their first drafts. We will continue our story writing next week and aim to add details to our writing. We also did word study activities such as a word dash and the students used their spelling strategies to figure out the word patterns. We also discussed our Unit of Inquiry words and did a few spelling activities in class. The class also did a punctuation activity based on capital letters and appropriate end punctuation. Another activity we did this week was learn a few commonly known English similes. As always the class did some of their routine language arts activities such as reading, handwriting, oral talks and the end of the week spelling assessment.

LA01

Using drawings to help create our story plots

 

LA02

Drafting our stories

 

LA03

Word study dash activity

 

LA04

Hmm, using running and physical activity to help us do grammar

 

LA05

One of our reading comprehension activities this week

 

LA06

Working on our story drafts

 

LA07

Playing simile bingo after doing a few lessons on similes

 

Mathematics

A math activity that allows natural differentiation is giving students a pile of counters and giving them the challenge of sorting the counters so that anyone passing by can tell how many counters are on the table at a glance. As a teacher I always appreciate the conversations I have with students when they do this activity because many of the students go through a variety of thought processes to arrive at their answers. It also opens up discussions about place value (in tens, hundreds and other values) and why we need to place values on different amounts. The students also did a process-based activity on rounding in tens and we had some discussions on how we could make rounding work to the nearest ten. Some of the other main activities we covered this week included addition with maths strategies (number lines, counting on and using basic ten facts), data collecting and bar graphs, and patterning with numerals and algebra.

maths01

Problem solving and place value rolled into one

 

maths02

Figuring out how we can organise counters so that we can easily count the full amount

maths03

 

maths04

Class discussion and reflection on place value

 

maths06

Collecting data for our bar graphs

 

maths07

Figuring out how we round amounts to the nearest ten

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maths09

Figuring out the elements, term and pattern for an AB pattern

 

UoI

Over the week the students completed a few posters. We created pictures on Indonesian gestures and wrote down why people use the gestures. We also created a poster on how to say thank you in different cultures and countries. We played charades and also made connections to different social/cultural examples we have researched. The students interviewed other people at school on social/cultural gestures they could share with Grade 2, and Grade 2 also interviewed people at home about social/cultural gestures as well. We are currently doing a summative task for this unit and we will soon develop a social/cultural skit which we will create on computers.

uoI01

Creating our ‘Indonesian Gestures’ poster

UoI02

 

 

UoI03

Nonverbal communication – Playing charades

UoI04

Showing nonverbal communication from different cultures

 

UoI05

Conducting interviews to find out what other people can share about social/cultural gestures

 

 

 

UoI06_interviews

Sharing what we have learned about nonverbal social/cultural gestures after interviewing people at home

 

UoI07

Creating our ‘How to Say Thank You in Different Cultures’ gestures poster

 

UoI08

Starting work on our nonverbal communication skits

UoI09

 

UoI10

Showing examples of cultural ways to say thank you

 

 

Week 5

A Philosophical Thought on Education at BIS (Well… at Least One Opinion Anyway!)

Next week our school is going to have visitors representing school accreditation groups. Such groups help us go through an evaluation process to ensure our school, BIS, is meeting particular international school benchmarks and going through continual improvement. Therefore, this week was an opportune time for Grade 2 to define and analyse the school’s strategic plan – the vision, mission and goals of the school. Now you may be saying to yourself “Aren’t Grade 2 students a little young to be analysing such documents?” To tell the truth, no (and yes, we did aim to discuss this topic at an early childhood level). Our school values the process of learning, and talking about how we learn, why we learn and the goals our school places on learning helps guides everyone in our school community. If parents, teachers, school administration, students and people connected to BIS have the same understanding of our vision for education we will maintain some common beliefs about learning and help support the long-term education goals set by our school. For example, the IB mission statement aims for ‘intercultural understanding and respect’ and the BIS mission statement also aims for students to be, “…empowered to participate… in a global community.” To help develop global citizens the IB utilises a ‘learner profile’ which emphasises characteristics and traits that all IB students should possess. So at our school’s Fabulous Friday this week the elementary students did activities, led by the the Grade 5 students that helped our elementary students to define what makes a learner in IB schools. To sum, it is best to leave you with this thought – imagine a world where everyone holds to being lifelong learners and are global citizens; people who are willing to understand perspectives from different cultures, aiming to go through a learning process to solve problems, working together to be knowledgeable problem-solvers. What would our world be like? This is what drives schools to continually improve, it is why school programs aim to be challenging and rigorous and it is what drives our community to maintain a school’s vision, mission and goals aimed to provide a community that values learning for everyone. We are all in this together with the same community vision and we are the instruments of change – everyone which includes you!

mission01

Grade 2 creating pictures to represent what they think learning means at our school. This activity was done after we read the BIS strategic plan and broke down the school’s mission statement.

Indonesian Studies

In Indonesian Studies this week the students have been learning about social and cultural gestures that people use in Indonesia. The class found out how people greet each other in different Indonesian cultures and how to show respect to other people. They learned some of the intricate gestures of greetings such as the salaman and the sontangan. The Grade 2 class will continue learning nonverbal communication of their host country next week.

 

Photos from the Indoensian Studies class

photo1 photo2 photo3 photo4

 

Exercise

Exercise and brain gym to help stimulate brain function

 

Exercise2

 

LA01

Language Arts – creating a story map for the story, “The Three Little Pigs”

LA02

 

LA03

Word study – game on rime and spelling patterns

LA04

 

LA05

Language Arts – we created our story settings

LA09

 

LA06_grammar

Language Arts – grammar lesson on adjectives

 

LA07

Language Arts – whole class story reading

 

 

LA08

Language Arts – cut and paste activity to sequence a story plot

 

maths01

Maths – place value activity with concrete materials linked to symbolic representations

 

maths02

Maths – Algebra for Grade 2? Using letter to represent our patterns

 

maths03

Maths – painting our body traces showing our height measurements

maths05

 

maths04

Maths – collecting data

 

UoI01

UoI – creating a poster on nonverbal communication on social and cultural gestures

 

UoI02

UoI Class Visitor – Mr. Lane giving a talk and demonstrations on how people communicate with nonverbal language in baseball

 

UoI03

Ms. Mardiya giving a presentation on Indonesian social/cultural gestures. This is also connected to activities conducted over the past few weeks in Indonesian Studies class.

UoI04

 

UoI05

UoI – Writing down what we understand about Indonesian social/cultural gestures

 

 

 

 

 

 

 

 

Week 4

Homework

The class is given daily homework tasks to complete at home from Monday to Thursday. So far, some extra time has been given to the students on Friday (or the last day before a weekend) so that all the students complete the tasks. It is hoped that students doing such tasks will help develop their level of responsibility in Grade 2 over the year and they will gradually develop their level of independence.

homework-catchup

 

Language Arts

Venn diagrams are a great visual to represent how things are similar or dissimilar for students. We recently used one in class to compare two stories – ‘The Three Little Pigs’ and ‘The True Story of the Three Little Pigs’. In Week 5 we will also read another story related to, ‘The Three Little Pigs’, but more of that in the coming post. In Week 4 we also did word study activities. We had to find spelling patterns in different paragraphs and then we shared our findings. We did rotational activities to do individual reading, reading comprehension and handwriting tasks. We also had a guest come into one of our Language Arts class while we had a book reading. The details are under the UoI section.

 

LA-01

Word Study – finding spelling patterns in paragraphs

 

LA-02

Whole-class story reading

 

LA-03-conjunctions

Language Arts – Grammar activity to find out how we use conjunctions in simple sentences

 

LA-04

Narrative texts – comparing two stories using a Venn diagram

LA-05

 

Mathematics

In class we try to add a variety of math activities over the week. So this week we did a mental math game, a body tracing and measured our heights (we will measure our heights and weights at the school clinic in Week 5) we did place value activities and games and did some lessons such as learned our rainbow addition facts to make ten. Some of the activities we also have been consolidating in our math homework. Please help your child to access the math homework so all tasks are completed by Friday when it is marked and collated by the homeroom teacher team.

maths01

Place value game to consolidate our understanding of  base-ten counting

 

maths02

 

maths03_mentalmath

Mental math adding game

 

maths04-pvgame

Place value game to help students  understand the value of hundreds, tens and ones

maths05-pvgame

 

maths06-threes

Introducing a game called ‘Threes’

 

maths07-height

Body tracing our partners and later finding out our heights (measurement -length)

 

maths08-rainbowfacts

Lesson on  rainbow facts adding to ten

 

UoI

Since the students are learning about various nonverbal forms of communication they have also been learning how and where it can be used. Some students mentioned that flags are used to communicate, Morse code, and sign language. We have been comparing how people do a certain social task (greeting each other) in different ways depending on the country. We also did an activity on scuba diving sign language and some of the students commented on how similar the signs were to gestures people use in everyday life. During one of our Language Arts lessons we had Pak Arief visit our class as a special treat. He did a mime for two books we read in class – ‘David Gets in Trouble’ by David Shannon and ‘The Little Mouse, the Red, Ripe Strawberry and the Big, Hungry Bear’ by Don and Audrey Wood. The students also had the chance to display their miming skills in class and we also had the chance to act out emotions and play a game of charades.

UoI01

Writing down the body language and facial features of different emotions

 

UoI02-scubasigns

Scuba diving sign language activity

UoI03-scubasigns

 

UoI04-acting

Pak Arief visiting our class to help tell stories as a mime

 

UoI05-acting

The students acting out part of a story

 

UoI06-acting

Pak Arief in action as a mime

 

UoI07-acting

A risk-taker playing charades

Week 3

Happy to See You!

So many people came to the Elementary Parent Information Session and that was a welcomed sight! There were parents, grandparents and a few other relatives who came to school for the elementary presentations. As a parent I also went to the Upper School and Early Childhood information sessions and saw a strong support of the BIS community at those sessions too. I hope the parents in Grade 2 found our class session had lots of useful information, and please feel free to email me if you have any other queries. At BIS we all want to support our school community and communication is one of the keys.

G2_overviewpic

 

Tell Me a Story!

And you would have heard a few children’s stories if you happen to walk by Grade 2 this week. We continue to delve into our investigation of story writing and the key elements that help form this particular type of text. We read books to find out about characters – What does the character look like?; What are the character’s interests, dislikes and feelings?;  and What are the character’s motivations? We also read a story that had the author describe the setting. Our class then had a brainstorm and thought about what we could add to a setting poster with forms of place and time. Also this week the class read books on their own and with the teachers, did handwriting activities, word study sessions, writing and oral talks.

LA04

This week we have done a lot of shared book readings

 

LA01

Aiming to use correct pencil grip when we write

 

LA03

Reading with a teacher helps develop our reading skills

 

LA02

Word Study – sorting out words into their ‘Long e’ forms

 

LA06

Character analysis activities

LA05 LA07

 

LA08

Our complete poster on story stettings – place and time

LA09

The Long and the Short of It

Have you ever found yourself in a position where you needed to measure something and you do not have the tool to do it? Well guess what, you do it every day! Most of the time we measure things by estimating. Imagine if you had to use a tool to carefully measure out the amount of cereal you put in your bowl and the amount of milk. What would happen if you had to use a tool to measure how close you are to other drivers on the road? Less accidents I am sure, however; most people use estimation to do these tasks. When we do need to measure and we do not use a set tool we can use arbitrary units. In Grade 2’s case we used our own feet to measure distances around the school. After a discussion, though, we discovered that there were vast differences in the number of different-sized student feet we measured for the same distances (a difference of over 240 steps!) We decided to use one standard type of measure – the metre. We then did the same task and compared our findings. In all of the lengths we measured with the metre ruler we were only out by 1 and a half metres. We will keep investigating how we use tools, arbitrary and standard, to measure.

maths02

Writing down what we already know about measurement on a math poster

 

maths03

Arbitrary units – measuring with our steps

 

maths04

Place value sheets

 

maths05

Partner activity – telling time in 5 minute intervals

 

maths06

Measuring with a metre ruler

maths07 maths08 maths09

 

 

Are You Looking at Me?

It is interesting to have children interpret photos with emotions. Most children can interpret happy, sad or angry, but other facial expressions that show more complex feelings can be harder to interpret. We watched a few short videos this week that included facial expressions, social and cultural gestures and body language in different situations. We also analysed what people usually do to show these forms of nonverbal communication. As one of our activities we then had the students recreate some of the facial expressions to show a particular emotion. We also recorded some of our new findings on the UoI graffiti wall and we also made a poster on cultural gestures.

 

Can you guess what emotions Grade 2 students are showing with nonverbal communication?

UoI06 UoI05 UoI04 UoI03 UoI02

UoI07 UoI08

 

UoI01

Adding our understandings and queries to the graffiti wall

Week 2

Hello Everyone!

Grade 2 started their very first Unit of Inquiry this week based on ‘Who We Are’. We have been doing activities to find out more about how understanding and developing our knowledge of social and cultural behaviours (mainly non-verbal communication) helps us to communicate to others. Please find the UoI overview below with some information about the unit and some ideas of what parents can do at home to help their child.

Who_We_Are_Overview_2017_2018

G2_whole_year_overview_UoI_2017_18

Language Arts

An activity the class did this week was the Morning Session message. Each student had a turn at finding spelling, punctuation and other grammatical errors in the text to correct. We used a coloured Smartboard  pen to add the students’ editing and later did a whole class edit using another pen. This activity to all learn the same editing system as well as develop their writing skills.

The class was introduced to the word study book earlier in the week. We call it word study because it involves activities other than spelling. For example, some students may need to practice how to use words in present or past tense, or need to consolidate his or her understanding of ‘I’ or ‘me’ in the sentence structure. Over time we will use a variety of word study and spelling techniques. The students also have a spelling test at the end of the week.

Finally in Language Arts, the class was introduced to their first text form of the year: prose. We first looked at a variety of text forms to help us distinguish which text form was a story. We discussed what the students already knew about stories and other forms of prose. Next we took a short story and analysed the text organisation and language features of the text. We will continue to do lessons and activities on story elements in the coming weeks.

LA_01

Morning Message on the Smartboard – helps develop spelling, grammar usage and revising and editing skills

 

LA_2

Recount writing – adding words to our ‘Have-a-go’ spelling books

 

LA_03

Word study activities

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LA_05

Story time class reading

 

LA_06

Pre-writing assessment – sorting out different text forms

 

LA_07

Word study – developing our bank of word study activities

 

LA_08

Prose writing – analysing the text organisation and language features of a story

 

Mathematics

Some of the math activities are conducted in the morning sessions. We do time measurement with days, weeks and months and this week we also did analogue clock activities based on O’clock and half past. We did measurement of length for one of our activities. The students were asked to estimate how many handkerchief lengths were needed to measure the boards. We then did estimates and measurements using our hands in the classroom. We did place value activities working in 1s, 2s, 5s and 10s using the number chart, pen and paper and computer tasks, and we also used thinkboards to represent basic addition facts in various ways.

maths_01

Place Value – students choosing to count on using the same number pattern

maths_02

 

 

Maths_03

Measurement – O’clock, A.M., P.M. and half past with an analogue clock

 

maths_04

Thinkboards to display our thinking of addition problems

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maths_07

Measurement Inquiry – ‘How many handkerchief lengths do we need to measure our class boards?’

 

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Measurement – estimating and then measuring with arbitrary units (our hands!)

 

maths_09

Place value activities using Mathsonline

maths_10

 

UoI

This week the students did a ‘tuning in’ activity for our ‘Who We Are’ UoI. We looked at a variety of pictures that represented non-verbal communication in different scenarios and from different cultures. After a class discussion we then went through the main features of the unit and completed an ‘I see, I think, I wonder’ sheet. We have also started finding out more about non-verbal usage and we have been adding our understandings to the class ‘Graffiti Wall’.

UoI_01

The class (including the teachers) signing the class agreement

UoI_02

 

UoI_03

Who We Are – Tuning in to our new unit

 

UoI_04

Who We Are – the class discussing what they think the UoI is all about

 

UoI_05

Who We Are – an information session on the UoI and summative assessment

 

UoI_06

Who We Are – the class adding their current knowledge of nonverbal communication to the class ‘Graffiti Wall’

 

Indonesia Independence Day School Activities

On Friday, the elementary students did a variety of activities on the school’s field as part of the Indonesian Independence Day festivities. It was also great to see many of the parents on the field in support of the school and having some fun along the way. Below are a few pictures of the events.

Unity_IndependenceDay_1 Unity_IndependenceDay_2 Unity_IndependenceDay_3 Unity_IndependenceDay_4 Unity_IndependenceDay_5 Unity_IndependenceDay_6