News From the Elementary Principal
Hello GAA Community,
This week the MAP assessments began for our Grade 2-5 Elementary students. Everything has gone smoothly and our students have been excited about the experience with maybe a few butterflies. The MAP assessment (http://www.nwea.org/) is an adaptive test sothere is no test preparation manual to draw from. Regardless, our GAA students were well prepared and all demonstrated the IB PYP Attitude of confidence.
Confidence was also recognized at our community sharing today. Our students will also be demonstrating confidence at the three way conferences on November 5th and 6th. Student will lead the parent teacher conference for thefirst twenty minutes of the conference with the last ten minutes with just the parent and the teacher. The online conference booking system will be released next Thursday.
This week the MAP assessments began for our Grade 2-5 Elementary students. Everything has gone smoothly and our students have been excited about the experience with maybe a few butterflies. The MAP assessment (http://www.nwea.org/) is an adaptive test sothere is no test preparation manual to draw from. Regardless, our GAA students were well prepared and all demonstrated the IB PYP Attitude of confidence.
Confidence was also recognized at our community sharing today. Our students will also be demonstrating confidence at the three way conferences on November 5th and 6th. Student will lead the parent teacher conference for thefirst twenty minutes of the conference with the last ten minutes with just the parent and the teacher. The online conference booking system will be released next Thursday.
Music in the IB Primary Years Program (PYP Arts Scope and Sequence, 2000)
Music enables students to communicate in ways that go beyond their oral language skills. Music delights, stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analyzing sounds, composing, exploring body music, harmonizing, listening, playing instructions, singing, notation, reading music, songwriting and recording. |
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Music is a part of every day life. It plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to language. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear. Wherever possible, our teachers try to include rhymes and songs in their teaching activities, not just in designated music classes.
A PYP music classroom provides an environment that stimulates and challenges students. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures. ICT can influence and enhance learning music by allowing students to create, compose and record their word as well as listen to, observe and sure music through the use of CDs and music files.
At GEMS American Academy, we refer to the IB PYP Music Scope and Sequence documents to guide our planning in terms of what our students should know, understand and be able to do. Our music teachers work collaboratively to ensure our students receive a relevant, engaging and challenging music curriculum. If you have any questions regarding the music curriculum, please do not hesitate to contact our PYP Coordinator, Sofia Lyons.
We have had some requests from our parents for violin lessons and we would like to be able to help them in their search for a violin teacher. Please contact me as soon as possible if you would be interested in providing these lessons as an after school activity. Violins are also available to be “checked out” and take home by interested students.
Thank you and kind regards
Benjamin Voborsky
Elementary Principal
A PYP music classroom provides an environment that stimulates and challenges students. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures. ICT can influence and enhance learning music by allowing students to create, compose and record their word as well as listen to, observe and sure music through the use of CDs and music files.
At GEMS American Academy, we refer to the IB PYP Music Scope and Sequence documents to guide our planning in terms of what our students should know, understand and be able to do. Our music teachers work collaboratively to ensure our students receive a relevant, engaging and challenging music curriculum. If you have any questions regarding the music curriculum, please do not hesitate to contact our PYP Coordinator, Sofia Lyons.
We have had some requests from our parents for violin lessons and we would like to be able to help them in their search for a violin teacher. Please contact me as soon as possible if you would be interested in providing these lessons as an after school activity. Violins are also available to be “checked out” and take home by interested students.
Thank you and kind regards
Benjamin Voborsky
Elementary Principal
Elementary Student Council News
The Grade 5 students made quite an impression when the Junior Student Council began the process of finding our 2014-2015 President and the Executive Council.
After meeting with the interested candidates, all of whom were enthusiastic and impressive, we had a very difficult job in choosing only 5 candidates to go forward and campaign for the role of President. Megan, Lavine, Rayan, Macy and Katelyn each displayed huge potential and great creativity in their campaigns!
Just before the Eid holiday all Grade 5 students went to the Auditorium to hear these 5 candidates’ final speech. There was great excitement amongst staff and students.
Without further ado I would like to introduce your Junior Student council!!
The Grade 5 students made quite an impression when the Junior Student Council began the process of finding our 2014-2015 President and the Executive Council.
After meeting with the interested candidates, all of whom were enthusiastic and impressive, we had a very difficult job in choosing only 5 candidates to go forward and campaign for the role of President. Megan, Lavine, Rayan, Macy and Katelyn each displayed huge potential and great creativity in their campaigns!
Just before the Eid holiday all Grade 5 students went to the Auditorium to hear these 5 candidates’ final speech. There was great excitement amongst staff and students.
Without further ado I would like to introduce your Junior Student council!!
We are so excited to begin our year together. Between us all, we have lots of ideas to ensure we have the best year yet at GAA! Here is our Mission Statement and the areas of life at GAA on which we will focus
Article 1: The Purpose of the Student Council (Mission statement)
The general aim of Student Government shall be to promote the good of all members of the school community. The Junior Student
Council provides the student body with a voice and supports the overall objectives of the student body. The pursuit of this shall be understood to include the following basic areas of responsibility:
(1) Promoting an atmosphere conducive to academic achievement.
(2) Encouraging high standards of personal conduct among students.
(3) Fostering better human relationships within the school community.
(4) Maintaining good relations with the outside community.
(5) Organizing activities and providing opportunities for discussion to create and maintain an atmosphere that will be socially and academically beneficial to all.
Primary Years Program News
Dear GAA Parent,
We hope that your child has settled into their new class and is enjoying the challenges of our Primary Years Program.
When your child comes home he or she may talk about units of inquiry, central ideas, lines of inquiry, key concepts, learner profiles, attitudes or action. Consequently you may ask yourself, what do these all mean? What does this look like in my child’s classroom?
If this is the case, we encourage you to learn more about your child’s learning and become familiar with the terminology and concepts that drive the curriculum. I would like to take this opportunity of inviting you to our upcoming PYP information session on Wednesday, 29th October 2014 straight after the KG community share.
Below you will find a basic outline about the how the PYP works and how it is different from traditional approaches to learning. Key definitions are also included.
PYP Traditional methods
The PYP has an increased emphasis on:
The PYP has a decreased emphasis on:
Promoting integrated language, math, social studies, science and personal/social development
Teaching language, math, social studies, science and personal/social development in isolation
A teaching approach that sees making mistakes as inevitable and necessary for learning
Using skill-drill texts, workbooks, worksheets, etc
Collaborative learning
Learning tasks are done individually
Personal reflections on own learning and behavior.
Teacher only reflections
Greater emphasis on critical thinking
Students are given answers as opposed to analyzing and finding out for themselves
Learning through multiple intelligences
Students using the same modes of learning such as writing or speaking
Exploring concepts for enduring understanding
Covering content
Important Definitions:
Program of Inquiry (POI)
This is the program that outlines the different unit of inquiries to be taught throughout the school year. Preschool cover 4 units and from Kindergarten to Grade 6 there are 6 units to cover.
Units of Inquiry (UOI)
These are the individual units that each grade level will inquire into. They will have a language, social studies or science focus. Each unit of inquiry has a central idea, key concepts and lines of inquiry.
Central Idea (CI)
This is the enduring understanding that we want students to explore and investigate. It is a broad statement that is connected to the key concepts and lines of inquiry.
Lines of Inquiry
These are the specific areas of knowledge that the students will inquire into. They are connected to the key concepts and central idea.
Key Concepts
There are 8 key concepts that drive the programme of inquiry. Each unit of inquiry focuses on two to three concepts. These concepts are powerful ideas that students explore and re-explore in order to develop an in-depth understanding. The students will also explore related concepts.
Learner Profiles
There are ten attributes of the learner profile. These are the umbrella of the program and collectively promote international mindedness.
Attitudes
There are 12 attitudes that are integrated into the program of inquiry. These attitudes incorporate fundamental values, beliefs and feelings about learning, the environment and people.
Inquiry
Inquiry, interpreted in the broadest sense, is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean:
● exploring, wondering and questioning
● experimenting and playing with possibilities
● making connections with previous and current learning
● making predictions
● collecting data and reporting findings
● solving problems in a variety of ways.
If you have any burning questions at present about the Primary Years Program please email me, Sofia Lyons at [email protected]. In the meantime, I look forward to seeing you.
Kindest regards.
Sofia Lyons
PYP Co-ordinator & IB Workshop Leader
We hope that your child has settled into their new class and is enjoying the challenges of our Primary Years Program.
When your child comes home he or she may talk about units of inquiry, central ideas, lines of inquiry, key concepts, learner profiles, attitudes or action. Consequently you may ask yourself, what do these all mean? What does this look like in my child’s classroom?
If this is the case, we encourage you to learn more about your child’s learning and become familiar with the terminology and concepts that drive the curriculum. I would like to take this opportunity of inviting you to our upcoming PYP information session on Wednesday, 29th October 2014 straight after the KG community share.
Below you will find a basic outline about the how the PYP works and how it is different from traditional approaches to learning. Key definitions are also included.
PYP Traditional methods
The PYP has an increased emphasis on:
The PYP has a decreased emphasis on:
Promoting integrated language, math, social studies, science and personal/social development
Teaching language, math, social studies, science and personal/social development in isolation
A teaching approach that sees making mistakes as inevitable and necessary for learning
Using skill-drill texts, workbooks, worksheets, etc
Collaborative learning
Learning tasks are done individually
Personal reflections on own learning and behavior.
Teacher only reflections
Greater emphasis on critical thinking
Students are given answers as opposed to analyzing and finding out for themselves
Learning through multiple intelligences
Students using the same modes of learning such as writing or speaking
Exploring concepts for enduring understanding
Covering content
Important Definitions:
Program of Inquiry (POI)
This is the program that outlines the different unit of inquiries to be taught throughout the school year. Preschool cover 4 units and from Kindergarten to Grade 6 there are 6 units to cover.
Units of Inquiry (UOI)
These are the individual units that each grade level will inquire into. They will have a language, social studies or science focus. Each unit of inquiry has a central idea, key concepts and lines of inquiry.
Central Idea (CI)
This is the enduring understanding that we want students to explore and investigate. It is a broad statement that is connected to the key concepts and lines of inquiry.
Lines of Inquiry
These are the specific areas of knowledge that the students will inquire into. They are connected to the key concepts and central idea.
Key Concepts
There are 8 key concepts that drive the programme of inquiry. Each unit of inquiry focuses on two to three concepts. These concepts are powerful ideas that students explore and re-explore in order to develop an in-depth understanding. The students will also explore related concepts.
Learner Profiles
There are ten attributes of the learner profile. These are the umbrella of the program and collectively promote international mindedness.
Attitudes
There are 12 attitudes that are integrated into the program of inquiry. These attitudes incorporate fundamental values, beliefs and feelings about learning, the environment and people.
Inquiry
Inquiry, interpreted in the broadest sense, is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean:
● exploring, wondering and questioning
● experimenting and playing with possibilities
● making connections with previous and current learning
● making predictions
● collecting data and reporting findings
● solving problems in a variety of ways.
If you have any burning questions at present about the Primary Years Program please email me, Sofia Lyons at [email protected]. In the meantime, I look forward to seeing you.
Kindest regards.
Sofia Lyons
PYP Co-ordinator & IB Workshop Leader
IB PYP Learner Profile Of the Month
What is an IB PYP School?
It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person.
What is an internally minded person?
It is a person who demonstrates the attributes of the IB Learner Profile.
The aim of the IB PYP is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB PYP Learners strive to be inquirers, communicators, caring and more in their goal to become internationally minded.
In conjunction with our Culture of Kindness, we are keen for our students to develop the IB Learner Profile, inside and outside of the classroom. Therefore we would like to ask our parents to support our goal and encourage your child to develop these attributes. Every month, we will be posting ideas in the newsletter that you can share with your child to develop their IB Learner Profile. If you have questions about the IB Learner Profile, please do not hesitate to speak with your classroom teacher or the IB PYP Coordinator, Sofia Lyons.
What is an IB PYP School?
It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person.
What is an internally minded person?
It is a person who demonstrates the attributes of the IB Learner Profile.
The aim of the IB PYP is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB PYP Learners strive to be inquirers, communicators, caring and more in their goal to become internationally minded.
In conjunction with our Culture of Kindness, we are keen for our students to develop the IB Learner Profile, inside and outside of the classroom. Therefore we would like to ask our parents to support our goal and encourage your child to develop these attributes. Every month, we will be posting ideas in the newsletter that you can share with your child to develop their IB Learner Profile. If you have questions about the IB Learner Profile, please do not hesitate to speak with your classroom teacher or the IB PYP Coordinator, Sofia Lyons.
IB PYP Learner Profile for October is CARING
Students will develop empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Activities for Parents:
• Role model the caring behavior you would like to see in your child all the time. Using kinds words, helping people without being asked, being an active listener, always show you care about people.
• After reading a book, spend time considering how people in the book acted. Was someone caring? All of the time or just some of the time? Were all the characters in the book caring or were just some of them?
• Practice random acts of kindness. Simple things like holding the door for someone or helping carry bags shows that you are aware of others and want to help them.
Students will develop empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Activities for Parents:
• Role model the caring behavior you would like to see in your child all the time. Using kinds words, helping people without being asked, being an active listener, always show you care about people.
• After reading a book, spend time considering how people in the book acted. Was someone caring? All of the time or just some of the time? Were all the characters in the book caring or were just some of them?
• Practice random acts of kindness. Simple things like holding the door for someone or helping carry bags shows that you are aware of others and want to help them.
Kindergarten Corner
News From The Elementary Drama and Dance Department
Drama and Dance (Grades 3, 4, and 5)
All students must have their lines memorized by November 11, 2014. The plays can be accessed on the following links:
Grade 3 Script – Goldilocks and the Three Bears
https://docs.google.com/document/d/1AwP9shJ7CTWeap1V6qWgMzv0WV-eDiVFEnZlUdwp-hw/edit?usp=sharing
Grade 4 Script - Cat’s Party
https://docs.google.com/document/d/1s_6KecjRhloHePBxRqHLC_A2WAX2bqPTx8hkIhwnC_M/edit?usp=sharing
Grade 5 Script – Peter and the Wolf
https://docs.google.com/document/d/109AWA2_JVFHdOXJfhXXK4jur_Wzl8_tKleQM1hKfNjk/edit?usp=sharing
Auditions for the Elementary Talent Show!! (Grades 1, 2, 3, 4 and 5)
An audition sign-up sheet will be posted outside of the dance studio, room 104. The sign-up sheet will remain posted from October 19th – October 23rd. Students must receive an appointment to audition. Those who audition can present a section of their planned performance; they do not have to show their full performance. Please ask Ms. Kalokoh any questions [email protected]
Please Note: The actual talent show for Grades 1 and 2 is scheduled for Monday, December 8, 2014, 1:30-2:55pm. Grades 3, 4 and 5 will have their talent show on Tuesday, December 9, 2014, 1:30-2:55pm.
Drama and Dance (Grades 3, 4, and 5)
All students must have their lines memorized by November 11, 2014. The plays can be accessed on the following links:
Grade 3 Script – Goldilocks and the Three Bears
https://docs.google.com/document/d/1AwP9shJ7CTWeap1V6qWgMzv0WV-eDiVFEnZlUdwp-hw/edit?usp=sharing
Grade 4 Script - Cat’s Party
https://docs.google.com/document/d/1s_6KecjRhloHePBxRqHLC_A2WAX2bqPTx8hkIhwnC_M/edit?usp=sharing
Grade 5 Script – Peter and the Wolf
https://docs.google.com/document/d/109AWA2_JVFHdOXJfhXXK4jur_Wzl8_tKleQM1hKfNjk/edit?usp=sharing
Auditions for the Elementary Talent Show!! (Grades 1, 2, 3, 4 and 5)
An audition sign-up sheet will be posted outside of the dance studio, room 104. The sign-up sheet will remain posted from October 19th – October 23rd. Students must receive an appointment to audition. Those who audition can present a section of their planned performance; they do not have to show their full performance. Please ask Ms. Kalokoh any questions [email protected]
Please Note: The actual talent show for Grades 1 and 2 is scheduled for Monday, December 8, 2014, 1:30-2:55pm. Grades 3, 4 and 5 will have their talent show on Tuesday, December 9, 2014, 1:30-2:55pm.
Don't Forget
Thursday 30th October - Professional Development Half Day, School Closes at 12pm
Thursday 3oth October - Harvest Festival
Wednesday 5th and Thursday 6th November - 3 Way Conferences, there will be no school for students as teachers will be meeting with parents over the two days
Thursday 30th October - Professional Development Half Day, School Closes at 12pm
Thursday 3oth October - Harvest Festival
Wednesday 5th and Thursday 6th November - 3 Way Conferences, there will be no school for students as teachers will be meeting with parents over the two days