ISOCS Senior Primary News

Personal Connections Task: 6th March 2012

2012-03-06T02:25:00.006-08:00

Dear Parents and Students,

As I'm sure you are all aware the Senior Primary Class has entered in the Swissmilk poster competition. We are trying to produce a creative poster that will 'wow' the greater Cham community.

Our Giant F12 (128 x 268cm) blank poster board arrived end of last week and has created quite a 'buzz' in the class. On Monday we were lucky enough to have a visit from professional graphic designer, Fabienne Angehrn. She gave a presentation on poster design, and helped the class gain a greater understanding of what makes an effective poster. We have made some preliminary designs, but still have a long way to go.

This Week's Personal Connections

You will need to use all the information we have gathered in class discussions to create at least 5 different poster designs to present to the class on Monday. Remember the panoramic format of the F12 poster, whilst designing in your sketch book.

Your designs need to be:

eye-catching
relate to the brand 'Swissmilk'
convey a short visual message (communicate to the viewer)

Have fun and let you imagination run wild!

Task Due: Monday 12th March 2012.

Personal Connections Task: 28 February 2012

2012-02-28T03:32:00.007-08:00

The students did an excellent job last week presenting their 'Changing Materials' Summative Assessment to the Middle Primary Class. Each presentation was captivating and unique. The presentations ranged in length from 11-15 minutes.

We also had an incredible surprise field trip to an art exhibition on recycled art. The artworks were all sculptures made up of old engine parts, mainly iron.

We have just begun our new unit 'Exploration'. We have completed our Pre-Assessment unpacking and defining this notion of exploration. We also had a revealing class discussion relating to what it means to be an explorer.

This week's Personal Connections task:

When I Felt Like an Explorer

You are to write a piece that recounts a time in your life when you felt like an explorer.

This is to be a recount where you were directly involved. You can give your writing a title of your choice.

You should to have the following:

Setting or Orientation

(Who, where, when, what, why and how)

Events

In chronological order, with details.

Conclusion

In your conclusion you should reflect on the how you were feeling at the time, focusing on what it was about the event that made you feel like an explorer.

Task Due: Monday 5th March 2012

Personal Connections Task: 21 February 2012

2012-02-21T08:37:00.000-08:00

Dear Parents and Students,

We have working very hard on our 'Changing Materials' Summative Assessment. We have been putting on the final touches and testing our presentation skills. Today the class gave constructive feedback to help each team improve their project.

This Week's Personal Connections Task

Book Report

Each student, within the class, has read one or more book(s). The time has come to finish reading you book and write a book report on it.

You will need to:

Finish reading your book.
Complete book report template (rough draft).
Create a cover design on the blank piece of A4 paper. Your page must have a drawn picture, creative title and author displayed on the cover page.
Use book report template to type you own final copy on the computer or write it on lined paper that has been provided.
Be sure to read through, revise and edit your work.
Staple your cover design to your final copy and put it into the plastic sleeve with your template and any other rough work.

Task due: 27 February 2012

Visit from Ian Taylor

2012-02-07T07:00:00.000-08:00

Dear Parents and Students,

Today Ian Taylor visited the Senior Class. He has been working in the oil refining industry for quite some time. Ian shared some of his vast knowledge with the class. Amongst other things we learned that a barrel of oil is roughly the size of 3 Seniors huddled together.

We have been working incredibly hard on our 'Changing Materials' summative assessment. The students have been researching and collating their own information. They are working in pairs to present a mind map on how their assigned material (petroleum, wood or iron) manufactured and changes.

This Week's Personal Connections

The students have discussed daily targets with their partners. This work needs to be done in order to contribute to the project.

Cham Paper Group

2012-02-01T06:09:00.000-08:00

Dear Parents and Students,

Last Monday we were privileged to visit and experience a detailed tour of the Cham Paper Group. We were all impressed by the industrial scale of everything. We experienced the process of paper making first hand.

The Seniors have been inquiring into how materials change. Recently we have been creating molds of our hands using two materials: alginate and plaster of paris. The Seniors have worked hard at following instructions and completed the project in a timely manner.

This Week's Personal Connections Task:

You are to recount the processes involved in creating your plaster of paris hands. You have the freedom to set this out any way you like, but the following must be included:

Materials needed and their origins
Method you followed
How the materials changed (reversible and irriversible changes)
Final reflection

(You may have to do additional research on the Internet)

Task Due: 6 February 2012

Reversible and Irreversible changes

2012-01-24T02:56:00.000-08:00

Dear Parents and Students,

Over the past couple of weeks we have been exploring experiments that concern reversible and irreversible changes. We have been cooling, heating and mixing materials to see how they change.

This Week's Personal Connections Task

During the week you will need to make a 'list' of all reversible and irreversible changes that you observe at home or in the garden over the week. You should use diagrams and writing to show how these materials change and indicate what changed them for example: heat, cooling, mixing or burning etc. You should also include information on new substances that have been made if there were any. Use your unit book to help get you started, as we made some diagrams in class today.

There a few learning activities on this link that will help you with ideas for you Personal Connections and are worth exploring:

http://www.bbc.co.uk/schools/ks2bitesize/science/materials/

Copy this URL into... and begin exploring these activities:

Changes in materials

Changing states

Heat

Material properties

Solids, liquids and gasses

Task Due: 30 January 2012

Personal Connections Tasks: 17 January 2012

2012-01-17T05:49:00.000-08:00

Dear Parents and Students,

We have been inquiring into fractions and have been created our own fractions walls. We have been working hard on identifying and creating our own equivalent fractions. We have also been simplifying fractions to their lowest possible terms.

In Language we have been inquiring into the Social Purpose, 'Writing to Instruct'. We have primarily been exploring this through the experiments we have conducted in our unit.

This Week's Personal Connections Task

You will need to produce a poster that instructs a game. This will be assessed in our next gym lesson on Friday 20th January. Be sure to sequence the steps correctly. On Friday, bring in all the materials needed which we might not have at school.

The game needs to set out following the organisational framework for 'Writing to Instruct'. (Check sheet in Personal Connections book for a guide).

Make sure you have:

Title

Aim/Goal

Materials or Requirements

Method

Evaluation

You may want add a drawing or diagram.

You will need to plan a rough draft unless you are working on the computer.

Task Due: Friday 20th January

Personal Connections Tasks: 10 January 2012

2012-01-10T03:52:00.000-08:00

Dear Parent and Students,

The Seniors have been continuing their inquiry into fractions. We have been learning about how fractions represent equal parts of a whole. We have been creating our own fractions from different shapes and have discovered how the parts don't have to look the same, they just have to be the same size or area. We have just begun learning to simplify and find equivalent fractions.

This Week's Personal Connections Tasks:

During this unit a solid grasp of our times tables will prove critical. We will be using this knowledge flexibly to solve a variety of fractional challenges. I would like to encourage all the students to write out their times tables (2-12) in their Personal Connections Book and revise them thoroughly. Students should also spend time starting with totals working backwards to practise their dividing skills.

Explore a variety of fraction games on your computer. Take this opportunity to sharpen up your skills and deepen you understanding in a fun interactive way.

Check your email address for the link
Be sure to note down the username and password
Open Link
Log in using username and password
Click on Fractions in My Favourites on the left hand side
Then be sure to only click launch and NOT remove from folder

Make sure you take the time to read the instructions before attempting any of the games. Many of the games allow you to control the difficulty settings. It would be best to start off easy and then make it harder to challenge yourself, as you become more confident. You can also play against the clock or time yourself. You should play each game several times and on a variety of settings if possible.

I would recommend exploring the games is this order:

Finding Fractions
Comparing Fractions
Simplifying Fractions
Match It (Equivalent Fractions)
Equivalent Fractions

Have fun and enjoy!

Glass Museum, Hergiswil

2011-12-12T07:10:00.000-08:00

Dear Parents and Students,

Just a reminder to please sign and return your consent forms for our field trip tomorrow.

The visit is connected to our current unit of inquiry "Changing Materials". We have booked a tour of the museum in English and we will have a opportunity to see glass in its various forms.

Experiments and Personal Connections

2011-12-06T20:43:00.000-08:00

Dear Parents and Students,

The Seniors have been testing the properties of different materials. They have been conducting experiments to see how solid materials react to: being hit hard; compressed; stretched or pulled (tensile strength). The class has spent a lot of time learning to create their own methods, fair tests, logging their results and conclusions. Students have also began to explore the three states of matter (solids, liquids, gasses) and their properties.

This Week's Personal Connections

Book Report

Each student, within the class, has read one or more book(s). The time has come to finish reading you book and write a book report on it.

You will need to:

Finish reading your book.
Complete book report template (rough draft).
Create a cover design on the blank piece of A4 paper. Your page must have a drawn picture, creative title and author displayed on the cover page.
Use book report template to type you own final copy on the computer or write it on lined paper that has been provided.
Be sure to read through, revise and edit your work.
Staple your cover design to your final copy and put it into the plastic sleeve with your template and any other rough work.

Task due: 15 December 2011

Changing Materials

2011-11-29T05:14:00.000-08:00

Dear Students and Parents,

The Seniors have started their new unit 'Changing Materials'. This unit is part of the transdisciplinary theme 'How the world works'. The students have begun to explore different materials and how they have different properties.

This Week's Personal Connections Task

The students are to choose a number of simple objects from around the house. They are then to use these questions as a guide to write and unpack their chosen materials. Remember the example we did as a class about the pencil.

What is it?
What is it used for?
What materials are used?
Unpack and trace the materials used back to their origins.
Why do you think those particular materials were chosen?

Photo by malinky on Flickr

The student must do at least 7 different objects and are welcome to do do more if they wish.

Task Due : 4 December 2011

Appearances and Stereotypes

2011-11-28T05:30:00.000-08:00

Dear Students and Parents,

The Seniors have wrapped up their unit 'Appearances'.

The final Personal Connections yielded some fascinating results! The students presented their work to the class, which produced a highly entertaining afternoon.

Here are some of the students' examples of stereotypes, enjoy!

Punk

Gangster

Athlete / Jock

Chav

Couch Potato

Nerd

Tourist

Bully

Nerd

Elderly

Personal Connections Task: 22 November 2011

2011-11-21T02:27:00.000-08:00

This Week's Personal Connections Task

This week's task is based on the visit by Ron Sumners: You will need to stage, pose and photograph a variety of stereotypes. I would encourage you to model the stereotype yourself. Perhaps you can use your family to help you get that great shot!

Think carefully about how you are going to dress and pose the stereotype, consider the props you might need and the facial expressions that could emphasize the stereotype.

Think of the background and how it can set the scene for you stereotype.

Consider the camera angle to accentuate the stereotype (e.g. From above to make you look small.)

Make a rough plan and a description of the particular stereotype.
Draw a sketch of the photograph you are planning to take, label all the clothing, props, camera angle etc.
Take the time to set up the photograph. Consider what will be in the shot and what will not!
Print photograph. (You can always email me and I can print it at school for you)
Paste it into you personal connections book.
Label the stereotype, and say whether it is based on gender, race, age, appearance or behavior. Write a description of the characteristics you have associated with that stereotype.

Feel free to do as many as you wish!

Mystery Visitor!

2011-11-17T02:43:00.000-08:00

Dear Parents and Students,

Today the photographer, Ron Sumners, presented examples of his work to the class. Ron captures and 'tinkers' with people's appearances to earn a living. He specialises in stock photography. Ron supplies photographs to fulfil the needs of creative media like advertising. Stock photography eliminates the hiring of a photographer, and therefore saves companies a lot of money. These photographs are presented in databases and they can be purchased and delivered online. Ron photographs people in stereotypical ways as these images are instantly recognisable and profitable.

The Seniors asked Ron a multitude of questions which they had previously prepared. They also created new and insightful questions during the presentation. We learned how Ron stages and captures stereotypical representations of people to earn a living.

Decimals

2011-11-15T04:37:00.000-08:00

The Seniors have been inquiring into decimals in Maths. In the past few lessons we have learned to solve word challenges involving decimals. We have been using the following skills to solve these challenges:

Reading and writing decimals
Comparing and ordering decimals
Estimating decimal sums and differences
Adding and subtracting of decimals

This Week's Personal Connections Task:

Explore a variety of decimal games on your computer. Take this opportunity to sharpen up your skills and deepen you understanding in a fun interactive way.

Check your email address for the link
Be sure to note down the username and password
Open Link
Log in using username and password
Click on Decimals in My Favourites on the left hand side
Then be sure to only click launch and NOT remove from folder

Have fun and enjoy!

Stereotypes and Personal Connections

2011-11-07T12:01:00.000-08:00

Dear Parents and Students,

Don't forget the Senior/Middle Primary Showcase tomorrow at 9:00-10:00.

We have been learning about stereotypes through critical analysis of how conventional stereotypes are portrayed in Sleeping Beauty (1959) and how they are challenged by Shrek (2001).

Stereotypes are as old as human culture itself. They reflect ideas that groups of people hold about others who are different from them. Stereotypes are simple, one dimensional portrayals of people and are usually based on appearance, gender, age, profession, race or religion. We all stereotype people to some degree as we try to make sense of the world.

The students have also been exploring stereotypes within the school setting and they have come up with plenty of ideas. Here are some examples the students came up with in class: jock, nerd, emo, goth, wimp, cool people, class clown, drama queen, bully, eco freako.

This week's Learning Log assignment:

Stereotypes in the Media

Stereotypes in the Media can be useful to the media because they provide a quick identity for a person or group that is easily recognisable by the audience. Discuss stereotypes with your parents to help you gain a deeper understanding.

This week's task is for the students to keep a record of stereotypes they notice in television shows, movies, books and advertisements.

Students should record:

The name of the show, movie, book or product advertised
The stereotype portrayed (what you call them)
The group stereotyped (gender, age, appearance, behavior etc. describe the attributes and details)
Any thoughts and feelings experienced while viewing the stereotype in program, movie, book or advertisement

Many of us are so accustomed to seeing certain stereotypes that we don't even notice them. Tip: look out for patterns and familiar characters. Feel free to share you findings with the class during the week.

If you are struggling with this task, focus on the stereotypes that occur in schools (this wek's art project). You may even go back to the first stereotypes you represented: hero, villain and princess and investigate how these stereotypes are represented in different media (movies, TV, books and magazines).

Due Date: 14 November

Welcome Back!

2011-10-23T20:57:00.000-07:00

Dear Students and Parents,

Welcome back! From the sounds of things, everyone had a great Mid-Term break. Thomas shared his holiday journal he kept during his trip to Madagascar, very exciting!

We are continuing our inquiry into how people's outward appearance can lead to perceptions and misconceptions.

This Weeks's Personal Connections Task

Who am I? This may seem like a very easy and straightforward question, but when was the last time you really tried to articulate an answer to that question? You may have thought that you figured out who you are a long time ago or perhaps you feel like you are still trying to figure it out. This can be harder than you think!

Take some time to ponder and journal about all of the aspects of your "self," and create a response that introduces you to the world.

Who are you? What is important to you? Where do you come from? How does you inner identity compare to your outer identity? Do you have a hidden identity? What are you passionate about? What's important to you? How do you perceive yourself ?

Brainstorm or mind-map your ideas in your Learning Log to guide your reflection.

Your A3 page must include imagery, text and colour. Imagery can consist of collage or hand drawn elements, or both. Your text could be done by hand, stenciled or through simple recycled resources. Try to vary your lettering techniques and styles so as not to use you normal handwriting. Use symbolism to convey meaning!

Remember you are not to use any direct imagery of yourself, and keep your ideas and work secret to the rest of the class. Feel free to use and explore a variety of mediums (drawing, painting, text and collage.)

Task Due: 3 November 2011

Maths Assessment and Personal Connections

2011-10-03T07:31:00.000-07:00

Dear Students and Parents,

Today the Seniors worked hard, putting the final touches onto their 3-D Dream-house models. Later in the day students presented their perspective designs and models to the class. The class, in turn, assessed each student on agreed criteria as they presented.
It was fantastic to see how creative all the students can be when using complex shape relationships to design their 'dream houses'.

This Week's Personal Connections Task:

Mr. Phil’s Senior Primary Class is learning about first impressions in our Unit of Inquiry: Appearances. We have devised a questionnaire together to find out about a time when it was important for you to make a good first impression.

Check your email for the questionnaire attachment.
Interview as many adults or older family members as you can and fill in a questionnaire for each person.

Due Date: Friday the 7th of October.

Personal Connections Monday 26 September

2011-09-25T19:11:00.000-07:00

Last week we finished our first Unit of Inquiry: The Learner Profile.

Today we began to explore our new Unit of Inquiry: Appearances. This falls under the Transdisciplinary Theme; "how we express ourselves". The students worked hard in pairs, sharing their knowledge on the topic before presenting to the class. This stimulated some great discussions on the topic.

This Week's Personal Connections Task:

"My Dream House"

This task will form part of your mathematics shape summative assessment.

Think about and research your dream house;
Your house needs to be made up entirely of shapes;
You will need to design and draw your dream house in either one or two point perspective.

Differentiation: If confident you can make additional 2 dimensional drawings from different perspectives (views). You may want to draw your house from above, North, South, East or West facing sides.

You will also need to collect the shapes and materials you need to build your dream house. Look around the house for resources you can use. There are shapes all around us!

Feel free to show and discuss your designs with me during the week.

Remember to prepare your materials for structure building. You can find or build the shapes you need.

Your materials and designs should be at school on Thursday 29th September. Feel free to bring extra resources to share with the class.

On Thursday and Friday we will have time in class to construct our models.

Have fun and be creative!

Three-dimensional Shapes and Personal Connections

2011-09-18T11:31:00.000-07:00

Dear Parents and Students,

In class, we have been working hard on understanding the properties and nets of three-dimensional shapes. The class explored a number of three-dimensional objects, and by doing so, discovered how a three-dimensional shape can be converted into a two-dimensional net and vice versa. During this learning experience, some of the students noticed that there were inconsistencies amongst the mathematical definitions, which stimulated much debate and discussion.

The Seniors have put a lot of effort in to representing the three-dimensional nature of these objects in two-dimensional drawings. This has prompted us to explore 'perspective line drawing' in art this week.

The Seniors and the Middies are also reaching the end of our first Unit of Inquiry: The Learner Profile. The Students posters went up today and we had a gallery-walk.

This weeks Personal Connections Task:

You will be reflecting on your Inquiry into the Learner Profile.

See sheets sent home.

The Learner Profile:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Firstly, you will have to reflect on your learning during the unit. This is to be a personal reflection on your knowledge, strengths and challenges in relation to the IB Learner Profile. You will need to delve as deep as you can, as we have been unpacking these attributes for quite some time. After this you will need to identify and explain the PYP attitudes you demonstrated over the course of the unit. (see sheet)

The second part is a reflection on the group project. Here again you will need to comment on the particular strengths and challenges your group faced whilst trying to work together on the project.

You may want to use the wikispaces (Learner Profile) to help you with your reflections.

Please try to take your time over these reflections and feel free to reflect as much as you wish.

You might want to include drawings to enhance the meaning of your written work.

Due: Monday the 26th of September

3rd Week Senior Primary

2011-09-11T10:02:00.001-07:00

Last week began with the class delving further into the IB Learner Profile. The learners worked hard in their groups to come to grips with their allotted attribute. The students worked hard to unpack the deeper meanings of their attributes. The next day the students put in more time discussing, selecting relevant information and putting on the finishing touches in their groups. Then it was time to present to the class. The presentations were one of the highlights of the week. Many of the students used their computers to present, which gave a great hi-tech element to their presentations.

In Language the seniors continued to work on their newspaper articles. They all had several edits to do, in an attempt to create a slick, final product. The class learnt to how to 'take' a still photo from a video and insert it into their article to create an eye-catching photograph for their articles. All of the students searched for advertisements on the internet and added them to create a professional look to their front pages.

The students also got to present their first "Personal Connections" assignment to the class. It was fantastic to see how everyone in the class had interpreted the Learner Profile attribute they had chose. It was also pleasing to see how many students took initiative to inquire further into more attributes. Well done to you all and keep it up!

In Maths we continued our work with 2D shapes. The students studied the properties of triangles, quadrilaterals and circles. The students learnt how to measure angles with protractors and how to identify different triangles and quadrilaterals.

The Seniors also did a great job at the Celebrations of Learning. Thank you to those students who volunteered to present their work infront of the whole school.

In gym we learnt how to do long jump outside on the athletics track. The students worked hard to beat their initial jumps. It was great to see everyone so motivated to beat their previous records. We finished off with a fun game of 'Spokes'.

All in all, another great week in Senior Primary!

'GAME OF SPOKES'

2nd Week- Seniors

2011-09-03T09:21:00.000-07:00

We started the week off continuing with our inquiry into the IB Learner Profile. The Seniors worked with the Middies in small groups and explored one of the Transdisciplinary Themes:

Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organise ourselves
Sharing the planet

The students worked with the Program of Inquiry. Each group looked at one theme across the school and identified the main learning areas. The groups then had to present their findings and educate the class about their Transdisciplinary Theme.

In Maths we continued our inquiry into shape and space. The students had to come up with their own ways to describe 3D shapes so the rest of the class would know exactly what shape they were describing. Here we focused on using the appropriate mathematical vocabulary. Later we had a short assessment, during which the students identified shapes from riddles.

The class was also introduced to Tangrams, an ancient puzzle from China. We started working methodically making our 7-piece puzzle. This learning engagement allowed everyone to learn and discover the relationships between the different shapes. Once everyone had made their own puzzle, the students created a wide variety of pictures using the shapes. It was interesting to see the imagination of the class as a whole. Later we began to try and replicate each other's creations. Finally the students were allowed to get creative and make even more shapes and create something special.

Ahh yes... we had a birthday boy in the class!

The big one-one!!

In Art we explored blind portraits. This yielded some really interesting results. The class had to lose themselves in mark-making, trying to represent the essence of who they are. The class was surprised at how slowly the time passed. The students all thought they would be able to draw blind for seven minutes, but alas four minutes was a long time to spend trying to do something which is usually so dependent on vision. This activity prompted discussion about how reliant humans are on their sight. The students also noticed how they became more aware of their other senses whilst their sight was impaired.

Towards the end of the week we focused on language. After writing accounts in the first week we then proceeded to explore the form of newspaper articles. We started off by brainstorming as a class and reflected on what we already knew about newspaper articles. The first task was for the students to work in small groups and put together a assortment of clipped articles, photographs, captions and headlines. A debate followed about the most efficient way to match up all the sections. The class soon discovered that the best strategies were to either skim the article and pick out headline words or to just read the first paragraph to find a summary of the article: Who? Where? What? and When?

Once everyone understood the features of an article, it was time to report on an event. We watched a truly amazing video of an event in the Kruger National Park. The class initially watched the video and wrote down key moments onto white-boards to help with sequencing the eight minute video. Then the class progressed to working on a template which helped structure the students' articles and guide their thinking.

The next day we used peer assessment to help the students edit their rough drafts. Each student had to give constructive feedback on two pieces of work written by fellow students. This was an extremely rewarding process for most of the class. Many commented on how hard it was to critique the work of their fellow classmates.

Once the students had finished re-editing their work, and learning from their peers, it was time to start typing the final product onto the computer on a template. Most of the class still has a way to go with this.

In PE/GYM we worked on our catching and throwing skills. The students then worked up to a netball/handball game which emphasised the importance of 'running off the ball' and 'supporting the ball carrier'. It was encouraging to see how the students improved as the game progressed. After everyone worked hard, we finished off with GAGGA-BALL, a favourite of both the Middies and the Seniors.

The next Personal Connections task will come home today.

First Week Senior Primary

2011-08-29T05:55:00.000-07:00

Wow! The first week just flew by. Having said that, it has been a very busy week for the seniors. Amongst other things, we introduced classroom routines and procedures and began our first unit of inquiry.

First task, the students wrote a recount of their holidays. Many of students had vivid memories of bad flights and delays. I guess we always remember those. It would seem that a great time was had by all over the long break.

We started by exploring our first unit of inquiry: the IB Learner Profile. This is linked to the PYP Transdisciplinary Theme: Who we are.

We joined up with the Middies for the introduction of the topic. Later we split up and began to explore individually what each of the 10 attributes meant to us as a formative assessment.IB learners strive to be: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. These attributes epitomize International-mindedness, which is what the IB aims for in its learners. Some of the attributes were much harder to pin-down than others, and it was interesting to see how everyone grappled with some of these concepts.

The class then came together to discuss and unpack each attribute. It was pleasing to see the all the different perspectives and ideas that helped the class as a whole develop a greater understanding of these complicated words.

As a class we also began to explore shape in mathematics. After watching a short video to refresh mathematical vocabulary, the class was divided into pairs and brainstormed all they knew about 2D and 3D shapes. The students then presented their work in front of the class. It was fantastic to see how the learning evolved through student lead presentations!

On top of this we made bookmarks, portraits for our door, flags of origin and much more. Well done all for putting in a huge amount of effort over the first week

This evening you are bringing home your first Learning Log of the year. Your task is set out below. Follow the instructions carefully and ask if you need extra information.

Learning Log Task:

Choose one of the ten Learner Profile attributes.
Set up a scene with you illustrating one of the attributes.
Check the photograph criteria we created in class together pasted below.
Ask a parent to take a photograph.
Print it out and stick it in your Learning Log.
Also email the photo to your teacher or bring it on a memory stick etc.
Write a paragraph describing what is happening in the photograph and explain how it is connected to the attribute. (For example: In this photograph I am a ............)
Use a line guide behind the blank page.
CHECK through the task to make sure it's your best work.

Criteria:

Your photograph must have you in the picture.
You might have other people in the photograph too.
You need to show one of the attributes.
Think about the background.
Make sure you have good light.
It can be in colour or black and white.
Your photo should be no bigger than A5.
No 'photo shopping'.
No down loading photographs. This should be an original photograph.
You can research for ideas, but the photograph is your creation.
Keep still when taking the photograph.
It can be inside or outside.

The Learner Profile:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Date due: Monday 5th September

Welcome back Seniors

2011-08-24T06:21:00.000-07:00

Welcome back Seniors!

I am Mr. Phil, the new Senior Primary Teacher. I am born and bred under the african sun. I have graduated with a Bachelors in Fine Art and have completed a PGCE in Education at the University of Cape Town. I have a strong affinity for the arts, sports and travel.

I have spent approximately six years working with international kids. I worked in various summer and out-door educational camps in Europe. I have recently spent four and a half years working at JFK International School in Saanen, Switzerland. It was here I fell in love with white winters.

I am extremely excited to be here in Cham at ISOCS and I feel we are going to have a great year learning and discovering together.

Testing probability

2011-05-27T23:51:00.000-07:00

The Monty Hall Problem

Today we furthered our interest and understanding of probability by exploring the The Monty Hall Problem, a seemingly simple game which confounded even mathematicians, as the statistical probability is counter-intuitive.

 Problem:
   A TV host shows you three numbered doors (all three equally likely),
   one hiding a car and the other two hiding goats. You get to pick a
   door, winning whatever is behind it. Regardless of the door you
   choose, the host, who knows where the car is, then opens one of the
   other two doors to reveal a goat, and invites you to switch your
   choice if you so wish. Does switching increases your chances of
   winning the car?

   If the host always opens one of the two other doors, you should
   switch. Notice that 1/3 of the time you choose the right door (i.e.
   the one with the car) and switching is wrong, while 2/3 of the time
   you choose the wrong door and switching gets you the car.

   Thus the expected return of switching is 2/3 which improves over your
   original expected gain of 1/3 .

   Even if the hosts switches only part of the time, it pays to switch.
   Only in the case where we assume a malicious host (i.e. a host who
   entices you to switch based in the knowledge that you have the right
   door) would it pay not to switch.
   References
   L. Gillman The Car and the Goats American Mathematical Monthly,
   January 1992, pp. 3-7. From this website

Still confused? We're not surprised! The students asked me to share this great videoto help explain it!

Calculating the statistical probability of getting a 7 when you roll two dice

Once our brains were "warmed up" (!!) I challenged the students to discover which number was most likely to come up if I rolled two 6 faced dice, why that was... and finally calculate the statistical probability of each sum being rolled.

It took a while, but collectively we managed to figure out all 36 possible permutations and relative likelihood of each sum being rolled. We concluded that 7 had the greatest probability because there were 6 out of 36 chances that two numbers totaling seven might be rolled, thus giving it a one in six chance.
In concluding our lessons on probability, I cheekily pointed out that there had been a 90% chance of rain and a 100% chance that we would walk to Teuflibach today, so the students who had brought wet weather clothing were most successfully applying probability in real life!!

A fair probability!

2011-05-26T04:58:00.000-07:00

Today the Seniors explored the idea of fairness as part of their maths unit on probability,

Some of the ideas the students raised were...

That fair is:

When people get the same amount of something
Everyone gets something of the same value
Sharing equally
a 50/50 or equal chance that something will happen

We noticed that equality and balance were central to the idea of fairness.

Then one student suggested that sometimes things can be fair but not equal, if what everyone gets is agreeable and a compromise is reached.

When asked how they might fairly settle and dispute or choose unequal favour (who is "it" in a game, who goes first, etc.) the students generated the ideas below and discussed if they were or not "fair" and more importantly how we knew if they were fair or not.

Games with a random outcome (e.g. rock paper scissors)
A scenario which offered equal opportunities
Drawing straws
Counting rhymes
Competitions

I introduced the game of Match or Mismatch.

Given three bags with varying numbers and ratios of blue and red counters. I asked the students what was the probability that someone would draw a colour match and could they tell which would be a fair means to make a decision.

Bag A contained 2 blue and 1 red counter; Bag B contained 2 red and 2 blue counters and Bag C contained 3 blue and 1 red counter. Everyone confidently predicted that bag B would be the fair scenario with a 50 / 50 chance of a match!

The students worked in pairs to draw two counters at a time and recorded their data as to whether they had drawn a colour match or mismatch. They compared their findings for each bag.

Afterwards one group led the way in calculating the probability of drawing a pair in each scenario.

They illustrated how Bag A (2 blue and 1 red counter) there was a 2 out of 6 chance to draw a pair, which we noted was a one in three chance in its simplest form.

Bag B (2 red and 2 blue counters) surprisingly generated a 4 out of 12 chance or 1 in 3 chance of drawing a pair.

Bag C (3 blue and 1 red counter) offered 6 out of 12 possibilities to draw a match, thus offering a fair 1 chance out of 2 or 50/ 50 probability, and therefore the surprise winner of our "fair" test!

Now what were the odds of that?!!

Visit to ZIS Baden PYP Exhibition

2011-04-15T05:26:00.000-07:00

This week our senior students were the special guests of Zurich International School in Baden, where their senior students proudly demonstrated their understanding of sustainability through their well research projects.

For ZIS Baden who opened a year before us this is their first IB PYP Exhibition and they were able to offer us inspiration for our own Exhibition next year.

Many thanks to Ji, Kathy and the wonderful grade 5 students for inviting us. We always enjoy our connections with your vibrant and welcoming school.

Glacier Garden, Lucerne

2011-03-22T11:03:00.000-07:00

The Seniors were out and about again this Tuesday, investigating evidence that the world around us is constantly changing, in their "Changing Earth" unit.

We had chosen a lovely sunny day for our trip to the Glacier Garden, but it was cold enough to imagine the glacier hadn't gone far away!

We saw first -hand shell and palm fossils from the time when Lucerne had once been a tropical beach.

We saw how the glacier that had covered Lucerne thereafter had dramatically shaped the local landscape.

We watched a multi-media show which illustrated the geological changes over time and explored the museum.

The students had to investigate 6 questions in German and English.

We agreed that if their answers met with our approval we could reward their efforts with a visit to the terrific mirror maze...and oh, what fun that was!

I kept hearing the students ask...is that really you or is it your reflection?

Seniors Learn to Breakdance with "Dirty Hands"

2011-02-25T10:25:00.000-08:00

There was great excitement today when the Senior class went to meet one of the Dirty Hands professional Breakdance crew at their studio in Baar.

In our two hour workshop Jan Dossenbach demonstrated the 3 styles of Breakdance and taught the students elements of each. You can watch a video of Jan dancing by clicking on his name above.

By the end of a high energy afternoon all the students had participated in a choreographed dance fusion, and tried out a few acrobatic techniques.

Some of the students have a passion for breakdancing and will continue the workshops with Dirty Hands in their own time. Others were just happy to have such a unique experience and a rather different type of gym workout!

Although all of my action was reserved for the camera lens (!!) I can honestly say that I have the highest respect for this crew of young and inspiring athletes and I am ever so grateful for the expertise and patience they demonstrated with our wonderful Senior students.

We are all invited to a free 90 minute show and workshop in a couple of weeks.

Click here for a little taster....http://www.dirtyhands.ch/videos.html?&L=1

I will certainly try to go and will send a flyer out after the weekend.

Our New Unit!

2011-02-25T04:56:00.000-08:00

The Earth is in a state of flux.

Although we are only at the beginning of the unit, the Seniors are already beginning to realise that the earth is continually changing. Throughout this unit, each student is tracking the events occurring in a particular part of the world and reflecting upon its impact. We have made some amazing discoveries!

Our focus will be in the following lines of inquiry:
* What the Earth is made of.
* What are the forces that can change it.
* How the Earth has changed and is continuing to change.

Don't forget to have a look at the wiki created by Ms. Kathy and all the websites she has found.

http://isocschangingearth.wikispaces.com/

Learning about beliefs

2011-01-27T11:44:00.000-08:00

Our lucky Senior Primary Class have been privileged to visit places and people of faith on a weekly basis! Here you can see our two latest visits to the Buddhist Centre and Mosque, both in Zürich.

I must honestly say that, for me, as an international school leader and IB "school inspector"of more than twenty years experience, this may be one of the greatest international learning opportunities I have experienced!

Looking beyond holiday tours and popular stereotypes has changed even someone who believed themselves quite open-minded and world-aware!

I really hope I wasn't the only one wondering...comparing and empathising?!

Today the Seniors did a"Philosophy for Children" (P4C) discussion circle (in which every child volunteered to speak) and they chose to discuss what belief means to them!

It was amazing to witness everyone try out their ideas and consider those of their classmates.

We recorded this interesting discussion digitally on our new digital voice recorder...and now we have to consider how recording our thoughts in this way might help us reflect on what we have learned in a broader sense!

Visiting the Synagogue in Zurich

2011-01-11T09:25:00.000-08:00

We were very grateful for the kindness and hospitality we received at the Synagogue in Zurich today. Mrs. Treuhand had the "patience of a saint" explaining everything about the Jewish faith and its traditions in the most engaging manner...in both English and Swiss German.

Everyone was so interested and comfortable in her tutelage that every single student volunteered several thoughtful questions in either language (and sometimes in both!!)

We extend our thanks for this wonderful opportunity!

Next week the Seniors will be visiting a Buddhist Temple.

Einsiedeln

2010-12-14T06:12:00.000-08:00

Today we were all very impressed with the Einsiedeln Monastery, the amazingly elaborate church there and our very upbeat and humorous guide "Pater Cyril".

Pater Cyril told us that he was one of 70 Benedictine monks living at the Kloster in Einsiedeln, and that there community was also made up of many others including students, visitors and employees of the monastery and showed us the various parts of the Kloster.

He showed us around the Church and took us to see the famous "Black Madonna" of Einsiedeln and told us about how the monestery came to be in that spot and how it has grown and changed over time.

He explained that people came from all over the world on pilgrimages and to reflect in this revered place of worship. The biggest group of six thousand devotees travel every year from Portugal to worship here.

He told us fascinating stories about the wonderful biblical frescos and explained that they were there to remind those that pray there of the closeness of God.

We were very impressed by the opulence, paintings and gold. Pater Cyril explained that that the gold present was very fine sheets of gold leaf and in total all the gold in the main chapel weighed only 1 kg!

Our students asked about how following his faith affected him, and he said it made him happy and everything he did because of his belief made him happier.
If he did not want to pray or abide by the rules of the Benedictine monks he said he would start to feel uncomfortable, unhappy and question why he was there.
We asked about what made him decide to become a monk and he explained that he had studied there so feeling a part of the community and the beliefs had been an ongoing part of his life for many years.

We were asked not to take photos in the church so we bought a small guide book to help us remember our visit when we get back to school and try to recall and reflect on all that we have learned.

Our senior students are to be truly commended for their respectful and thoughtful conduct and we are proud to accompany them on these interesting excursions.
It is a huge and unusual privilege to be able to have so many personal audiences with people of different faiths and we know that we benefit for our small class numbers and personal approach in this regard.

After the holidays Slavka has arranged for us to continue our inquiry at a Synagogue and Buddhist Temple. Please do take a moment tell her how much we appreciate her ability to connect us to our community without fear of language.

A Remarkable Author

2010-12-10T02:35:00.001-08:00

The Seniors were joined on Friday by a truly inspriational author. Lina journeyed around South Africa in search of 'Exceptional South Africans', accompanyed by her young child and whilst heavily pregnant. She shared with the Seniors some truly amazing stories about people who remain positive, optimistic and determined even through so many hardships. We were all moved but here are a selection of comments from the students themselves:

"I realise I take things for granted and am now starting to appreciate all the things I have."

"She was an amazing role model because she showed me that we have so much and the people she met in Africa have nearly nothing but they are still happy."

"I thought it was amazing when the guy still wanted to run even though he had no legs."

"I was really inspired by the family with nothing but have hope. I have also been really moved and changed by this book because now I am more appreciative for what I have."

"I think the Rangers in the book are really amazing."

" I think it was great that this young woman came to talk to us because it shows me how good I have it at home. There are so many people who have little to eat and have no running water. The man without legs inspried me because he has no legs but he is the fastest man in South Africa."

Sharing what we learned about Hindu beliefs

2010-12-09T09:23:00.000-08:00

Today the Seniors had a chance to recall and reflect upon their visit to the Hindu Temple on Tuesday. The students were really engaged and excited to brainstorm what they had learned and compare their thoughts.

Later this morning the Seniors volunteered to present their photos and explain some of the stories and beliefs at our Celebration of Learning.

Visit to the Hindu Temple

2010-12-07T09:25:00.002-08:00

The Senior class were privileged to be invited to the Hindu Centre in Adliswil today to learn more about the beliefs and practices of Hindu people.

We arrived at a very unassuming industrial looking building in Adliswil. Upon entering, we were immediately impressed with the exotic smells of curry spices and incense.

Entering the temple our senses were warmed by the heating and sense of calm.

A very kindly gentleman, who had volunteered to step-in for our planned guide (who had become a father the night before!) spent more than an hour with us, showing us around the temple and patiently answering our many questions.

The Senior students had done some research into the Hindu beliefs before our visit and had prepared a list of questions to help them form a deeper understanding of why and how people follow various belief systems and how it affects their lives.

In the event, we were a little shy to ask our probing questions lest we offend this quietly spoken and unassuming guide.

However, many of the questions were answered through the stories our guide told us.

I tried to summarise them here but decided to defer to the experts in this, and refer you to this child friendly website!

We are so grateful to be welcomed into such personal places of worship and we are looking forward to visiting the Kloster (Cathedral) at Einsiedeln next Tuesday, where a "young dynamic English-speaking Monk" will give us a full tour!

A new unit has begun

2010-12-01T06:51:00.001-08:00

The Seniors have begun their new unit on Beliefs, just in time for the festive season.
* Central idea:
Learning about others’ beliefs opens the door to tolerance and understanding
* Lines of inquiry:

What it means to have beliefs
Beliefs around the world
The impact of learning about others’ beliefs

Photo by Rubik Mangrove

Throughout this unit the Seniors will visit different groups, observing and talking to the people within these groups. This will help deepen their understanding of each particular group. Next week they will visit a Hindu Temple.

If you know of any groups (it does not have to be a religious group) that the Seniors may want to see, or who would be willing to talk to the class about their lifestyle/ beliefs, then please let us know.
Homework due in on Friday, 10th of December: - What are your Beliefs? The students will interview various people, family and friends, to find out what their beliefs are. What do they think to be true? - Personal goals.
Have a great weekend.
Ms. Adele.

Homework 15.11.10

2010-11-15T00:34:00.000-08:00

Continuing with our topic of story writing, in class the Seniors will be designing cartoon strips using the ideas created whilst working with the Juniors.

Their homework this week is to create their own short cartoon strip, using the heroic character ideas created in last week`s homework. Many of the Seniors have discovered websites that they can use to help create these cartoons, alternatively they can draw the cartoon on the cards provided in class.

As this is a short homework, which the students have already started thinking about, it will be due in on Friday the 19th. As we are encouraging the students to take ownership of their homework and work load, they should try and complete the task as independently as possible.

Ms. Adele

Student Council off to a great start

2010-11-13T00:45:00.000-08:00

Our first official Student Council meeting exceeded all expectations as students ably accepted the responsibilities assigned to them to lead the meeting, present feedback, discuss agenda items, vote on proposals and minute the proceedings.

Many topics were discussed sensitively and the finalised minutes will be prepared and posted next week.

Well done the Senior Primary Class!

Composing a Hero Story with Juniors

2010-11-06T06:26:00.000-07:00

It was a magical morning yesterday, when Junior and Senior Primary students worked together to discuss the creation of an original story.

The Senior class who are studying "Heroes and Role Models" have each been asked to write a heroic story for the Juniors to enjoy.

The Junior class put all their knowledge and recent enthusiasm for characterisation, setting and plot development to good use whilst discussing, showing, drawing and drafting the key elements of the stories.

Creative ideas abounded, new bonds were established and the initial drawings and story plans are ready for further elaboration.

Well done both classes!

The Student Council: 22nd October 2010

2010-10-25T01:40:00.000-07:00

The initial meeting to discuss the formation of a Student Council took place on Friday 22nd October 2010 in the Seniors classroom.

The purpose was to discuss the roles and responsibilities of the new Student Council.

Ms. Adele chaired the meeting and took notes until these responsibilities are formally assigned to student councillors.

Roles and Responsibilities:

Chairperson

oversees everything
Ensures agenda is followed
Ensures that everyone gets a say
Makes decisions based on everyone's views

Vice-Chairperson

Stands in for Charirperson if they are absent

Secretary

Takes, writes up and distributes minutes

Possible initiative for the Student Council

Fund-raising for charity
Write student council blog
Help to resolve peer disputes (see p 67 in Student Council Handbook)
Promote fair play
Establish a Buddy System

Communication

Make a noticeboard to advertise Student Council actions and events
Write a Student Council blog
Get Student council badges so that students know the Student Council and their roles.
Meet regularly with Director, teachers, students and parents to discuss issues and initiatives.

Ms. Jax

Homework: 18.10.10

2010-10-18T05:29:00.000-07:00

Dear Seniors,

For the next 2 weeks I would like you to interview your relatives and friends, to find out who their Role models and Heroes are.

What I would like you to find out:

* Who was their role model when they were children? Why did they choose this person? Do they still have the same role model? If not, why not, who is their new role model and why?

* Who was their hero when they were children? Why? Do they still think this person is a hero? If not, why not? Have they found any new heroes?

Record any information you have found out in your learning logs. Please include any pictures that you might have connected to the heroes or role models that your relatives/friends talk about.

Any questions you have then please come and ask me or email me at home.

Happy interviewing.

Ms. Adele

Our New Unit- Heroes and Role Models

2010-10-18T05:22:00.000-07:00

Dear Seniors,

Hurray we are starting an exciting new unit!

Heroes and Role Models

Central Idea: Choices of heroes and role models reflect the characteristics that societies and individuals value.

 Identifying the characteristics of heroes and role models

 The impact of heroes and role models

 Why we value them

If you find any interesting websites or have any books that are connected to this unit then please bring them in to class to share.

I am looking forward to hearing about all your ideas.

Ms. Adele

Proposing a Student Council

2010-10-18T02:13:00.000-07:00

After feedback from all the students at the end of the last term, the Senior Students were keen to get going setting up a Senior Student Council and organising their first school social event.

At our first pre Student Council meeting it was agreed that:

students would research the possible purpose and responsibilities of a student council
students will consider how they students from other classes will share their ideas and have their voice heard
students would research the roles and jobs that the Student Council at ISOCS Using their own experiences or web resources like: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/pshe/school_council/index.htmwww.innovation-unit.co.uk/.../SchoolCouncilHandbook(Part1).pdf
students will plan and organise elections for the various jobs on the Student Council
the Student Council will plan and organise a school social events, including one before the end of term
once the Student Council is established they will find ways to work with parents and teachers on their initiatives
that the Student Council will meet every Friday afternoon in the Senior Classroom and report back to the school through Celebrations of Learning
The next meeting will be on Friday 23rd October.

Homework and Learning log photos

2010-09-27T04:34:00.000-07:00

Dear Parents,

As it is the final week before the half term break our homework this week is going to be a short book review. The children can choose any book they wish and the review must include the following

information:

* Title and author of the book.

* A short blurb/summary about the book

* Interesting information about the story/book

* Negative things about the book- what the student did not like about the book (if there is anything)

* The age group the children think this book is aimed at

* A star/ score rating

How the children choose to record this information is up to them (look in the front of the learning log for ideas). If the children do choose to record their ideas on the computer, I would be very grateful if they could also forward the information on to me.

Here are some pictures of the students presenting their last learning log:

Have a great week!

Ms Adele

A Fine Debate

2010-09-16T10:27:00.000-07:00

Several senior students have been using their persuasive language to encourage Ms. Jax to allow the inclusion of personal toys from home in their playground activities.

Ms. Jax said she could think of many advantages and disadvantages involved in such a decision and suggested that this be the basis of our first school debate... led of course, by our senior class!

In preparation for this... our senior students generated "for" and "against" positions

Our students decided that really there was no win and lose to their debate... but that compromise and agreement were the crucial elements to getting an agreement that suited everyone.

We recorded the opening arguments on video for the students to review but we agreed that more consideration for the wider community was needed.

The Seniors plan to present their ideas and suggestions shortly to the whole school community- to determine a school wide-agreement.

Ms. Jax

Senior Homework 13.09.10

2010-09-13T05:05:00.000-07:00

Dear Seniors and parents,

1) This week we begin our Learning Logs. These are designed as mini projects, to record the children's thoughts and ideas, connected to topics being discussed in class. Each child has been given a list of the many ways they can document their thoughts and a set of guidelines to help support them.

The learning log for this week (to be completed by Friday) is:

Learning Log

Migration

What is the impact of people migrating? Do they take their thoughts and ideas with them too?

We discovered that one of the Seniors took the idea of chocolate fondue all the way with her to Australia and shared it with a cafe there, who are now selling it. Has this happened with other things? Investigate an idea or thought that began in one country but was then spread to other countries. Bring in an example and tell us about where the idea originated, which countries it can be found in now and how the idea might have migrated there.

2) Also the children should continue to find interesting websites that will help support them with their project on a particular group of people that have migrated in history (as mentioned last week).

If you would like any further information about Learning logs, or the homework this week, please let me know.

Ms. Adele.

Seniors Update and weekly homework

2010-09-06T04:32:00.000-07:00

Throughout the last few weeks the Seniors have had adjust to a new class setting, teacher and students alike. We have been discussing class expectations and ways to work as part of a team. One such occasion is within our reading groups, where each group quickly identified ways to communicate and work together so that everyone's voice is heard and opinions are respected.

Homework Log this week:

• Finish times tables game/rap/song (the children have been given this task 2 weeks ago and most have already finished this mini project). As a class we are trying to identify a fun way to learn what would normally be a very boring task.

• Finish ‚Where have I migrated from?‘ project- if they have not been able to finish in class (the students will be allowed time on Wednesday to complete)

• Students are to start thinking about a group of migrants that they would like to look at in more detail. I.e. Immigrants into America. Perhaps if they have a personal connections it will make it more real for them.

Once again, if you have any questions please let me know.

Have a great week.

Ms. Adele

Senior presentations.

2010-08-25T06:46:00.000-07:00

It has only been two weeks and already I am astounded at the creativity and level of thinking shown by our class. Even though each student was given the same task of presenting themselves, the presentational style and final product was unique to each student. Here are some snap shots of the presentations.

Due to the level of creativity displayed in this class, our homework this week is to come up with a creative way to learn the times tables. To begin with, each student has chosen a times table that they are more comfortable with. To do this properly and with more thought the time allocation is a little longer, this particular task should be ready to be presented on Monday 6th September.

Ms. Adele

Hello!

2010-08-17T09:51:00.000-07:00

Firstly let me say a huge hello to those parents I have not yet met.

At the end of our first day I can already see that I have a very dynamic class and I am looking forward to an exciting year ahead.

A few points I would like to mention at the beginning of the year:

Please feel free to contact me if you have any concerns or issues you would like to address. I am very much a believer in addressing issues sooner rather than later. I do have a preference for emailing as I do check my account regularly.

A brief overview on the class timetable essentials-

Monday: Gym

Tuesday: Ms. Slavka: Music & German

Wednesday: German

Thursday: Swimming / German

Friday: German

Homework: At ISOCS we believe in setting homework that is meaningful and relavent. In light of this, homework will be set when it is deemed necessary. This week's homework is: A presentation about me. Students are to create a mini presentation about themselves (their hobbies, relations, likes, dislikes, places they have lived, etc). How each student chooses to present their work is up to them (i.e. pictorially, through video, etc) The students will present their work on Monday. This project is designed to tell me a little more about each student and their chosen form of learning.

If you have questions them please do not hesitate to contact me. I would greatly appreciate a quick reply to this email, to ensure that I have the correct email address for every one. If you would prefer for me to use a different email contact address then please let me know.

I look forward to talking to you all throughout the year.

Ms. Adele