Year 3 ’s UOI 1, “Who We Are”, celebrates learner diversity in the classroom through which each student understands, owns and values his or her capacity as a learner. Students demonstrated open-mindedness while engaging in various activities promoting their strengths, and learning styles.
Student Interview: Patrick 3C-
“Learning styles are the way you learn best, such as auditory, visual and tactile learners. I am mostly auditory, so that means I learn best by listening. Knowing my learning style helps me with understanding how conflict happens on the inside and how to resolve it. “
In the continued effort to describe one’s underlying beliefs about learning and intelligence, students were introduced to the practice of Growth Mindset vs. Fixed Mindset. Using the Growth Mindset approach, students were learned a new term called GRIT.
Student interview: Aisha 3A-
“Grit means when someone doesn’t give up and they do what they love to do. Everyone needs a GRIT goal. It is a goal that takes a long time to accomplish. My GRIT goal is to do a perfect split two ways.”
Students will continue to create a tool box of strategies on how to resolve conflict through as their physical, emotional, and mental evolution broadens their sense of self.
Global Jaya School
Our Amazing Start in Year 5
By Olga & Raihan / 5A
We all love the new school year! All the Year 5 students had fun in the first day of school, even the 2nd, 3rd and so on. We all love the new school year because we get to learn more about what we never learned about before. We also get to have new friends. Other than that, we also have new teachers that some of us never even knew. Year 5 is very different than year 4, so all of us had to change our behaviour to become better.
In the first week, we were introduced to the first unit under the theme ‘How We Express Ourselves’. We learned mostly about the understanding of our central idea. Our Central Idea is ‘Traditional Stories Teach Generations About Shared Values, Cultural Expectations and Beliefs’. In the process of understanding the Central Idea, first we wrote our ideas of what it means on a Post-It Note, after we wrote on the Post-it-Note and discussed its meaning, we drew those ideas on a small paper. Then, in a group, we shared our understanding, drew it on an A4 paper in a group, and after that, one person from each group helped to make an even bigger picture with the Central Idea on it.
After we made the poster we made a list of traditional stories from around the world. The next day each of us chose one traditional story and rewrote it in the language book. After we were sure we understood our story, we then retold our story in Bahasa Indonesia, and some of us even added movements to it. We also watched a video about traditional stories and then we studied elements about the story.
After we learned about the Central Idea, we learned about the Key Concepts. We first found out what Key Concept is connected to each Line of inquiry. Then each group got a concept, it’s either form, perspective and reflective. Then we shared ideas with our group about why those Key Concepts are connected to the Central Idea, then we wrote it down on A4 paper. When we finished doing that, we wrote our own questions. Then each group presents their opinions on the Key Concepts.
We mostly enjoyed all the activities and because of that we become curious and knowledgeable students.
All of that is what we did for the couple first days of school. And we all are very excited for the rest of year 5!
Year 1 – A transdisciplinary start to the year!
As an introduction to our first unit of inquiry, Who We Are, about friendship, we read the book Chrysanthemum by Kevin Henkes, about a girl with a long name being teased by her friends at school. After reading the book, the Year 1 students wondered who had the longest names in their classes. They decided to use small squares of origami paper to write each letter of their name and stick them onto a large piece of paper to make a bar graph. Once they had completed the graph, they used their numeracy skills to count the number of letters in their names and found out who had the longest name.
The students used so many skills to complete this inquiry – they used their listening skills; speaking skills; writing skills; numeracy skills (both in counting and in creating a graph); they demonstrated cooperation by taking turns with materials and waiting patiently for their turn to paste their names.
A Small Act Can Make A Big Impact
Action plays an important role as part of the 5 Essential Elements of the PYP learning process. As a result, Year 6 at Global Jaya School also incorporates action as an important part of its Exhibition. Here is the learning journey taken by the students that enables them to donate to certain charities. Students’ active participation can be clearly seen throughout the process.
- Our Invention & innovation unit, under the transdisciplinary theme “Where We are in Place and Time”, was the focus of our Exhibition. Students explored various means to create a solution to particular issues they identified that were occuring in people’s daily lives.
- The solution, which took the form of products and/or services, were presented in front of a panel to ensure the feasibility and appropriateness of the solution.
- During our entrepreneurship unit, under the transdiciplinary theme of How We Organize Ourselves, students’ products / services underwent a process where students made adjustments to their solution based on the feedback that they got from fellow students and members of the school community during a ‘Test The Plan’ activity. After that, the products were produced and then sold along with the services at our Entrepreneurship Fair.
- Based on discussion among students, it was agreed that the money collected from the Entrepreneurship Fair, (after deducting the total costs of production and marketing) would be donated to charities located around the neighborhood of the school.
- After the Entrepreneurship Fair, students decided which specific charity they would like to donate to. In their various classes, each exhibition group suggested a possible charity, which varied from Non-Government Organizations, orphanages, schools for the needy, etc. Then each class chose one charity that they wanted to bring to the meeting of the three classes. In the meeting, Year 6 students chose two places as the place they would like to donate the money to. They were Yayasan Sayap Ibu, located in Graha Raya Bintaro, and Griya Yatim Dhuafa, located in Bintaro sector IX.
- The money gathered from the Entrepreneurship Fair totaled an amazing Rp. 21.115.800
Students’ comments on the process:
- Rafa: I’m amazed at the benefits that we got from the process. Not only in terms of academics, but we also got the opportunity to actually help other people who really need help.
- Vely: I really wish that our donation eased some of their problems. I also wish to have the same chance again in the future.
- David: I’m glad that we got the chance to help people. This process really made me learn a lot.
As a culmination activity for Unit 4 under the transdisciplinary theme ‘Where We Are in Place and Time’, the Year 1 students enthusiastically conducted a Travel Fair on Thursday 16th March 2017. They showed responsibility, creativity and confidence as travel agents, sharing their knowledge of a chosen country or city. Prior to the event, the students had created research questions, collected the research from various sources and chose how they would like to present their findings. The students did such a good job, the visitors are now ready to book their next holiday destinations!
As part of the Global Jaya School Year 6 PYP Exhibition, our students had the opportunity to connect with other schools around the world to discuss the progress, implementation and reflection of their experiences.
Over the course of the two-day event, students held video Skype calls with schools in New Zealand, Indonesia, Germany and Norway. They had the chance to share their thoughts about their exhibition experiences and ask questions of each other to gain a deeper mutual understanding of similarities and differences between how people from around the globe engage in the PYP exhibition.
Renatta, Dhira and I Skyped with a school from New Zealand and we became their tour guides. We took them on a tour around the theater foyer to see all of our booths. We stopped at our booths and explained our issue, solution, and other things on our display. They asked us questions and we answered them. It was a really fun experience. I was very lucky to have the chance to be able to call schools from other countries.
I was very lucky to be able to call schools from other countries/places. My favourite calls were with the New Zealand and Norway schools because they made us laugh. We were also able to give them a tour of the theatre foyer, and allow them to interview other students. They asked great questions, and made Kiara, Dhira and I laugh.
It was like talking to us in the past when we Skyped with IB schools in Germany and Norway because they are just starting their exhibition process and we were just done. It was helpful for them to get tips and answers from us because we are finished with exhibition and we have experienced all the work.
International Teacher Comments:
My students really enjoyed the presentation. Dhira was great! We are going to have our exhibition next month. I’m thinking we could probably have a Skype session during our exhibition, just like yours. Thank you again for the session.
Ibu Marina, Sekolah Global Indo-Asia, Indonesia
We will be having our exhibition towards the end of Nov. It would be amazing to see the performance as well. Due to talking with your class today, I already have students wanting to form groups and start their research. They were very motivated by what they saw.
Robert Bale, Ashburton Borough School, New Zealand
Skyping with students to share their exhibition experience.
Video conferencing with students in Germany.
During this first UOI about “My Body”, the Kindergarten classes have been engaged in lots of activities. Once a week, we join the two classes together and have rotation-based activities to help deepen the children’s understanding about body parts and their functions. The children also explore through games, songs, body movements, hands-on materials, books, role play and other physical tasks.
In one activity, the children were asked to assemble cut outs of body parts and make them whole again. Then they were asked to explain what they had assembled.
We have been enjoying our learning so far and we look forward to more great times ahead.
Kindergarten Team GJS