5/22/2015

INTERNATIONAL

SCHOOL SUVA

PRIMARY PRIMARY PRESS

From the Head of Primary

We are already past halfway in Term 2. Hard to believe when it seemed like only yesterday we were returning from our Easter

break. The past 6 weeks has been filled with learning adventures for both students and teachers. Let‟s revisit some of these

adventures.

Our recent whole school writing task, „The Box‟ provided us with wonderful writing samples from ECH2 – Year 5 and enabled the

teachers to moderate across year levels and area teams to establish some benchmarks when it comes to assessing narrative

writing. Our focus on writing has produced a new „power genre‟ scope and sequence, a „How We Teach Writing at ISS‟ document

and the introduction of our Writing Process and Revising and Editing Guides. These resources will enable all teachers to „speak

the same writing language‟ right across the school. If you wish to read further about these resources, please visit our primary

webpage.

This term has also seen the introduction of fortnightly collaborative planning sessions where classroom teachers, alongside the

single subject or specialist teachers collaboratively plan the units of inquiry. With any school improvement agenda, for it to

succeed, teachers collectively must be involved in its implementation and be given the time required to facilitate the changes.

Collaborative time for teachers is necessary. It is at these times that we discuss practice, collaboratively design materials and

reflect on these practices. These sessions have now taken the place of two of our four monthly PD sessions as we consider

them to be an important part of teacher professional development. Additionally, teaching staff are currently participating in an

IB online workshop about Concept Based Learning. This is also groups collaborating to explore and refine practice in this area of

the IB curriculum.

Through all of our teacher learning, it is important to remember, that we do what we do for our students. Improving student

learning is our core business.

Visits to our recent Year 4 and Year 5 camps demonstrated that our focus on the learner profile is indeed value adding to our

curriculum and the lives of our students. In the short time I was present at camp and in reading about the activities they were

involved in, it was evident that we are always allowing our students to be genuine inquirers, providing opportunities for students

to work effectively as part of a team and modeling empathy, compassion and respect for others giving students the chance for

they themselves be lifelong learners. Once again, the use of a common language assisting us to develop internationally minded

people, „who recognize their common humanity and shared guardianship of the planet, helping to create a better and more

peaceful world‟ (IB Learner Profile, ibo.org).

Our Mother‟s Day Morning tea for Early Childhood was well received and the students thoroughly enjoyed singing for their mums

and grandmas (and some dads), presenting their home-made gifts and sharing some healthy and delicious morning tea. It was a

wonderful morning for all. Thanks to teachers, parents and students for highlighting our precious „mums‟ on their special day.

Excursions, excursions everywhere! The past two weeks, Reception, Year 1, Year 2 and Year 4 classes have been travelling

around the countryside visiting museums, universities and rainforests as part of their units of inquiry. These excursions/field

trips help them to expand their horizon in gaining more knowledge on that unit being explored. Throughout these excursions,

students gather information beyond what is taught in the classroom as well as relate knowledge gained to real life experiences.

To ensure optimum learning and discovery, places to visit are determined by teachers based on the relevance to the central idea

of the unit. A big thank you goes out to all those parents who assist on these excursions.

Teachers are busily writing Semester One reports. These reports will be made available to parents on Wednesday, June 17.

Reports cannot be provided any earlier. After the break, teachers will make themselves available for interviews regarding these

reports if you wish to meet with them.

Our whole school assembly was last Friday in which ECH2 and Year 7 students relayed the importance of family to the whole

school community. Friday, May 15 is indeed the International Day of Families, proclaimed by the United Nations and reflects the

importance the international community attaches to families. This special day provides an opportunity to promote awareness of

issues relating to families and to celebrate the importance of families, people, societies and cultures around the world. We all

know at times our lives can get hectic – so let‟s use the essence of this day to slow down and spend time with our families.

Please take the time to read about our STOP THINK DO strategy in the following pages, which is about to become part of our

whole school responsible behavior plan. You can also find out more about our writing program, the seven steps to writing

success.

In the PYP Coordinator‟s page, you will hear Ms. Rosi talk about our upcoming self-study in relation to the IB Reevaluation Visit in

2017. The self-study will begin early next year and is an important collaborative process of which parents are invited to join.

Enough from me. It‟s time for you to further explore what everyone in primary has been up to in their classrooms or single

subject areas. Enjoy!

Karen and the Primary Team

STOP THINK DO

Lindy Peterson, who is the author of STOP THINK DO, a social skills program for school states, „a positive social climate in the classroom

saves lives!‟ Sound a little exaggerated? Long term research and experience with children supports the claim. The research demonstrates

that children who relate well together and make friends are less likely to have serious problems later on in life such as low self-esteem,

loneliness and depression. The number of children already at risk of these problems is already frighteningly high; around 10% of school

age children do have significant problems with peer relationships, even higher for children with disabilities. In response to these

problems, programs are specifically designed for training social skills in children to improve their peer relationships. Fundamentally, the

value and aim of this training is to develop emotional-social intelligence and skills in children to improve all of their relationships. The

creation of a positive social climate for students in the classroom may save their lives, at least in terms of quality of life.

STOP THINK DO will be a major primary focus from this point forward in regards to the review and development of our responsible behavior

plan. It was originally devised thirty years ago and has since been adapted for use in the school setting and incorporates the optimum

components for school based intervention identified by researchers and practitioners, including the following:

Multi-dimensional program, training cognitive problem solving and behavioral skills and incorporates effective motivational factors.

Multi-systems approach, involving teachers, peers and parents.

Can be used with individuals, small groups and whole class as a social skills curriculum with an educational-preventive focus.

Creates a positive learning environment in classrooms to encourage academic progress and has been further adapted to use with

individual students to improve motivation for learning, including those with special needs.

Encourages teachers to use STOP THINK DO themselves to manage student behavior problems and model the positive problem

solving method for students.

Incorporates regular parent involvement.

The program is suitable for children of all ages with age appropriate manuals, video and posters. It can be implemented flexibly to suit the

needs of teachers and students. The universal traffic light plays a critical role in the program and research states that it accelerates the

learning process as it cues us to use:

- Perceptual, self-control and communication skills at STOP (red light)

- Cognitive consequential thinking skills at THINK (yellow light)

- Verbal and non-verbal behavioural skills at DO (green light)

- And the motivation to be pro-social and extend their skills into the real world.

The program suits all personality types and has yielded very positive results for children of various ages and abilities according to research

in Australia and the United Kingdom.

SEVEN STEPS FOR WRITING SUCCESS

As we approach the end of the 7 Steps Writing program with Year 3 – 5 students, it is important that we highlight each

of the steps and include some writing exemplars from the year levels. This will provide you all with an indication of

how wonderful this program is for improving student‟s narrative writing. Next term, I will enjoy taking the younger

students through the program also.

What are the Seven Steps?

1. Plan for Success – You wouldn‟t go on a holiday without planning where to go or how to get there. It‟s the same

with stories. Save yourself time and wasted words – figure out what will happen BEFORE you start to write. Most

authors spend at least one third of their time planning their writing.

2. Sizzling Starts – Authors always say to start a story with impact. However, sometimes, if you catch them in a more

poetic mood, they might put it like this: Start your stories at the „moment of change‟.

3. Tightening Tension – How can you create nail-biting tension in your writing? It‟s simple. Fill your scene with detail

to make the reader feel as if they were really there. Use the five (six) senses as a guide. Once you have written

your sizzling start and have the reader trapped, tighten the tension.

4. Dynamic Dialogue – Authors cheat when they write dialogue. They leave out the normal cliché chat and cut right to

the interesting part.

5. Show, Don‟t Tell – Words don‟t convince, actions do. If I tell you I‟m generous, do you believe me? No. However, if

I buy 20 raffle tickets to help the basketball club, now are you convinced?

6. Ban the Boring Bits – Writing about all the things you do every day is safe and easy – and BORING. Writers leave

out the boring bits as it‟s really hard to write interesting things about basic stuff.

7. Exciting Endings – It‟s important to not start writing until you know the ending. How is your story going to end?

Now begin writing.

So enough from me, let‟s read some of the children‟s writing! These excerpts have been taken from the whole school on

demand writing task which enabled us to moderate at year level and across year levels. The stimulus was „The Box‟.

As soon as she turned around, she saw Scientist Fulcher! He was amazed at how she had found his secret layer. He

said, “Impressive, but no enough!” That moment she was trapped in a laser cage, lasers surrounding her. Suddenly a

squad of agents showed and set Gloria free and shut down the mystical box of dawn. The creature turned back in to a

human. (Myah, 3J)

“Mother! Father! Look what I found!” “Why, what a beautiful box”, said her mum. The box started to glow brightly. They

took off the lid and out jumped a clown. Everyone laughed and giggled. He was a funny clown. He took Jan by the hand,

and POOF…they were gone. (Camryn, 3J)

Lying on the floor of the cave lay a small, red, glowing box. Just then a gust of wind swept the girls off their feet. Round,

round and round they went getting faster and faster. Plonk! They fell right into the Ice King‟s castle. “Quick, grab the

box,” whispered Emma. Isla quickly ducked out and grabbed the box. “Who‟s there?” a voice yelled. (Isla, 4J)

This is a story about a boy named Bill. Bill was an ordinary boy, despite his troublesome little brother, Tim. Bill gets so

frustrated whenever he is around. Like when he has his birthday party, he eats Bill‟s slice of cake. Whenever he plays in

the arcades with Bill, he distracts Bill (on purpose). But one day, Tim did something horrible. (Toby, 4J)

“Al ja babli ka, Al ja babli ka.” I bow down to my great uncle‟s tomb on my coronation day. Today is the day I have been

waiting for. Today is the day my insane father loses his title. Today is the day I gain all of the riches and powers of our

land. All the power…….HA HA HA! Today I am the great pharaoh Nemenatri! (Jade, 5M)

Thrrrrr! I heard thunder from the nimbus cloud in front of me. It was a dark and stormy night. (Baylian, 4R)

.

Write a shopping list.

Learning Support Corner-Primary Writing

Writing is one of the ways in which we can express our ideas and creativity. Writing is

also a tool to organize our life (lists, schedules, etc.).

There are several ways student can practice their writing skills at home. Here are

some ideas.

Write a letter or postcard to a family member. Write a diary.

Write an email or blog.

Create a story or story book

Create a newspaper.

Write a play that can be acted out.

Reception Healthy Breakfast

Week 4 healthy breakfast was well aligned with the last unit which was

“Wellbeing”. It was great to see parents getting an opportunity to mingle

with each other. We would like to thank parents for their contributions

towards our healthy breakfast and staff for assisting in making this event

successful.

SHARING THE PLANET

Reception children have been learning how people interact with, value and

use natural environment in different ways. Children have been taught how to

inquire in regards to existence of our local natural environment, how people use the local environment and what action or benefit affects our local

environment. Children have been carrying out investigations by visiting the

Fiji Museum and Handicraft center. They saw how people are using and

valuing our local natural environment.

We would like to invite parents to come to our Primary Assembly in Week 7,

29th May, at 8.15am, where children will be presenting what they have

learnt about our Unit “Environment”.

Learning Support Corner-Primary

Writing

Writing is one of the ways in which we can express our ideas and creativity.

Writing is also a tool to organize our life (lists, schedules, etc.).

Here are some fantastic links and apps that support writing.

Book creator

https://itunes.apple.com/us/app/book-creator-for-ipad-create/id442378070?mt=8

Scholastic Story Starter:

http://www.scholastic.com/teachers/story-starters/

Writing prompts http://www.buzzle.com/articles/writing-prompts-for-kids-in-elementary-and-middle-school.html#persuasive-writing

Comic Strip Designer https://itunes.apple.com/us/app/stripdesigner/id3

14780738?mt=8

Video Creation Sonic Pics

https://itunes.apple.com/us/app/sonicpics/id345295488?mt=8

Video Creation Puppet Pals

https://itunes.apple.com/us/app/puppet-pals-

hd/id342076546?mt=8

PSPE with Mr Joe

Next Friday and Saturday (29th and 30th of May) is the Nationals Schools Swimming Championships! We wish all

students involved the best of luck. Parents are reminded that they are required to take and supervise their children at

the pool for the duration of their respective events. ISS staff will be present to ensure swimmers check in and transition

to the marshalling area as smoothly as possible. Below is a list of swimmers and their events. Relay swimmers please

note: if unable to make it on the day please notify Mr Joe (jhedditch@international.school.fj ) ASAP. If one relay swimmer

is a no-show, that means 3 team members miss out as a result. Please be considerate of this.

Many Thanks and again, good luck to the ISS Team!

EVENT NAME SURNAME

EVENT NAME SURNAME

5 L Girls11YearOlds50Breaststroke Reina Arai

2 E Boys8YearOlds50Backstroke Matt Morrell

5 A Boys6&Under50Breaststroke Kaelan Balpe-Leahy

15 E Boys8YearOlds50Freestyle Matt Morrell

5 I Boys10YearOlds50Breaststroke Keir Barnes

2 I Boys10YearOlds50Backstroke Marcus Narayan

14 H Girls9YearOlds100Backstroke Maggie Burdon

15 G Boys9YearOlds50Freestyle Sam Neate

15 H Girls9YearOlds50Freestyle Maggie Burdon

5 J Girls10YearOlds50Breaststroke Typhaine Nervale

11 H Girls9YearOlds100Freestyle Maggie Burdon

13 D Girls9-10200Breaststroke Typhaine Nervale

5 H Girls9YearOlds50Breaststroke Maggie Burdon

8 H Girls10YearOlds200Freestyle Typhaine Nervale

5 D Girls7YearOlds50Breaststroke Talei Cakaukeivuya

12 D Girls9-1050Butterfly Typhaine Nervale

15 D Girls7YearOlds50Freestyle Talei Cakaukeivuya

15 B Girls6&Under50Freestyle Anderson Passin

2 L Girls11YearOlds50Backstroke Jasmine Colling

5 F Girls8YearOlds50Breaststroke Isla Ramsden

15 L Girls11YearOlds50Freestyle Jasmine Colling

15 F Girls8YearOlds50Freestyle Isla Ramsden

5 G Boys9YearOlds50Breaststroke Jacob Cook

5 K Boys11YearOlds50Breaststroke Griffyn Ramsden

2 G Boys9YearOlds50Backstroke Jacob Cook

15 J Girls10YearOlds50Freestyle Ceinwyn Robens

2 J Girls10YearOlds50Backstroke Emily Cook

2 H Girls9YearOlds50Backstroke Isla Robertson

15 J Girls10YearOlds50Freestyle Emily Cook

2 H Girls9YearOlds50Backstroke Eloise Ryan

3 D Girls7YearOlds100Breaststroke Holly Dowdeswell

5 H Girls9YearOlds50Breaststroke Eloise Ryan

11 D Girls7YearOlds100Freestyle Holly Dowdeswell

2 D Girls7YearOlds50Backstroke Zara Ryan

3 G Boys9YearOlds100Breaststroke Zachary Dowdeswell

5 D Girls7YearOlds50Breaststroke Zara Ryan

15 G Boys9YearOlds50Freestyle Zachary Dowdeswell

2 G Boys9YearOlds50Backstroke Noah Savou

3 G Boys9YearOlds100Breaststroke Nicholas Heuss

12 C Boys9-1050Butterfly Noah Savou

5 G Boys9YearOlds50Breaststroke Nicholas Heuss

5 E Boys8YearOlds50Breaststroke Oliver Searancke

11 G Boys9YearOlds100Freestyle Nicholas Heuss

2 J Girls10YearOlds50Backstroke Aurora Sinclair

13 C Boys9-10200Breaststroke Nicholas Heuss

5 J Girls10YearOlds50Breaststroke Aurora Sinclair

5 K Boys11YearOlds50Breaststroke David Immanueli

5 L Girls11YearOlds50Breaststroke Ashleigh Singh

15 K Boys11YearOlds50Freestyle David Immanueli

15 A Boys6&Under50Freestyle Mahir Soko

5 E Boys8YearOlds50Breaststroke Henrik Jensen

14 G Boys9YearOlds100Backstroke Tabbai Soko

2 F Girls8YearOlds50Backstroke Francesca Keenan

11 G Boys9YearOlds100Freestyle Tabbai Soko

15 F Girls8YearOlds50Freestyle Francesca Keenan

8 E Boys9YearOlds200Freestyle Tabbai Soko

2 D Girls7YearOlds50Backstroke Eva Khan

6 C Boys9-10200IM Tabbai Soko

15 D Girls7YearOlds50Freestyle Eva Khan

3 I Boys10YearOlds100Breaststroke Christopher Sopin

2 A Boys6&Under50Backstroke Jonothan Kirk

15 I Boys10YearOlds50Freestyle Christopher Sopin

2 E Boys8YearOlds50Backstroke Carlo Knox

11 I Boys10YearOlds100Freestyle Christopher Sopin

15 E Boys8YearOlds50Freestyle Carlo Knox

13 C Boys9-10200Breaststroke Christopher Sopin

14 E Boys8YearOlds100Backstroke Finn Kruger

15 H Girls9YearOlds50Freestyle Rakeshni Sopin

13 A Boys8&Under200Breaststroke Finn Kruger

2 F Girls8YearOlds50Backstroke Myah Stice

11 E Boys8YearOlds100Freestyle Finn Kruger

5 I Boys10YearOlds50Breaststroke Judah Stice

12 A Boys8&Under50Butterfly Finn Kruger

2 I Boys10YearOlds50Backstroke Theodore Strobel

3 Boys 6YearOlds&Under100Breaststroke Leo Kruger

15 I Boys10YearOlds50Freestyle Theodore Strobel

5 F Girls8YearOlds50Breaststroke Samira Latianara

12 A Boys8&Under50Butterfly Ethan Takimoana

12 C Boys9-1050Butterfly Papanui Liew-Marsters

2 L Girls11YearOlds50Backstroke Grace Vaciloa

7 A Boys10&Under100Butterfly Papanui Liew-Marsters

2 A Boys6&Under50Backstroke Archie Wyley

8 E Boys9YearOlds200Freestyle Papanui Liew-Marsters

5 A Boys6&Under50Breaststroke Archie Wyley

6 C Boys9-10200IM Papanui Liew-Marsters

15 A Boys6&Under50Freestyle Archie Wyley

12 D Girls9-1050Butterfly Katie Maclean

4 X 50M FREESTYLE RELAY

17A 8 & UNDER BOYS 4 X 50M FREESTYLE RELAY

Matt Morrell Carlo Knox Mahir Soko Archie Wyley

17B 8 & UNDER GIRLS 4 X 50M FREESTYLE RELAY

Francesca Keenan Holly Dowdeswell Talei Cakaukeivuya Eva Khan

17E GIRLS 9-10 4 X 50M FREESTYLE RELAY

Typhaine Nervale Ceinwyn Robens Emily Cook Maggie Burdon

17D BOYS 9-10 4 X 50M FREESTYLE RELAY

Christopher Sopin Tabbai Soko Papanui Liew-Marsters Nicholas Heuss

17H GIRLS 11-12 4 X 50M FREESTYLE RELAY

Jasmine Colling Reina Arai Ashleigh Singh Grace Vaciloa

4 X 50M MEDLEY RELAYS

9D BOYS 9-10 4X50 MEDLEY RELAY Christopher Sopin Nicholas Heuss Papanui Liew-Marsters Tabbai Soko

BACK BREAST FLY FREE

9H GIRLS 11-12 4X50 MEDLEY RELAY Grace Vaciloa Reina Arai Jasmine Colling Ashleigh Singh

BACK BREAST FLY FREE

9A 8 & UNDER BOYS 4X50 MEDLEY RELAY Matt Morrell Mahir Soko Carlo Knox Archie Wyley

BACK BREAST FLY FREE

9B 8 & UNDER GIRLS 4X50 MEDLEY RELAY Eva Khan Francesca Keenan Holly Dowdeswell Talei Cakaukeivuya

BACK BREAST FLY FREE

9E GIRLS 9-10 4X50 MEDLEY RELAY Maggie Burdon Emily Cook Typhaine Nervale Ceinwyn Robens

BACK BREAST FLY FREE

Library News It has been a busy 2nd term here in the library. We have read and listened to a variety of genre. We researched various

topics that connects to the classroom unit of inquiry and acknowledged the sources we used for our research by using

the online referencing generator to create our bibliography. We also explored eBooks in the Tumble Book Library and

listened to animated stories online. Our children are encouraged to bring their library bag and borrow two books of

interest to take home and share with their families every time they visit the library. Please read the books with your

children. We guide the students with their selections based on their own interests. Self-selection and independence in

the library is encouraged. Ask your child why they chose the book to borrow and enjoy it together. Book bags are sold at

the Uniform shop or students can bring recycled shopping bags to carry their books in.

New on the library webpage

Tumble Book Library is an online collection of animated, talking picture eBooks, chapter books,

videos, non-fiction titles, playlists, books in languages other than English such as French and

Spanish, graphic novels and math stories. Username and password available in the library

webpage: http://issfijilibrary.weebly.com/resources.html

Scholastic Book Club

We receive free books and other educational resources by taking part in the Book Club. Last year we received over

NZ$3000 worth of free books for the library, resource room and classrooms. Thank you very much for your support

when you purchase a book for your child through our book club. Issue 3 has arrived and your child should be coming

home with a brochure this week. All scholastic book club order is due back by the 22nd of May. You can also view Issue

3 brochure online: http://www.scholastic.co.nz/schools/bookclub/clubs/student.php

Check out the Library Website (see below). It offers educational websites and databases for you and your child to

explore at home.

Ms. Wakanisi Vaciloa – Library teacher

Please visit ISS Library Website at

http://issfijilibrary.weebly.com/

What’s New in ECH2?

As always, it has been another super busy term for the Whales and Dolphins!

We would first like to welcome Shanaya Mani and Vashon Sua to the Dolphins

class and Joshua Nili to the Whales class. We are all very happy to have you

here and are certain you will enjoy your year with us!

In language, we have been learning about the letters Pp, Rr, Bb, Cc, LL and Mm

so far this term. We have also looked at measurement and graphing in

Mathematics. Our Unit of Inquiry this term is on Living Things. Our central idea

is, “All living things go through a process of change to grow”. In the first five

weeks of the term, we have been focusing on plants and have looked at their life

cycle. We have also planted our own vegetables in plastic bags, and have now

transferred them to our garden. Over the next few weeks, we will be looking at

butterflies and chickens and looking at their life cycles!

We also had our Mother’s Day Morning Tea Party on Friday, 8th May. We had an excellent turnout and a huge thank you to all our

mothers, fathers, grandparents and siblings for coming out and sharing such a special day with us!

On 15th May, we were a part of the Whole School Assembly with Year 7. The theme for the assembly was “International Day of

Families”. We enjoyed having

Year 7 read a story to us, and

we loved dancing and singing

to Aloha E Komo Mai, a very

fun song from Lilo and Stitch!

Again, thank you to our

parents for coming along and

supporting us on stage! We

are very proud of our

performance

Traditional Navigation - NA CAMAKAU

Ni bula vinaka!

Our Year 2 inquiry into Traditional Navigation has brought about interesting and well thought out inquiry questions…

How is a camakau made? How did the traditional sailors use the stars and the sun to during their journey? What would

they do if there aren’t any stars to guide them?

We were privileged to have as our guest speakers, two prominent traditional navigators, Semiti Cama whose dad in

1998 travelled from Moce to Suva on a traditional canoe, camakau and Sakiusa Veikauyaki who as a 10 year old sailed

from Moce to Lakeba to watch the Police Marching Band perform at Tubou.

From the PTFA…

SCREEN ON THE GREEN ON JUNE 5th

The event, Screen on the Green, a family movie night is a new initiative for the PTFA. It is an enthusiastic approach to strengthen our

school community by inviting our students and their families, teachers and staff to enjoy a movie(s) under the stars together. We plan

to have a set up where all you need to do is bring your blankets/mats, sitting pillows and picnic baskets. There will be popcorn and

drinks for sale at the event. Please watch out soon for the event poster at school and on the PTFA Facebook page to confirm times

and movies. Emails will also be sent out to accommodate our parents and teachers not on the PTFA Facebook page.

PTFA BOOK CLUB

The ISS PTFA book club meets once a month to discuss parenting books. We talk about how these books may change our own

parenting practices as well as how implementation of these ideas may differ as expats versus parenting in our home countries.

Suitable for bookworms and idea lovers, it's a great chance to talk about issues that affect our third culture kids and us as

international parents. We meet at 8:00 AM in the ISS boardroom on a monthly basis, conveniently right after morning drop off. Coffee

and tea are provided.

Some Sessions: Monday 23 March 8:00 AM Boardroom. Book: The Five Love Languages of Children by Gary Chapman Monday 20 April 8:00 AM Boardroom. Book: Hands Free Mama by Rachel Macy Stafford Tuesday, 19 May 8:00 AM Boardroom Book: The Secrets of Happy Families: Improve Your Mornings, Rethink Family Dinner, Fight Smarter, Go Out and Play, and Much More by Bruce Feiler

FUN DAY UPDATE

It is the most fun day of the year for the entire school and the largest fundraiser PTFA event. Like in past years we will need your

help to prepare for the 2015 Fun day which will be held on the 8th August. We thank all the parents, students, teachers and staff

who have already volunteered for this year’s event and to those that have helped us in previous years.

We are very happy to hear from any and all parents that can lend a hand - send me an email at mykeleahy@hotmail.com

In particular, we are currently looking for people that can help coordinate the following food stalls: Korean, Chinese, Middle Eastern, African (just to organise parents and decorate stall). Fun Day meetings continue after school each Tuesday from 2.40 – 3.40pm (at latest) in the HUB, next to the secondary art room.

The Fun Day poster competition is also drawing towards a close, so encourage your kids to get their entries in by Monday 25th.

Year One

Recently the Year Ones became rainforest explorers by trekking into the deep, dense and mysterious Colo-i-

Suva rainforest!

We took lots of time to plan and prepare for our trek. We wrote check lists, reminders and packed our bags with

only the most important equipment needed for a long trek.

We walked into the rainforest and down, down, down past two big pools.

It was very steep, slippery and dangerous! We walked over old wooden bridges, under low hanging trees,

climbed over waterfalls and tip-toes across running steams. Student showed their ability to be courageous and

take risks, care for others, communicate with each other and inquire about their surroundings.

After a lot of exploring and almost we got to the final pool. We ate lunch and began to use our artistry skills to

do some real life sketching. We looked at our surroundings and decided what we would like to use as our

inspiration for our art piece. The results were very impressive!

After that we headed back up hill to the Bure where we were able to ask questions to the rangers and fill in our

Rainforest Booklets.

We had a superb day and were all very tired by the time we got back to school.

We would like to thank

these parents:

Anita

Chris

Ben B

Ben C

Saroj

Hitomi

Zeenat

Sam

Xincheng

Iram

Myke

Rio

Joseph

Kate P

Kiti

Liu

Lily

Eseroma

Lisa

Eliza

Mr. Gillini

What‟s New in Year 2?

Space Science Day

Our unit of inquiry into „How the World Works‟ drew to a close with a day dedicated to exciting Space related science

activities. First up was the Space Scavenger Hunt which saw teams of six running around the school in search of

answers to Space questions. Team work, confidence and creativity were demonstrated by each team as they raced to

be the first to complete the hunt. Our afternoon was filled with experiments aimed at helping the children understand

some of the concepts they had been learning about during our inquiry into Space.

Creating craters with our own asteroids. Ublick: Investigating change from a solid to liquid state. Does weight affect the force of gravity?

Rocket projection: testing stored energy. Using a bucket, ball and rope to test centrifugal force.

Namaste - Hindi Studies

The Year 2 in UOI Intensive- Hindi Studies went to the Fiji Museum this week to explore inventions brought to Fiji by the

Indian Indentured Labourers or Girmityas between 1879 and 1916. The excursion marks the beginning of our inquiry

into „Where We Are in Time and Place‟.

The students also had the opportunity to explore some of the artifacts in the classroom.

What are these used for?

The Chaarpaai -bed

YEAR TWO OUT AND ABOUT

The Year 2s along with Mrs. Chandra, our Hindi Studies teacher went to the Fiji Museum this week to explore inventions

brought to Fiji by the Indian Indentured Labourers or Girmityas between 1879 and 1916. The excursion marks the

beginning of our inquiry into „Where We Are in Time and Place‟. For more information on this inquiry and photos from

the Museum trip, please visit the Year 2 page via the Primary page on the school website.

PRODUCTION PICS

Beauty through the eyes of a BEAST

Shon Prasad Zara Ludher Amelia Singh August Brenden-Dodson Emmett Brenden-Dodson Noah Savou Francesca Keenan Calvin Carter Corbin Moussa Ivy Frost Aimee Yang Papanui Liew-Masters Hyun June Kwon Christopher Sopin Nicholas Heuss Leona Douglas Leamalie Jensen Hannah (Jingyi) Chen Kaia Whitfield Luna Reynaud Jason Taylor Helen Yihan Toby Bower Emma Gibson

Kevin Du Hannah Jenney Seira Kokuba Divija Daby Stanley Matthews Siena Robens Qusai Jiwanji Cecily Faasau Nadeesh Daby Lainie Robertson Sina Izumi Year 2B Class

Primary Visual Arts ← Print: Ancient Chinese Clothes

by Jingyi, Year 4 Mondrian-inspired painting →

by Jade, Year 1

______________________________________________________________________________________________

← Greetings from the Art Room, where Year Four students have recently completed their models of Body

Systems as the summative assessment in a collaborative Unit of Inquiry. Aiming to demonstrate how two body

systems are interrelated and work together for good health, students had opportunities for problem solving,

peer critiques, and presentations.

Year Two students enjoyed making cardboard relief sculptures. →

We focused on texture and shape initially, but had a great time painting our creations with

bright colours, too! Many students chose to depict their ideas and knowledge about

Outer Space as it corresponded with their Unit of Inquiry.

← It’s all about the rainforest in Year One, and all kinds of wild and crazy rainforest flora

and fauna are showing up in our art. We’ve been amazed to learn about the one-metre

wide stinky Rafflesia flower and other endangered species. The excursion to Colo-i-Suva

has given students first-hand experience and inspiration as we dig deeper in this inquiry.

All kinds of adventures in visual arts continue in all year levels as we continue to express ourselves and learn about the world around

us. Thank you all for encouraging ISS students in their creative thoughts and endeavors! They are an incredible bunch and a joy to

teach. ~ Mrs Stice

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IBPYP RE-EVALUATION

All schools implementing The Primary Years Programme are provided with a set of criteria against which both the International Baccalaureate (IB) and the IB World schools can evaluate success in the implementation of any of the three IB programmes. Our school implements the Primary Years Programme. Re-evaluation visits to schools occur every five years. Our last re-evaluation visit took place in 2012. As a result of this visit the staff have been working tirelessly to ensure that the recommendations in the IB re-evaluation report will have been addressed by the end of this year in preparation for our school's Self-Study in January, 2016. The IB Self - Study is a twelve month process where representation from all stake holders need to be involved in the reflection process. Parents are invited to participate in online surveys to evaluate the success of the school's ability to implement the Primary Years Programme. Before we even begin the self-study process it is important to for all concerned to understand the Standards and Practices we implement through the PYP. Standards- these are general requisites established for schools to implement any IB programme.

Practices -are further definitions of the standards.

Requirements - are programme specific, as each programme has unique features and demands specific requirements.

The IB Standards are divided into three main areas;

Standard A: Philosophy, Standard B: Organisation Standard C: Curriculum

Standard A: Philosophy The school’s educational beliefs and values reflect the IB philosophy Standard B: Organisation Standard B1: Leadership and Structure The school’s leadership and administrative structures ensure the implementation of the IB programme(s).

Standard B2: Resources and Support The school’s resources and support structures ensure the implementation of the IB programme(s).

Standard C: CURRICULUM Standard C1: Collaborative Planning

Collaborative planning and reflection supports the implementation of the IB programme(s).

Standard C2: Written Curriculum

The school’s written curriculum reflects IB philosophy.

Standard C: Teaching and Learning

Teaching and learning reflects IB philosophy

Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.

Rosi Uluiviti, PYP Coordinator ruluiviti@international.school.fj

Are you aware of

what the IB philosophy looks like

in our school?

Do you understand how students learn through the PYP?

Force and Energy in Music with Mr Tim

Our Unit of Inquiry focus this term is on Force and Energy with our Year 3 students.

We have been studying and making connections on how Force and Energy is present when

playing all musical instruments.

We discovered how the upright acoustic Piano mechanicals worked and identified the use of

Force and Energy within a Piano to produce sound.

During this Unit we also studied how Brass and Woodwind instruments produce sounds through Force and Energy and

are looking forward to a field trip to the Fiji National Youth Band to further explore more on musical instruments and

how Force and Energy is in co-operated.

For the love of Music,

Timothy Nova Ulacake

(Primary Music Teacher)

YEAR FOUR FUN

“Let’s get physical, physical, physical!” I know some of you out there know this tune. Olivia couldn’t have sung a

better song for our UOI on Energy with a PSPE intensive. From the pictures below, one can see Year 4 has been

energized by connecting our lines of inquiry on sustainability, conservation, transfer/transformation and distribution

of energy to bocce, klop, dodgeball and steal the treasure. And tomorrow we will see what Doc Brown meant when he

said, “1.21 gigawatts” from Back to the Future on our excursion to the USP Physics Department. There are many

more activities, lessons and experiments based on change and function to conclude the term. It’s “Electrifying!”

Earlier this term Year 4 also went on their “Survivor” camp. We spent 2 nights and 3 days putting our first two UOI –

Adaptation and Body Systems into action. We learnt new survival skills such as shelter building, coconut husking and

fire starting. We also put our knowledge of being healthy into practice as we completed exercise rotations and ate

healthy food. On the last day we completed an obstacle course in which we put our new acquired skills into practice.

We all had a fantastic time.

This term, Reception students are looking at

how people value the natural environment.

With the Central Idea “People interact with,

use and value the natural environment in

different ways”, they have been looking at

different artifacts made from the natural

environment. Through ICT, students have

been learning about how to use a Microsoft

PowerPoint 2010 to create a slideshow. As

part of the learning process they will choose

artifacts that they have selected and

present it using PowerPoint slideshow.

Finally the students will print their slides

and compile a booklet which will later be

shared in the classroom.

Also highlighting this term are the new

Laptops which has replaced the PC‟s.

Students have the opportunity to explore

and use Windows 8 to enhance their

learning.

Mr Naca – ICT Teacher

WE ARE OPEN-MINDED! We respect the values and beliefs of others even if they are different from our own.

Being open-minded can be really tough sometimes. Most of us are brought up with a set

of beliefs and values and, throughout our lives, tend to surround ourselves with people

who share the same values and beliefs. Therefore, it can be difficult when we're faced

with ideas that challenge our own and, though we may wish to be open-minded, we may

struggle with the act of it from time to time.

When you look up “Open Minded” on the internet, it is defined as “having or showing

receptiveness to new and different ideas or the opinions of others.” An on line thesaurus

defines open minded as “ready to entertain new ideas. Why do we want our children to

be open minded? When we talk about being open minded it can be separated into two

categories, being open minded about the opinions and ideas of others and being open

minded about cultural differences. So how can we as parents, caregivers and adults in

general help to develop this open-mindedness?

Encourage your child to try new things – new foods, new games, new activities.

Expose your children to different festivals and traditions and be sure to present them in a non-judgmental way.

Encourage your child to really listen to others when they speak.

Introduce appropriate literature about many different cultures into your home library.

Catch your child being open-minded. Expressing your approval is a powerful way to reinforce learner profile attributes.

Allow children to take part in decision making when appropriate. E.g. helping plan meal choices and vacations. Expressing opinions and ideas respectfully is a wonderful way to also reinforce open mindedness.

Encourage them to talk about advantages and disadvantages and ensure that they listen other views and opinions.

Before we can expect students to respect values and traditions of other people and cultures, we have to expose them to these values, people and cultures. This can be done through music, books, films, the internet, museum visits, concerts or plays, postcards and photographs of people and travelling abroad.

Help us to reinforce our latest learner profile attribute! Being open-minded…

Year 3 Update

Year 3 students have been busy leaning about Forces, how it is applied, properties of material and how the use of

forces impact everyday lives. A lot of learning has taken place in Music with Mr Tim where he has incorporated the

teaching of forces in the use of musical instruments and voice. We have also utilized the skills of Ms. Josephine, Mr

Tim, Mr Dasha and Ms. Shoma during these lessons where up to two to three teachers are co-teaching in a lesson.

Students are particularly excited about experiments such as launching balloon rockets, marbles, and cars and are

applying skills learned in maths to measure distances in these science activities.

Working in teams for students with different leaning needs has been a great experience for all for there is evidence

of student demonstrating the learner profiles and the right attitudes.

We

This is cool stuff

I might be

small but I

have the

force.

NI SA BULA

From the Green Cottage

Thank you to all Early Childhood mothers, and grandmothers, who attended the morning tea in their honour.

Congratulations Evie Crook, who turned 4 on May 3rd.

Music with Mr Tim this week focused on loud, soft, long and short sounds.

PE with Ms Emele this week focused on Gross Motor Skills. The Vonu’s brainstormed what they understood

of the term, Gross Motor Skills.

Ipads with Mr Naca this week was conducted outdoors, to enjoy the beautiful sunshine.

Thank you, Vinaka Saka Vaka Levu, Dhanyavad, Merci Beaucoup, Gam Sa Ham Ni Da, and Xie’ Xie’ to you all.

The ECH 1 Vonu’s team

YEAR FIVE OUT AND ABOUT

“What is wealth to the people in this settlement?” asked Theo to a Committee representative from Lepanoni Settlement

in Deuba.

“May I answer this question?” offered a lady seated in the middle of the group.

“To us, items such as the tabua (whale‟s tooth), ibe (mats) and vanua (land) represent wealth. The more of these items

a person or family own, that family is considered to be wealthy.”

“What‟s more important are our love, respect and care for each other in our community,” said the Committee

representative.

The fabulous Year 5 cohort experienced a visit to the Lepanoni Settlement on the way to Camp to learn about how

wealth is viewed in their community. The students were shown warm hospitality and had the opportunity to engage in

discussion with the people of the settlement and dance with the children. It was a delight to observe and participate in

basic Fijian customs which was a culturally enriching experience for all students.

To demonstrate our appreciation, the Year 5 students took action and contributed a range of books for children to enjoy

which was presented by the Primary School Captains to the representative of the Settlement.

Abigail Fisher Abby Crook Yagmur Gillini Jai Ludher Archie Wyley Helen Wang Judah Stice Harrison Harper Isla Robertson Shashank Singh Henrik Jensen Isaac Savou Jaslyn Haer Mwaaka Sipilanyambe Shawna Sun Aaliyah Chandra Toby Fuji-Bennett Grace Immanuel Year 1F Class Ibrahim Awais Reina Arai William Brooks Sunna Hardardottir Rovianna Gina Nanami Nakai Heilala Faasau Kenzo Irrmann Jonathon Kirk Samuel Narawa Noa Becker Amy Howlett Abigail Campbell Matt Morrell Sieun Park Tara Marshall Year 4J Lucas Nili Leamalie Jensen Shiho Kitazawa Mike Liu Caleb Briggs Rimata Gina Laura Speirs Stanley Matthews Zion Nabouta Juliana Espinosa Joshua Nili Rohan Ludher Year 2C Zara Ryan Inigo Belen Chavez Luna George Chloe Manaog Isaac McKenzie

Konatue Brown Khushi Patel