Learner Profile

Learner Profile

The International Baccalaureate (IB) describes the IB Learner Profile as “The IB mission statement translated into a set of learning outcomes for the 21st century and provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose”. There are ten attributes that frame the IB Learner Profile. IB schools are charged with developing these attributes in a meaningful and contextual way in the hope that our students are:


· Inquirers

· Risk Takers

· Communicators

· Thinkers

· Knowledgeable

· Principled

· Caring

· Open minded

· Balanced

· Reflective


What does this look like in the context of teaching and learning in the elementary section at Chatsworth International School? We begin to introduce the learner profile early with our K1 students. Although the Learner Profile is composed of big words and even bigger concepts, teachers still use the vocabulary with the students. This is done through discussions; usually stemming from actions and events that happen in class. This provides the students with authentic opportunities that can be connected to a specific attribute enabling the children to understand these abstract ideas easier.


Literature is a wonderful vehicle in which to explore the attributes from the Learner Profile for all of our students. In the Primary library, we have now begun to categorize our picture books according to one of the attributes connected to that piece of literature. I want to thank Ms. Fang and Ms. Siti for their efforts in organizing this for our teachers and students. Should you like to learn more about our books and the profiles, please feel free to contact our librarians.


Dr. Michael Berry
Head of Primary

Week 29 of the Primary Weekly Correspondance

Primary Weekly Correspondence

• Parent-Teacher-Student Conference (PTSC) (18-19 Mar)
  Please note that students will attend their conferences with their parents but there are no classes on both days.
  
• March Lunch Menu
  
• Y6 invitation to Secondary Open House 
  Letter here.

Book Week

This week our students and staff participated in Book Week where we raised awareness of how we love and celebrate reading. To be clear, as a school we always value literature and promote reading daily. However, Book Week is simply a wonderful way to bring it more to the forefront for all involved.

Ms. Elaine Fong, our teacher librarian, organized the week for us. She ensured that the students were involved from the beginning and kept them engaged with visiting authors and exploring new books in the library and in their classroom throughout the week. I would like to thank her and Ms. Siti, her Library Teaching Assistant, for their effort in making this Book Week a highlight for us here at Chatsworth.

Speaking of reading, I recently read a blog I found particularly interesting and wanted to share its contents with the parent community.

Children’s book author Terry Pierce, listed and expanded on five reasons she believes picture books benefit young children. The first reason she spoke of was language development. Pierce notes that most picture books contain only about 500 words; many books have fewer. Because there are so few words, the author has to choose the language carefully, which is why a hallmark of picture books is that they are crafted with such care. Editor Anne Hoppe writes that with picture books “the writer distills, the illustrator expands”.

Picture books also facilitate brain development in young children. Between the ages of 2 and 7 the brain is making extra neurological connections, trying to establish “patterns, cause-and-effect and sequences”. For those of us that have read picture books, we know that many of them contain familiar patterns (Brown Bear, Brown Bear, What Do You See? by Bill Martin) and rhyming words (The Gruffalo and Stick Man by Julia Donaldson) which children love. These books help to create new connections is the brain.

Pierce also believes that the physical participation of a child turning a page in a book is important in the child developing a love of reading. Turning the page in the book “sets up an interactive experience between the child and the story”. Many authors build suspense when writing by beginning a sentence on one page and ending it on the next after a page turn. This allows for more cause-and-effect pathways to develop in the brain.

Children want to be part of the reading experience. When children participate in the reading of a book, their attention span can be enhanced. Being engrossed in a book, especially one that has a catchy refrain (Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst), allows for students to wait for their opportunity to join in the storytelling experience by “reading” the refrain along with the teacher.

Finally, picture books are multi-sensory. Brains at this age are developing rapidly. The experiences that we as educators provide (this includes parents as you are your child’s first teacher) allow for development to happen more rapidly by stimulating their children’s senses. When reading a picture book, children are hearing words, seeing shapes (letters/words) on a page, touching or feeling the book (tactile /touch-and-feel books), and smelling the pages as well (scratch-and-sniff books).

There is a disturbing trend in the United States that began just under a decade ago; the sales of picture books are down. The New York Times noted that many parents are skipping picture books and going straight to chapter books.

The reason?

Some parents believe that by going straight to chapter books they will help to “advance their (children’s) reading skills”. Bluntly, Pierce writes that, “It isn’t true. Or smart”. She provides the analogy of a parent not allowing his/her child to crawl and go straight to walking, as eventually this would make the child a better runner. This hardly makes sense.

Reading is a process. It is important that we value that process and support our children as they proceed through it at their own pace. Take the time to enjoy and celebrate the learning all the while fostering the love of reading.

I hope you have a wonderful weekend ahead.


Dr. Michael Berry
Head of Primary

Week 28 Primary Weekly Correspondance

• Chatsworth School Fair (9 Mar 19)

More details here.
Spring Fair Poster
Spring Fair Map

• Parent Cafe: Language Curriculum (13 Mar 19)

RSVP link here.

• Parent-Teacher-Student Conference (PTSC) (18-19 Mar)

Letter here
Please note that students will attend their conferences with their parents but there are no classes on both days.

• March Lunch Menu
  

PTSC (Parent-Teacher-Student Conference)

In a few short weeks, Orchard Primary will host the second Parent – Teacher – Student – Conference (PTSC). The purpose of this conference, as outlined in the letter that was sent home today, is to share information between the parent, teacher and the student regarding student learning.

Students will be reflecting on the goals they set earlier in the year. It will also involve teachers and students framing discussions around three aspects; successes, challenges and goals for the rest of the year.

Additionally, students will take the lead by presenting their work to their parents in various formats. The teacher will take a back step, allowing the students time to share their successes, but also what areas still remains a challenge for them. Of course, the teacher will facilitate and support the discussion as necessary.

I want to thank the teachers and students for their efforts in preparing for this all-important occasion to further develop the triangular relationship between parent, teacher and student.

Dr. Michael Berry
Head of Primary

Week 27 of the Primary Weekly Correspondance

Primary Weekly Correspondence

• Book Week 2019

- Schedule of Events

- Orchard Teacher Shelfies - Our teachers with their favourite books

- Download a Children's Right to Read poster from the International Literacy Association to share with your child. Comes in 8 languages! - Share with your child's Dave Pilkey's (creator of Dog Man, Captain Underpants) video on the importance of 20 mins of reading a day.

- Growing Up Surrounded by Books Could Have Powerful, Lasting Effect on the Mind - Smithsonian.com Oct 2018 Reading linked to literacy, numeracy and tech skills.

Full scholarly article can be downloaded here.

• Chatsworth School Fair (9 Mar 19)

More details here.
Spring Fair Poster
Spring Fair Map

• Parent Cafe: Maths (6 Mar 19)

RSVP link here.

• Parent Cafe: Language Curriculum (13 Mar 19)

RSVP link here.

• Parent-Teacher-Student Conference (PTSC) (18-19 Mar)

Letter here
Please note that students will attend their conferences with their parents but there are no classes on both days.

• March Lunch Menu

Attitude

The overarching goal of the PYP programme is to develop internationally minded, balanced students. The teachers endeavor to do so by employing a holistic teaching method, recognizing that academics are only one part of a child’s education. The PYP written curriculum, as noted in the PYP publication Making the PYP Happen, is created so that students can acquire “essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes and taking responsible action”. These are referred to as the 5 Essential Elements of the Written Curriculum. The 5 Essential Elements was discussed this past week in the context of the Year 6 Exhibition.

Developing skills and ensuring students understand concepts are important, as I have touched on in recent newsletters. But, there is a vital focus on the development of “personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group.” Including the attitudes as an essential element of the written curriculum signifies that the PYP “is making a commitment to a values-laden curriculum.”

In PYP schools, students should demonstrate:


Appreciation    Appreciating the wonder and beauty of the world and its people.

Commitment    Being committed to their own learning, persevering and showing self-discipline
                           and responsibility.

Confidence       Feeling confident in their ability as learners, having the courage to take risks,

                          applying what they have learned and making appropriate decisions and choices.

Cooperation    Cooperating, collaborating, and leading or following as the situation demands.

Creativity        Being creative and imaginative in their thinking and in their approach to problems

                         and dilemmas.

Curiosity         Being curious about the nature of learning, about the world, its people and cultures.

Empathy         Imagining themselves in another’s situation in order to understand his or her 

                         reasoning and emotions, so as to be open-minded and reflective about the 

                         perspectives of others.

Enthusiasm     Enjoying learning and willingly putting the effort into the process.

Independence Thinking and acting independently, making their own judgments based on reasoned 

                         argument, and being able to defend their judgments.

Integrity         Being honest and demonstrating a considered sense of fairness.

Respect           Respecting themselves, others and the world around them.

Tolerance       Being sensitive about differences and diversity in the world and being responsive to

                        the needs of others.


Dr. Michael Berry
Head of Primary