Leopard's Tale |
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Leopard's Tale |
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Thank you to all parents who came to the MYP Information Session this morning, and for taking part in all the activities so willingly and enthusiastically. Interactive workshops allow you to better understand the MYP through hands on activities, conversation, and group work, and give you a sense of what it is like to be in the classroom as students. If you missed the session here is the link to the slides. This week saw students in Grade 10 presenting their Personal Project learning and products. All secondary grades and teachers and Grade 5 had the opportunity to see the Grade 10's efforts during Ubuntu and parents came to share in their success on Tuesday evening. Grade 5's visit comes at the start of their PYPx journey and Grade 9's at the start of their Personal project journey. Students came armed with wonderings. The Personal Project (PP) is an extended, independent piece of project work completed by each student in the last year of the MYP (Grade 10 or Year 5). Project topics may be creative or research-based and reflect a student’s personal interest. Students have the opportunity to develop their ATL skills which sets them up for success in the Diploma Programme. It's worth mentioning that recent research from The Education University of Hong Kong "found personal project scores in the MYP to be a meaningful predictor of DP examination and extended essay scores. Additionally, personal project participants attained higher scores on DP examinations and the extended essay than their DP peers who did not participate in the personal project." Works Cited
“Personal Project: Outcomes of the International Baccalaureate Middle Years Programme’s Capstone Experience (2023).” International Baccalaureate®, 5 Jan. 2023, ibo.org/research/outcomes- research/myp-studies/personal- project-outcomes-of the-international-baccalureate- middle-years-programme-capstone-experience-2023/. Accessed 14 feb. 2024 Students at AISL have been learning creatively in Art and Design. Design saw students creating solar cookers and logos, and in Art students worked with collage and dioramas amongst other things. If you haven’t been to see the exhibition in the gallery of the Tiyende Pamodzi Theatre yet, please do so, as it will be taken down on Friday. Service and action in IB programmes IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB World Schools value service with others as an important way to engage in principled action across a range of overlapping local and global communities.
Here at AISL, students in MUN invited 33 students and 6 teachers to observe a debate in the Palm Pavilion. St Ignacius, a local school is just starting out on their MUN journey and we shared documents with them and tips on how to start an MUN club. Students stayed behind after the debate to answer questions. We reiterated that our club is less competitive than other MUN clubs. At AISL we are intent on building skills and making sure that all students have an enjoyable experience within the club. Well done to all our Risk takers for debating so confidently last Thursday! MYP: From principles into practice. May 2014 (updated October 2023). “Conceptual learning focuses on powerful organizing ideas that have relevance within and across subject areas. Concepts reach beyond national and cultural boundaries. They help to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, build the capacity to engage with complex ideas, and allow transfer of learning to new contexts.” (MYP: From principles into practice 11)
All MYP units at AISL focus on a key concept and two related concepts. Here are some examples of students in Ms. El Murr’s French classes unpacking key concepts for their units. Students in Grade 7 Language and Literature are devising their own learning experiences to practice skills and understand concepts that they will be assessed on in their summative assessments. Their critical thinking and self-management skills and collaborative skills have been sorely tested. But what fantastic progress they have made and they now understand a teacher’s process in designing learning to some extent. Some learning experiences have taken a good part of a lesson - for example writing a script and performing from a play. Others have been short and so very sweet: Here is Noah unpacking the things in his Joy basket for his group to see where and how he finds joy. This seemingly simple task when broken down saw students in the group listen and ask questions, make connections, and explore perspective. Noah in selecting items used analysis (critical thinking skills), offering reasons for his choices, creative thinking skills, organisation skills, and speaking and listening skills. Grade 7 Language and Literature students are working in groups to explore this statement of inquiry: Perspectives within various contexts and across genres show how we might experience joy and happiness Students have selected novels to read in groups and are devising lessons through which they can learn about the concepts in the statement of inquiry and skills they need to be successful in their summatives. They will be performing monologues and presenting how literary elements of two novels are the same and different. In class this week, they explored what it means to work cooperatively. They created an item of clothing from newspaper and tape and then reflected on themselves through these ideas: What did you notice about interactions, instructions, the facilitator, group members, communication, attitudes, skills, approaches, and roles? |
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The Leopard's Tale is our main medium to keep our families informed on such things as the day to day happenings on campus, after school activities, summaries of any arts and sports events, helpful resources, and important dates and reminders.
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