IST KG Open House presentation 2012-13

1. Welcome to Kindergarten
at IST
Our philosophy
“What children can do rather
than what they cannot do
are the starting points in
their learning.”
Tina Bruce (1987)
Childhood is a journey...
not a race!

2. Global Citizens
communicator thinker caring principled
?
risk-taker inquirer balanced
IB
Learner
open-minded knowledgeable reflective Profile

3. PYP attitudes
respect curiosity confidence integrity cooperation
tolerance appreciation
empathy creativity
enthusiasm commitment independence

4. How best will my child learn?
We expect to have children in our classes who are
unique individuals, with:
•Different learning
rates and styles
•Different
developmental stages
•Social, emotional
and personal
differences

5. How best will my child learn?
We aim to meet the needs of each individual student in
the following ways:
- Grouping students according
to ability, interest, friendship,
etc
- Differentiated activities
according to children’s ability
-Opportunities for children to
select activities according to
interest
-Teacher assistants to help
improve student/teacher ratio

6. How best will my child learn?
Self-management skills
- showing awareness of personal safety
- completing tasks appropriately
- taking care of self and belongings
- following routines independently
Communication skills Social skills
- listening carefully to others - understanding what behaviour is
- sharing ideas appropriate
- responding to questions - working cooperatively in a group
- making relevant contributions - respecting others
Thinking skills Research skills
-having ideas for how to solve problems - developing own questions
-making decisions - using senses to notice details
-using prior knowledge - choosing ways to find information

7. Reading Development
Children learn to
read by reading.
Some developmental stages
of reading-
•Role playing reading
•Using the illustrations to
tell the story
•Reading from memory

8. Reading Development
•Recognising repetition in
the text
•Pointing to each word as
you read
•Looking at initial letters
and making predictions
•Using knowledge of
story language

9. Reading opportunities
•Story time
•Reading Big Books
•Messages and signs around the
room: “reading the room”
•Independent reading time

10. Reading opportunities
•Guided reading sessions
•Author and illustrator focus
•Student generated books
•Computer and whiteboard
•Book corner

11. Writing Development
Children learn to write by writing.
mark making
letter-like shapes
linking letters to sounds
heard in a word
random letters

12. Writing Development
spelling familiar
words accurately
phonetic spelling
writing longer messages
independently

13. Writing opportunities
Writing should be purposeful, and
is focused on conveying meaning.
Opportunities to write meaningfully
around the classroom
recording their
a writing area book title
Opportunities to where children can
write across choose to write
the curriculum messages, make
books, etc
journal writing

14. Mathematics
• All activities are hands-on,
concrete and practical
• We aim to establish
understanding of real maths
concepts
• Activities are open-ended
and encourage exploration
and thinking
• Emphasis is on learning
process rather than quick
right answers
• Mistakes are important in
the learning process.

15. Mathematics
Our Maths program is supported by materials from the
Everyday Mathematics program, including the following
strands:
•Number
•Pattern and function
•Handling data
•Shape and space
•Measurement
•Working mathematically
Please take advantage of
the EDM home books
provided each term! “Maths is the language of pattern”

16. PYP – Units of Inquiry
Where we are in
place and time
Change
Change happens
throughout time
and affects us in
different ways
How we express
ourselves How the world
works
The Arts
We can express Plants
ourselves through Like humans,
the arts. plants need
particular
conditions to
survive.

17. PYP – Units of Inquiry
How we organise
ourselves
Who we are
Transport
systems
Transportation Myself
systems are We learn about
organized to help why we are
us connect with unique by
people and exploring our
places families and life
experiences.
Sharing the
planet
Oceans
We share our
environment
with a variety of
fascinating sea
creatures and
our actions can
affect their lives.

18. Enduring Understandings
Key Concepts:
“It is tempting, if the
Form- what is it like? only tool you have is a
Function- how does it work? hammer, to treat
everything as if it were
Causation- why is it like it is? a nail.”
Change- how is it changing? Abraham Maslow
Connection- how is it connected to other things?
Perspective- what are the points of view?
Responsibility- what is our responsibility?
Reflection- how do we know?
…try using these kinds of questions with your child to encourage in-depth
thinking!

19. Daily Routines
Don’t forget!
hat, water bottle, snack, lunch, Link book, reading book, folder
Please check the Link book and folder daily & return the following day
Morning routine: End of day
•Hang up bag routine: At
1.45pm,
•Put away food, children wait
hat, water and on carpet until
folder called. We
•You are welcome ensure your
to help your child child’s safety
settle into the by handing
classroom between them over to a
7.00 and 7.10am responsible
•The school day adult at the
end of the day.
starts at 7.10am

20. Our day
• Each day begins with a morning meeting
• Each day, children will have time to engage in language, maths
and unit of inquiry related tasks
• There are two outdoor playtimes, a snack time and a lunch time
• KG students have various specials during the week, including
Kiswahili (or EAL), music, art, PE, swimming, ICT, and library
• We have an EAL teacher, access to student services support, and a
counsellor assigned to KG, to help children who are learning
English or who need extra support in other ways.

21. Food, food, food!
• School is a great way to introduce
new foods - children will try what
they see others eating
• Try to include a balance: protein,
fruit, vegetables, carbohydrates.
• Ensure your child has an
appropriate amount of food for a
snack and lunch.
• Please avoid sugary food or drinks
- these have an impact on your
child’s learning.
• Please be aware of allergies

22. How can I help at home?
• Read every day! Children will bring home a class library
book daily - the focus is on reading for pleasure. Take
them to the library - it is open from 6.50am-2.30pm.
• Maths activities may be sent home at certain times and
will focus on a concept that is being discussed in class.
Use the EveryDay Maths Mathematics at Home booklet
to pick up ideas for “playful” maths activities for you
to do together with your child
• Unit of inquiry discussion questions, and other ideas for
activities to do at home, will be posted on the KG blog.

23. Some reminders
• Please try to bring your child to school and collect them on time.
Report to the Elementary office if you are late.
• Please let us know if someone different is collecting your child.
Please wait in the KG quad to collect your child. It is distracting
for children to see adults outside windows and doors before the
bell.
• Please support us by ensuring your child follows school rules whilst
under your supervision.
• You are welcome to send cakes to school for birthdays - please
notify your child’s teacher in advance. Individual pieces are easier
to hand out. Send invitations only if they are for every child in
class.
• Help your child to practice getting changed into swimwear and
back into uniform. They are encouraged to swim every week.
• Keep your child at home if they are really sick.

24. Keeping in touch
• Please use the link book or email to communicate with the
teacher
• Save the dates for the KG assemblies: 5th October and 17th April
• Informal chats with teachers before and after school
• Make an appointment if you’d like a longer chat about your child
• Look out for parent-teacher conferences in October and student-
led conferences in March
• Parent representative: two parents needed per class
• Action at home? …please share with us
– Encourage independence... “OUR CHILDREN CAN!”
“Children who are encouraged to think for themselves
are more likely to act independently.”

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