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2 Chantal McLaren Born in South Africa Lived in UK BEd(Hons) Primary Education Joined GWA in rd year in KG2 at GWA Married to Jack Baby Oliver Charlene Sia Born in the Philippines KG2 Teacher in the Philipines 5 th year in Dubai Maja Lee Born in Belgrade, Serbia Lived in China PGCE Primary Education, MA in International Education, ESL 2 nd year with GWA, 2 nd maternity coverage

3 Hannah Williams & Florence Erin Coffin &Annie

4 Prior knowledge to drive inquiry Assessment Portfolios Process rather than product Student Led Conferences “you can control the environment but you can't control the child.” - Froebel

5 Inquiry based Challenged according to what students are ready to learn next Differentiation, activity based, small group and individualised learning Play Based Tell me and I forget. Show me and I remember. Involve me and I understand. – Chinese Proverb “Kindergarten should be a time for children to expand their love of learning, obtain general knowledge and develop abilities to get along with others at a developmentally appropriate pace.” - The National Association for the Education of Young Children

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7 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights an responsibilities; what it means to be human. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations from local and global perspectives. An inquiry into the way we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment. An inquiry into the interconnectedness of human- made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Title Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organise Ourselves Sharing the Planet Central Idea People’s relationships with each other can have an impact on well-being. Historical evidence provides an insight into our family history, identity and community. Images communicate ideas and information. Understanding the properties of light and sound enable us to use and manipulate them. The interconnection of transportation systems are in response to the needs of a community. People interact with, use and value local environments in different ways. An inquiry into: How we develop relationships. How relationships affect us. Roles and behaviours within relationships. Ways of documenting personal histories Personal change from birth to present (self and family) Past experiences that have shaped me The use of static and moving images in different media How do design elements of images support communication How we interpret and respond to images Uses of light and sound Properties of light and sound Manipulating light and sound Transportation systems and their purpose The connection between transport systems and the needs of a community The interconnection of transport systems Natural and human made environments Impact people have on local environments Ways to sustain our local environment Concepts Causation, Responsibility, Reflection Reflection, Reflection, Change Function, Perspective, Connection Form, Function, ChangeFunction, Connection Responsibility, Perspective, Causation Related Concepts Conflict, cooperation, interdependence Development (growth), family Creativity, Imagery, Communication Forms of energy, technological advances Systems, transportation, networks Sustainability, Environment, impact Subject Focus PSPE, Social Studies PSPE,, Language, Maths, Social Studies Language, Music, PEScience, MathsSocial Studies, MathsSocial Studies, Science

8 Number Sorting Graphing Time Measurement Shape – 3D and 2D Symmetry Patterning Fractions Skip counting Addition and subtraction Letter names and sounds Reading strategies Sight words Fine motor skills Letter formation Conventions of text Speaking Listening Questioning

9 What we are encouraging at school and how you can support this at home… Reinforce Learner Profile Practicing lower case letters NOT CAPITALS! Focus on letter sounds (what is the sound/name) Independence Homework expectations “Parents are the child's first teacher“ – Reggio Emilia

10 Our Class petReward ChartStar of the Week

11 Lunches: Healthy lunches Spoons and forks packed from home Label your child’s lunch pot if it needs heating No foil for the microwave Nut free school Please name ALL uniform and accessories Spare clothes Send a water bottle to school daily (labeled) No toys from home to come to school Please only return library books in the library folders on the day of the lesson Class readers will be changed once a week

12 Reggio Emilia inspired Comforting for the child Appreciation of the importance of family Links to UOI ‘Who We Are’ Each child to bring in a family picture from home We can scan and print in black and white By sending in your picture you will be giving us permission for the photo to be displayed in the corridor

13 Celebration in the last 20 minutes of the day or on a Thursday if your child’s birthday falls on the weekend Share a healthy treat with the class and the parents are invited to come to class to read a story to make the day special No whole class cupcakes/cookies etc.

14 Junk modeling materials (boxes, yoghurt pots, bottles, egg boxes etc.) Please ensure these are clean and dry before sending to school Glass jars with lids Collage materials (cloth, pebbles, shells, art materials etc.) Plants Unwanted sheets, beddings, cushions etc. Any other resources Mud/sand kitchen- DIY dads wanted

15 How can we work together? Many ways to be in touch including face-to-face, etc. Ask questions as they come up, open door policy Class mum Please regularly check the KG2 website- updated weekly Sign up to the alert for weebly updates!! Please complete the KG2 student questionnaire if you haven’t already

16 Margaret Sikora Music Nina Garza-Taskin Counselor Beatriz Arbelaez (Bea) ICT Martin Hamilton Swimming Graeme Olorenshaw (Olly) P.E. Emma Hamilton Visual Arts Zahra Hadi EAL Anita Henry Library Mufida Al-Digeil Arab Studies Teacher

17 Specialist Locations PE Team…………………...…Level 1 Counseling Team……………..Ground Level ICT Team………………..……Level 1 Learning Support Team………Ground Level English as an Additional Language (EAL) Team…….Level 2 Music Team……………………………………..Level 1 Arabic Classrooms…………………………..….Level 2 Library Team……………………………………Level 2 Art Team…………………………………..…….Level 1 Islamic Studies…………………………….…….Level 3

18 Thank you for coming. Questions?