The Tiger, 24th February 2023

In Mathematics, there are repeating patterns and growing patterns. Our learners took photos of different repeating patterns in our environment and then created their own using different resources. They found how patterns can be represented using letters E.g. ABB. In Art, Music and P.E. our learners continued creating repeating patterns as they worked on 2D and 3D art projects, and created rhythmic patterns and dances in P.E. Understanding how growing patterns work (i.e. counting in 2s,5s etc.) will support an understanding of multiplication later on.

Poetry was the big focus in our language lessons. We learned different poems by heart and looked carefully at their structure to find how patterns and cycles are used to good effect.

The natural world is full of cycles such as the water cycle, the life cycle of plants, the planetary cycles, etc.

Our learners had the opportunity to choose two cycles and become ‘experts’ in those areas. They did a ‘deep dive’ into these areas following the inquiry cycle. They pinpointed what they already knew, asked questions and researched through a variety of ‘hands on’ experiences. They presented their findings to their classmates and put it up on Toddle.

Our EAL learners need to be given favourable circumstances and a conducive environment to grow their English vocabulary range. The student’s vocabulary from their first language/home language can be utilised for their English language learning either through translation and/or the use of flashcards and images.  

Before we get into a set of strategies to apply to reading comprehension, our students work with materials suitable for their reading competence level. For example, intermediate readers have certain needs, and so do beginners.

Also, a text filled with big words and complicated thoughts is uninviting, while one which is too scanty can defeat the purpose of reading. Therefore, the students should feel comfortable with the text they are working with and not be intimidated by it. The chosen reading should arouse their interest and its topic should be something they can relate to.

In the second term, the M2 learners are actively involved in upskilling their woodworking skills in the Toy Design unit. The students are learning to use power tools (jigsaw, bandsaw, scroll saw) to make toys for their prospective clients. The learners enjoyed making simple wooden cutouts of different animals.

By applying CAD, woodworking and vector design skills, the M3 students are exploring ideas and solutions. Their client or target audience has special needs or disabilities. The students have conducted thorough research to understand their problems and find suitable solutions. They have practiced their Design skills by creating a product for themselves.