Field trip

The Edo-Tokyo Museum (江戸東京博物館 Edo Tōkyō Hakubutsukan^?) is a museum of the history of Tokyo during the Edo period.It was established in 1993. The main features of the permanent exhibitions are the life-size replica of the Nihonbashi, which was the bridge leading into Edo; the Nakamuraza theatre; and scale models of towns and buildings from the Edo, Meiji and Shōwa periods. The museum is adjacent to the Ryōgoku Kokugikan. It was designed by Kiyonori Kikutake. The distinctive elevated shape of the museum building is modelled after an old storehouse in the kurazukuri style.

Grade 2 term 1 Where we are in place and time

This week we have been lucky enough to have some visitors who kindly came into the school to tell us about their experiences migrating. The children listened really well and then asked some of the questions that we developed together.  The stories are being put together for use in our class project, which will be a small booklet, including migration stories and information to go with our map.

We have also been working on our tree with all of the Learner Profile on it. The children have been writing down on post it notes what characteristic they displayed and then sticking them up on the tree. It`s coming along really well. The tree looks great and the children are keen to get things up on the tree.

We have also been very busy practicing for our performance. The children are getting more and more confident and they sound better and better. We are now working on the costumes and other decorations.

In maths the children have started looking at division. They have been using different strategies to find solutions to division sum.

Thank you to all of the children for their great efforts!

Jolly phonics

 Jolly Phonics is a fun and child centred approach to teaching literacy through synthetic phonics. With actions for each of the 42 letter sounds, the multi-sensory method is very motivating for children and teachers, who can see their students achieve. The letter sounds are split into seven groups. 

The sounds are taught in a specific order (not alphabetically). This enables children to begin building words as early as possible.

Using a synthetic phonics approach, Jolly Phonics teaches children the five key skills for reading and writing. The programme continues through school enabling the teaching of essential grammar, spelling and punctuation skills.

As the children learn a new sound, they begin to learn blending. We have a blending line in the classroom, and the children can try to make new words. When they do, they will get a treasure and we will take a photo of the new word. Here are just a few of the new words the children have come up with.

Grade 4: Week 13: Winter Performance Practice

In just two short weeks, JIES will have its 2016 Winter Performance.  All the classes have been busy preparing for this and 4th grade is no exception.  This year we will be joining Grades 5 and 6 to put on a play titled Bendemolina. It is a cute and fun story about a cat family and the importance of communication.  We have decided on all our parts and started rehearsing.  Everyone is looking forward to performing this for the parents!

Japanese

今週二回目の授業のキンダーガーデンです。

今日は歌の練習と日本文化の紹介として風呂敷について学びました。

着物や布団などを包む風呂敷に子供たちが座ったり、風呂敷の使い方、昔の人たち

がどのように使っていたかなどについて学びました。

Grade 5/6: Week 13, Where We Are In Place And Time

This week, students finished the sorting out stage of their inquiry. They have collect their information for their time capsules and finished their reflections for each stage of their inquiry so far.

We have also been rehearsing for the Celebration of Learning Winter Performance. Students will be presenting a play about the Learner Profile: Communicators with Grade 4.

We are all very excited! Please encourage your child to memorise their lines for next week.

12/02/2016 Where We Are in Place and Time Term 1

Grade 3 began measuring for our bowling alley. We laid down a translucent sticks for our course of action. 

The children collaborated and made 2 posters for alley #1 and #2. We used our knowledge of perspective to make them. 

Click on and listen to Mario as he practices our music for the end of the year Celebration of Learning. 

Our students invented and made a bowling ball return machine during Science class. We tested out the device with great success. Be patient, we used slow motion cinematography. 

                                     
Grade 3 inquired into making a bowling pin returner prototype using origami. Here are the first steps of the process. 

We didn't have any origami paper; so, we made our own. 

 We used mathematics to do the steps. We learned about angles and geometry. 

The children put wholes in the boxes where the pins would be. 

We used a push pin (thumbtack) and pencil to drill the holes. 

These boy's box worked the best. We pretended that the pencils were bowling pins. The device was very fast loading.