Organised Student Voice


Student Council is a place for students to share ideas, interests and concerns with teachers and school administration. Our ES student council is involved in creating fun social events for the student body, raising awareness for community projects and running the elementary school assemblies. Students are elected by class groups in a variety of ways depending on the cohort and the age of the students. Students from grade 2-5 are represented creating a team of up to 40 students.

Students who are elected refer to the Student Council, purpose and qualities,

Fun activities include negotiating spirit days throughout the year, decorating the cafeteria for holidays such as Halloween and Valentines day and providing school based activities to encourage class spirit in the door decorating challenge.

This years community projects have included working with the middle school student council in fundraising for Pinktober, Cancer awareness. Independently canvassing for Takunka providing a gift for the orphanage children in Russia. Cooperating with the grade 5 leaders, Penguin Pals and the ambassadors to create ‘Mom Kits’, for the high school students to deliver to Pandamatenga, Botswana while visiting during discovery week. Hosting a guest speaker from the local hospital children’s burns unit to answer the call for stationary items and funds to support learning while recovering in hospital from severe burns.

Students are also responsible for running the ES school assemblies on a Friday afternoon, here the students are the master of ceremonies, writing their own introduction speeches and thanks to individual items. They also focus on a learner profile and develop a variety of means to communicate the attribute by doing skits, speeches, slide presentations and answering student questions.

Students who participate in the student council understand that, student council service is a privilege.

Parents and PYP Learning

Ever wonder what is going on in your child’s school day?  Or how are all these questions actually learning experiences?

The IB Primary Years Program (PYP) is our guiding framework at AAS working alongside our school mission of, Love learning, Respect others and Contribute to our global community.  Today at our parent information meeting we discussed the five essential elements of PYP and how these elements work together for inquiry learning and teaching.

In the slideshow presentation we likened the 5 Elements to a healthy growing tree.

Concepts:- Our understanding of these are the roots of our learning and growing.

Concept learning is about big transferable ideas that transcend time, place, and situation. By using a concept focus student learners are making sense of facts and the world around them.  Students construct questions to drive their learning deeper than content.
Knowledge:- Our knowledge grows as we water our concepts with questions.

Knowledge is content learning, gaining specific facts, ideas, quotes and vocabulary.  Knowledge is spread over the six transdisciplinary themes and is present in all learning areas beyond our units of inquiry.

Skills:- Our skills to learn grow right alongside our knowledge as we continue exploring our concept questions.

Skills are different approaches to learning, they are transdisciplinary in that they can be used in a variety of learning experiences and environments.  We use our skills everyday to thrive and adapt to our world.

 Attitude:- Our attitudes are the branches that help us to continue to reach understanding and grow our concept questions, knowledge and skills.

Encouraging a positive attitude and a growth mindset as students learn and experience success and challenges leads to the development of the LEARNER PROFILE.  The Learner Profile are the 10 attributes of a PYP Learner.

Action:- All of our concepts, knowledge, skills and attitudes create the fruit of action because we have the roots, trunk, and branches to grow fruit.

Action incorporates students making connections to what they have learned, applying skills, demonstrating understanding and reflecting on the learner profile and attitudes.  It is a complex process of understanding and making a choice to act on new learning and reflections.

View the IB web site

Going Slow to Go Fast

IB PYP prepares students for the questions, and innovations of tomorrow, endeavouring to shape and build an international community of learners and leaders for the future.  

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. …to encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (Making the PYP Happen, 2009)

To ensure our students understanding of intercultural perspective we as role models need to invest in our students lives.  Get to know who is in our classroom, grade level and school community.  Then as a school we are prepared to provide a safe environment for students to practice and challenge their new knowledge and skills to establish themselves as internationally minded citizens.

Going slow with the written curriculum, standards and benchmarks to establish trust, routines and expectations for a collaborative year of learning.  Slowly unpacking each student by listening, conversing and observing.  As teachers we uncover the essence of our class and create trust with individual students.  By slowing down and communicating with small groups and individual we become aware of the diversity and similarities within our classroom.  With trust and knowledge of others we establish collaborative agreements designed with purpose and voice from all.  Our classrooms become welcoming places to challenge our concepts of the world around us.  We are ready to actively participate in the vigourous content, skills and action of our written curriculum.

At AAS the ‘going slow’ time is known as the launching of learning.  We launch into, maths, writing, reading, concepts and focussed inquiries.  Rather than dive right into content, we take the time to talk and listen to students as mathematicians, authors, readers, and inquirers and acknowledge where students are in their learning and reflections of themselves as learners in different context.  All areas of learning are explored through inquiry either standalone and/or integrated into the six main transdisciplinary themes of the IB PYP program of inquiry.

Watch the video to see how an IB education is our framework for learning

Our first Transdisciplinary units being launched are, ‘Who We Are’, or ‘How We Organise Ourselves’.

Who We Are, P-3

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 and responsibilities; what it means to be human.

Central Ideas

  • Understanding who we are helps us connect with others.
  • Awareness of our characteristics, abilities and interests shapes who we are as learners.
  • Exploring culture allows people to develop their sense of self and make connections with others.
  • Understanding how personal choices affect health and wellbeing helps people lead balanced lives.
  • Through their ideas, actions, and attitudes people can influence each other.

How We Organise Ourselves 4-5

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.

Central Ideas

  • People create systems to support human endeavor and enterprise.
  • Governance and citizenship are interconnected and impact rights and responsibilities.

A second grade math inquiry

At the heart of the IB Primary Years Programme is the belief that learners learn best through inquiry and finding out for themselves rather than being told, and that learning is deepest when learners have a personal connection to the learning and share in the decision making about what they learn and how. In class we have been talking a lot about inquiry -what it means and what it looks like:

  • It’s when you are discovering and finding things out.
  • It looks like you are playing but you are learning at the same time.
  • If you have an idea that you want to try and you do it again to see if it works, that’s inquiry.
  • Sometimes it’s noisy!

This week the children have had opportunities for “free” mathematical inquiry. We talk about how this is not a free play time, but a time to explore a mathematical interest or idea of their own choosing, with a view to finding out more. The children know that they will be held accountable and that at the end of the session they will be asked to share their learning with the group.

To help the children get started, we begin by brainstorming together to come up with some possible lines of inquiry. Over the last two weeks, I have noticed that several of the children have shown an interest in large numbers, often talking about millions, billions and trillions. I suggest that this might be an area they wish to pursue more. We write this idea down on the chart paper. Another child suggests an inquiry into Number of the Day. This is a daily quick mental math activity designed to develop children’s understanding of number. Yet another child left a “really tricky” math problem as a comment on the blog. Several children have risen to the challenge and want to try and find an answer.Marcus's math problem

In the classroom all our math equipment is organised into colour coded baskets and kept in one area. Someone suggests that “we could do inquiry with all of the math in these baskets”. Several other children nod their heads enthusiastically so we add that idea to the chart. Once we have listed some possibilities the children go off to conduct their individual and small group inquiries.

DSCN0165As the children go about their inquiries, I observe to see what “big ideas” the children are exploring. I will take these ideas and interests into consideration when I plan our math engagements over the coming weeks.

DSCN0171By now, the children know they need to record any work that they believe shows their learning -a new understanding or a skill development- for their learning portfolios. The children are learning to do this independently. We have brainstormed possible ways of recording and the children have access to the necessary resources. (In this case, the student decides that a photograph is the best way to record his 3D math work.)

Marus inquiry1
We have talked about collaboration, what it isn’t and what it is: It isn’t some people doing most of the work and others doing little; it isn’t talking about things that are not related to the work at hand; it is working together with someone, building on each others ideas to create something that is better than one person could do alone. Two students come to me to explain that they both have good ideas and they think they can do “even more better” if they work together. At the end of the session, they are delighted with their work. They come and show me, proudly, and decide they want to record what they have done. It is clear that they have been on task and that the end product is more than either student could have achieved on their own.

mathchatAllowing some “free” math inquiry, where the students can choose what to work on, is key to helping them develop enthusiasm and motivation. Students who started the year as hesitant mathematicians, reluctant to take part in some of our numeracy drills, are now choosing to spend their free math inquiry time on these same drills.

DSCN0214One student is so delighted with his improvement, (“This is my best EVER!”) that he asks another student to take a photograph so he can show his parents.

DSCN0197I can see that there is an interest in the pattern blocks that could lead to an inquiry into shape, tessellation or area. I make a note of this; for the moment, I make a teaching decision to focus on developing students’ numeracy computational skills. However, the interest of this group, and of other groups around the room, get me thinking about when and how I will introduce other mathematical concepts in line with our G2 Common Core math standards

Mathchat 1When we come back together for our reflection at the end of the session the children share their work, first in detail with a partner and then a summary for the whole group. These children are learning to think, talk and act like mathematicians. I make a note of the children’s reflections so that I can consider them as I plan next steps.

Building a class learning community

For the first week of school, our primary focus is on building a sense of community amongst the children and the adults they will be working with. The quote below is from “Starting the School Year Right” by Thomas Guskey in The School Administrator, August 2011 (Vol. 7, #68, p. 44)

“The first two weeks are the most important time in the school year for all children … What happens during this critical period pretty much determines how the rest of the year will go.”

It is important that the children have time to get to know their new classmates and to explore and develop relationships. They need to feel safe in their new environment in order to learn. They need to trust and respect the members of their learning community so that they can develop as risk takers and experimenters. Throughout the year they will learn with and from each other as they conduct their individual and group inquiries. Time spent now building a strong learning community and developing a culture of collaboration will stand us all in good stead as the the year progresses.

We talk about how we are all different, with different interests, styles and strengths. The students draw self portraits of themselves, using mirrors to look closely at their own faces.

Self portraits

We read The Important Book by Margaret Wise Brown

This is a wonderful book for helping children to think about what makes them “them”. Once we have read the book, the students sit knee to knee with a partner and share some of the things that they think are important for other people to know about them.


Then the children go off to write. The Principal, Mr Dolesch, joins us for this session. The children see that he is also part of our learning community. Everyone writes for around thirty minutes, after which we all gather on the carpet to share the writing. As the children (and Mr Dolesch) share their writing, those in the audience make connections (we call these “text-to-self” connections) to their own lives.


Eric suggests that we display the writing with the self portraits that we did yesterday. Inbar and Sophie think that we could ask people outside our class to try and guess who the portraits and writing described. Our learning community is growing!

Some students are wondering about how we should decorate our classroom. So far the walls and display boards are empty. Everyone has ideas. I suggest they record their ideas so that we can revisit them over the coming weeks. The children  use a mixture of pictures, diagrams, words -even a collage-  to help explain their ideas for the classroom.

The students’ ideas open the door for mini group inquiries and authentic reasons to write. Ayden thinks we should have a fish tank, with three clown fish and three goldfish. This leads to a discussion about whether the fish would need warm or cold water, fresh or salt water. We conclude that we needed to do some research. We wonder where we could get a fish tank. Maximilian thinks we will need money to buy the tank. A small group of children are planning to write a letter to Mr Dolesch to ask him for some money. Shameer chooses to read a book on how to write a letter during reading time so he can guide the letter writing group

Sophie, Gawan, Dilara and Yunha think we should have plants in our classroom. Several children take action by bring some plants from home to decorate the space. We will develop these ideas further at our class meetings to decide on some next steps for organizing our learning space. Some children have already started a to-do list which includes photographs and special birthday calendar.

As the children get to know each other and begin putting their mark on the classroom, they are developing ownership of the space and of their learning. As they share about themselves and about their ideas for the classroom, they are taking risks and finding their place in the group. As they discuss and negotiate, as they listen to the ideas of others and refine their own ideas, as they rethink and reshape their ideas in the light of new knowledge, these children are developing relationships with each other and with the space that will be the foundation of much of the learning that happens in class this year. It is tempting to start the year with a ready made classroom, walls decorated and bulletin boards already up. There is often pressure to go over the rules, give out notebooks, and get straight down to “work”. But time spend on establishing a learning community, and the ownership, trust, acceptance and respect for ideas which that entails is likely to have a deeper impact on learning in the long run.

Goal setting for personalized learning


As part of our school-wide focus on personalised learning, each student in the elementary school sets personal learning goals. These goals are revisited, reflected upon and adjusted throughout the school year. Today, parents and students came to school for their individual student goal setting conferences. At these conferences students, teachers and parents work together to discuss how to help students achieve their personal learning goals.


Involving students in setting their own goals helps students to share responsibility for and take ownership of their own learning. Goals help students to think reflectively about their learning as they identify strengths and areas for further development. The goals give direction and focus for student effort and provide a standard against which students can measure their own progress. By revisiting and readjusting their goals regularly, students can see how they have progressed which is a key factor to developing self confidence and understanding oneself as a learner.

Love Learning with Kids

Love learning -it’s not just for students!

This year, we are exploring a new approach to teacher professional development. Teachers will be working in small inquiry groups of their own choosing to explore areas of professional interest to them. The inquiries will be framed around conceptually driven big ideas.


We began out learning journey by coming together as a large group to begin brainstorming possible directions for the inquiries by identifying concepts that they would like to explore further.


Teachers recorded their ideas under broad titles on flip chart papers.


The following morning, we met again to revisit and refine our thinking.


Over the next couple of weeks teachers met in small groups to settle on a central idea for their group inquiry and to come up with a SMART goal and action plan for their inquiry. one of the requirements was that each goal must focus on students. We now have ten inquiry groups, each with their own central idea and action plan. We have set aside a block of time approximately once a month for teachers to meet in groups to discuss and develop their inquiries. We are excited to see how these teacher inquiries unfold.

Love Learning Logo

It’s not just for students!

Teaching Now For The Future


This week we invited parents in to school to talk about our approach to teaching and learning here at AAS. We began by thinking about the shift in education over the last decade.

A shift is happening…

David Perkins, a Professor from Harvard university and co-founder of the international Project Zero has spent the last twenty years looking into the development of critical thinking skills and what we can do to develop these skills. He says that we need to think carefully about what it is we want students to know.

Parents worked in small groups to think about what attributes they thought were important for their children to possess as they went through school and beyond.


Our school wide focus this year is the central phrase in our school mission statement -love learning. George Dolesch, the ES Principal, concluded the session by explaining that our hope for students during their time with us was that they would leave AAS Elementary School with an appetite to know and a capacity to learn.

How We Organize Ourselves


Grade 4 have begun a unit of inquiry into the trans-disciplinary theme of How We Organise Ourselves.

Central idea:

  • Humans create systems to solve problems to support human endeavour and enterprise.

Lines of Inquiry:

  • What a system is
  • The purpose and function of systems (human endeavour)
  • How systems connect with each other

Before the teachers introduced the Central Idea to the students, and as the students became familiar with their new classroom, schedule and routines, teachers and students made a note of systems in their classroom, as part of the initial “settling in” process.

The following week, the teachers introduced the central idea. The inquiry began with students making connection to their prior knowledge and experiences. Teachers asked students to think about what systems they used in their lives.


Rita Ehrman, head of our school communications department, and John Bishop, one of our school librarians, came to talk to the students about the process of renovating the school library. They explained all the systems that were involved and how the systems all interacted with each other.


The students did an activity designed to demonstrate the interconnectedness of systems and to illustrate what happens when one part of a system breaks down. See the video below to see what systems were involved in our library renovations.

ES Love Systems from AAS Moscow on Vimeo.

At the end of the session, Mr Dolesch, the ES Principal, asked the students for their help in figuring out how to improve the system that is currently in place for student lunch cards. We are looking forward to hearing the students’ ideas.