Cover: Animal Habitat: Ocean, Mixed media, Tung Vi and Linh
Welcome to Aurora International Primary School, a Reggio Emilia-inspired learning community where we believe that children are the curators of their own learning. At Aurora, we are committed to providing a learning environment that promotes inquiry-based learning, where children are encouraged to explore, question, and investigate the world around them. We believe in building strong relationships with our children, families, and the wider community, to create a supportive and collaborative learning environment that fosters a love of learning.
Taryn Gould, Primary Coordinator
Willow stick charcoal on paper drawing, Linh
“Children need the freedom to apprecate the infinite resources of their hands, their eyes and their ears, the resources of forms, materials, sounds and colours.”
Loris Malaguzzi
“Hips bones”, Kneaded eraser, charocal on paper
Phillip
Investigative Research
WHO AM I?
Nurturing a strong sense of self is the key to unlocking a truly remarkable and purposeful life. Throughout this Module, our incredible children embarked on a journey of self-discovery, delving into the depths of their own unique identities and uncovering the beautiful qualities that make them who they are.
“Linh”,
Pen on plastic, Alice
Being such a diverse group gave the children a fantastic opportunity to explore differences in cultures, appearances, families, backgrounds and places of birth. Through beautiful conversations and explorations of identity, the children were able to develop a conceptual understanding of themselves, and recognise that although we are all different, there are so many ways in which we are connected.
Self portrait, Mixed media, Tung Vi
Self portrait, Pen and pastel on card, Ella
Self portrait, Pen and pastel on card, Alice
Self portrait, Pen and pastel on card, Linh
As they learned about themselves and one another, they developed their character by becoming confident in who they are as people, reflective of their strengths and connected to the classroom context and community.
Self portrait, Pen and pastel on card, Fune
Self portrait, , Pen and pastel on card, Phillip
Alice, drawn by Linh
Ella, drawn by Fune Keiichiro, drawn by Tung Vi
Fune, drawn by Ella Tung Vi, drawn by Phillip Phillip, drawn by Keiichiro
When Do You Feel Loved?
“When I get hugged”, Ella
“Mommy and Daddy take me to attraction”- Alice
“I love teachers there with me”- Linh
“Mommy make breakfast”- Phillip
“My brother plays with me”, Tung Vi
The children spent time talking through their emotions, both positive and negative. They learnt to recognize different feelings, and how to express those feelings in a meaningful way.
Discussing our identities led to a discussion about fingerprints and the uniqueness of them. Exploring our unique fingerprints was where we first started in our body exploration. The children learned that every person has a unique set of fingerprints that can be used to identify them. By exploring their own fingerprints, they gained a deeper appreciation for individuality and the things that make us special. The children also learned about the science behind fingerprints and how they are formed. Overall, it was a fun and engaging way to learn about individuality and the science behind our bodies.
Using the Reggio Emilia approach to learning, we were able to explore our bodies in a hands-on way. The children used manipulatives to understand the different parts of our bodies and how they fit together. Through this they came to the understanding that they need to be aware of themselves, to protect themselves and others.
Can you work out who the shapes belong to?
As we delved deeper into the module, we began to explore the five core senses: sight, hearing, touch, taste, and smell. We used blind taste tests, smell tests, and touch tests to better understand how our bodies perceive the world around us. Through these explorations we gained a deeper appreciation for our bodies and the amazing things they can do.
Lower Primary went outside the class and drew the sounds they heard. Can you find the sounds?
“This one the door for my classroom”- Tung Vi
“I heard Ms. Penny coughing”- Fune
The children explored different textures...
“I hear baby, baby talk”- Linh
“I hear the brrrrrrrrr”- Alice (construction)
“Piano”- Keiichiro
“This is a bell” - Fune ...and different flavours...
A Visit to Maison Marou Chocolate
Lower Primary class were fortunate enough to have the opportunity to go on a field trip to Maison Marou Chocolate tasting. This field trip was a perfect way to link our exploration of our bodies and senses.
Upon arrival, the children were greeted with the rich aroma of freshly made chocolate. The chocolatiers at Maison Marou explained the process of chocolate making and how each step affects the final product. The children were fascinated by the intricate process and the attention to detail required to make high-quality chocolate.
The highlight of the field trip was the chocolate tasting session. The children were taught to use all of their senses to fully experience the chocolate. They were encouraged to look at the chocolate, observe its color and texture, smell it, feel it, and finally taste it. They were amazed at how much more they could taste when they used all of their senses.
The children left the field trip with a newfound appreciation for the art of chocolate making and the importance of using all of their senses to fully experience the world around them.
As a class we gained many valuable experiences from this module which continued to be implemented in our everyday environment. It has been so wonderful to observe the children’s continued emotional growth, which is reflected in their continuous support and encouragement of each other.
“Garden”, Alice
Investigative Research
HOW DO ANIMALS SURIVIVE IN THE WILD?
“Mid-night zone”, Tung Vi and Linh
“Jungle”, Tung Vi, Phillip and Alice
In this module the children embarked on an extraordinary adventure of discovery and learning, diving deep into the fascinating realms of wild creatures and the places they call home.
“In the garden”, Izabella
In the children’s quest to learn about animals and their habitats, they ventured into uncharted territory: the realm of informational books. With enthusiasm and excitement, they embarked on their very first research journey, using these incredible resources to expand their knowledge. It was a thrilling experience to explore the pages, soaking in fascinating facts and marveling at the captivating photographs that brought these animals to life.
“The Forest”, Linh
Rainforest poster, Alice and Fune
Through lively discussions and group work the children shared their findings, asked intriguing questions, and delved deeper into the subject matter. They were amazed by the diversity of animal adaptations. From the sharp claws of big cats and the huge ears of elephants to the camouflage of chameleons, the children discovered how these incredible creatures have developed special features to survive in their unique habitats. To showcase their newfound knowledge and creativity the children engaged in group work, where they collaboratively designed vibrant and informative posters using the knowledge gained from their research.
With recycled materials the children then embarked on the magical journey of building habitat dioramas. As architects, artists, and inventors, they meticulously crafted miniature worlds that mimicked the natural habitats they studied. With every twig, leaf, and pebble, they recreated the essence of the ocean, savanna, mountains, desert, snow and ice, and rainforest habitats. These dioramas became tangible representations of their learning and imagination.
Spider, Keiichiro
“Monkey can go up the tree with long arms if danger.”
Forest poster, Fune and Linh
“It’s nose long. Eat the food from tree. Elephant I like.” (Keiichiro)
Savannah poster, Phillip and Ella
Ocean poster, Linh and Tung Vi
“Crab can pinch people and other animals.” (Izabella)
“Ants” drawing, Phillip
“Ants
Underground”, Phillip
Throughout this extraordinary journey the children learned not only about animals and their habitats but also about the power of collaboration, research, and creativity. They discovered that by working together, asking questions, and exploring new ideas, they can unlock the wonders of the world around them.
“Savannah” Keiichiro and Linh
“Snow and ice at night”,
Keiichiro and Fune
“The mountain”, Ella and Izabella
“Beach”, Tung Vi
A World Rich in Language
LANGUAGE ARTS: ENGLISH
Language is a magical tool that helps children express their thoughts, emotions and ideas. It is not just a means of communication, but it is the key that unlocks the doors to their imagination and creativity. At Aurora, we believe that literacy is an essential part of a child’s life, and we strive to create an environment that fosters their love for literacy and language, and encourages them to express themselves freely through reading, writing, storytelling and conversations amongst themselves.
The children of Lower Primary displayed a love of all things books and stories. Library time was one of the big highlights of every week. The children loved every opportunity to choose books for story time and were able to take meaning from these texts. The children had so many wonderful and thoughtful conversations, as they related the stories to their own personal lives.
A story by Ella
Throughout the year, our Lower Primary students have engaged in captivating word games using the Phono Graphix method. This innovative approach introduces letters as visual representations of sounds, igniting their excitement for language exploration. We began with CVC words, fostering their abilities to segment, blend, and manipulate sounds, which are crucial foundational skills for reading and writing.
As their confidence grew, we delved into CVCC and CCVC words, gradually introducing them to the complexities of the advanced code. Witnessing their determination and joy as they read and decipher words in their cherished stories has been an absolute delight. Their eagerness to learn and progress in reading has been truly remarkable.
Just like in any other aspect of learning, children are not only great learners, but great teachers. They serve as models of one another, engage in discussions, provide encouragement, and offer support. Through these interactions, they not only develop their friends’ skills, but also enhance their own abilities. This collaborative approach to learning fosters a sense of community and helps children to become well rounded individuals.
LANGUAGE ARTS: VIETNAMESE
Năm học 2022-2023, năm học mà các bạn Lower Primary tiếp tục phát triển từ việc làm quen chữ cái, âm đến việc trau dồi khả năng ngôn ngữ
một cách chắc chắn hơn, được bổ sung kiến thức về 12 nguyên âm và các
phụ âm, học cách ghép âm, đánh vần và tạo từ vựng. Sự đa dạng từ vựng
được góp nhặt từ các câu chuyện kể đến các bài thuyết trình về sản phẩm giúp các bạn tự tin hơn trong việc sử dụng tiếng Việt giao tiếp. Mỗi tiết học không chỉ mang lại những kiến thức nền tảng về tiếng Việt mà còn tạo thói quen học tập, niềm yêu thích và hứng thú với ngôn ngữ mẹ đẻ.
Lower Primary continue to grow in the academic year 2022–2023 as they progress from learning the letters and sounds to strengthening their language abilities, learning the names of all 12 vowels, all consonants, and how to blend words. The variety of vocabulary found in Vietnamese stories, as well as the way they present all of their works, contributes in their ability to communicate with confidence. Every lesson not only gives foundation knowledge to the Vietnamese students, but also develops a passion and desire for learning their mother tongue.
Bên cạnh đó, các tiết học Văn hoá Việt Nam đã tạo nên không khí hào hứng, truyền đến các bạn đậm bản sắc văn hoá đất nước Việt Nam từ các trò chơi dân gian, ẩm thực đến nguồn gốc nông nghiệp trồng trọt từ xa xưa đến nay. Sự đa dạng văn hoá đến từ các bạn trong lớp giúp cho môn
Văn hoá Việt Nam càng trở nên thú vị. Từ đó tinh thần gắn kết và thấu hiểu được xây dựng, các bạn đều dành tình cảm cho đất nước mà mình đang sinh sống.
Also, Vietnamese culture classes create a very engaging learning atmosphere by introducing all friends to the charming Vietnamese culture through traditional games, cuisine, and agriculture in Vietnam both now and in the past. Vietnamese culture lessons are made more engaging by the different cultures in Lower Primary. They make more close-knit and understanding friends as a result, and they grow to love the country in which they live.
Sua dao and Banh Mi, Collaborative drawing
Lower Primary children prepare soil and plant seeds.
Ella and Fune eat dried coconut for the first time
The children try coconut in all its different forms as raw, dried, toasted and as water.
“A school needs to be a place for all children, not based on the idea that they are all the same, but that they are all different.”
Our focus for this year was conversation and culture. The previous year we had learned that Japanese has hiragana, katakana, romaji, and kanji, so everyone is able to write their own names in katakana and kanji. For the NATSUMATSURI, summer festival in Japanese, each friend made a ChoChin (lantern) with their name written inside. Greetings are very important in Japan, and everyone is now able to greet teachers and friends when they meet, at the beginning and end of classes, and throughout the day. There are four seasons in Japan, and there are events at each turning point when the seasons change. We expressed these seasons in origami. During SHICHIGOSAN in November, the girls designed their own kimono patterns. It was also Book Week during this time and the boys wanted to design SHIORI (bookmarks). We also learned how to make macha and realized that matcha is a bit bitter.
To celebrate the end of 2022 in the lunar year, I read a book about the 12 animals of the Japanese zodiac, and made New Year’s cards by origami, creating the Japanese zodiac “rabbit” and Vietnamese zodiac “cat” in 2023.
In January, we made MOCHITSUKI (pounded rice cakes) as a Japanese New Year’s tradition and shouted “Yoisho!”.
In February, SETSUBUN, we learned how to drive out the demons in the house to welcome spring, we rolled beans and made EHOUMAKI to invite good fortune. The facial expressions of the demons each child made was very interesting. March is the HINAMATSURI (Doll’s Festival), and to celebrate the growth of girls, we decorate the house with Hina dolls and Emperor dolls, which are expressed in origami. April is the SAKURA (cherry blossom) season. we made sakura with origami, but various shapes of sakura were completed depending on how they were cut.
The Language of Mathematics
In Lower Primary, our Mathematics sessions involved a wealth of handson activities. We offered a variety of manipulatives to support the children in constructing their own learning experiences. Through repeated engagement with concrete materials, they developed a solid foundation in understanding mathematical concepts. Through engaging with manipulatives, the children not only enhanced their mathematical skills but also expanded their vocabulary and problemsolving strategies. By actively discussing their thought processes, we fostered critical thinking and encouraged them to explore alternative perspectives. Our goal was to empower the children to discover multiple approaches to problem-solving, emphasizing that there can be various paths leading to the same solution.
Our Lower Primary children acquired a wealth of knowledge through diverse and meaningful activities, enabling them to bridge the gap between real-life experiences and the abstract realm of number symbols. They developed the ability to apply their learning in practical ways, making connections between concrete scenarios and mathematical concepts.
Collaboration played a significant role in our Lower Primary journey. By giving the children space to work together, we witnessed their true understanding and capabilities unfold. This deeper understanding allowed us to effectively engage them and provide challenges that were tailored to their abilities, fostering their growth and development.
The Language of Art
Art is but one of many different ways in which we make sense of the world around us, but it is an especially powerful one through tactile emphasis on the visual. By working with your hands, you are making sense of an inner and outer world while slowing developing a relationship with materials and processes. In a sense, you become a scientist discovering how different things work, focusing on small details in a way that is unique to you alone. I have watched and facilitated your explorations, and every step has been one of curiousity, surprise and joy.
Lower Primary began their journey with charcoal. Knowing that they were exploring their bodies, we looked at kinetic drawings, in which you drew your bodies through movement on large pieces of paper. Using different densities of charcoal, from light willow sticks to the pitch blackness of compressed charcoal, revealed a variety of results. The inclusion of kneaded erasers likewise opened up a world of drawing through erasure.
The exploration of charcoal drew us to pencils and patterns. After investigating the different range of pencils, from 7H to 9B, the children drew different patterns. Patterns became a useful tool when cutting into formex tiles, which was the next step in our art encounters.
The children really love to cut, and I was both amazed and delighted by how they immersed themselves in the world of relief printing. Whether it be with pencil or wood carving tools, they pressed, cut and carved animals, houses and abstract landscapes. The prints leaned naturally into monotypes, with paint applied freely to the boards to stunning effect. This experience stayed with them when we moved into fabric dyeing, and their linen sheets became an expression of block printing and fabric painting. A relationhip with mark making has deepened in something I hope will stay with you always.
The Language of Well-Being
Throughout the year, our lower primary class has beautifully integrated the concepts of personal health, movement skills, relationships, and healthy communities. They have developed confidence across the board, actively engaging in activities that promote their well-being and that of others. From nurturing personal health to fostering positive relationships and understanding the importance of a healthy environment, our children have embraced the language of well-being, setting a strong foundation for their future growth.
