In 4th grade, students are learning about the cultural history of California. On Thursday, a representative from Barona Cultural Center & Museum visited our class to share about the Kumeyaay people. The students were able to ask questions and engage in the history as well as present-day lives of the people of this nation.- Cathleen Anderson –
The 2nd grade A read the story of the Gruffalo in French and decided to present their own musical of the Gruffalo. The class wrote their adaptation of the Gruffalo and worked on acting skills in class.
Students were dressed as mice, foxes, owls, snakes and Gruffalos! The play was enriched with dances and songs. The students were very excited and had a lot of fun during the performance. Thanks to the second graders, the Gruffalos finally had a chance to win at the end of the story! Bravo les CE1!
– Caroline Dumas-
Life Sciences “Animal Adaptations” –
Third graders learned about animal adaptations in science in both French and English. Leveraging their knowledge with technology and cyber safety, the students safely conducted research on various animal adaptations, such as: Scientific Names, Climate, Habitat, Diet, Physical Adaptations, Behavioral Adaptations, and Interesting Facts. The research and presentation project was designed to stimulate students’ curiosity, as well as provide opportunities for students to collaborate, communicate, and formally present their findings simultaneously in both languages. The project also enhances the students’ research, artistic, reading, and writing skills in both languages.
-Alice Kong & Murielle Brimaldi –
Via Virtual Reality, the 4th grade History class traveled back in time to visit the ̈Gallo-romans ̈ and see the artifacts they left in France. This new pedagogical tool allowed us to focus on one of the most famous constructions still in place nowadays: the amphitheater of Nîmes.
While a group of students was working on gathering information from a website, another group went to the Innovation Lab and walked through the amphitheater ́s arena, stairs and corridors. They were awed and impressed.
At SDFAS we strive to offer unique experiences to students that reinforce what they learn in a tangible way.
We were happy to welcome Sylvie Jarlov, former Pre-elementary director, and Christian Jarlov, former HOS, to visit our campus this week.
As part of our community, maintaining a strong connection with the Jarlov’s is our privilege. They helped build upon the foundation laid by André and Chandra Bordes and continued us on the trajectory of a thriving bilingual school. They know and love many of our students. They were key in the development of building our identity and are part of who we are today.
They were ahead of the trend and offered “the mindfulness program” that we continue to grow as we implement the SEL program with Responsive Classroom. Their legacy lives on as we continue with a holistic approach to education, work in our gardens, play the musical instruments outside, and marvel in the butterfly garden.
During their visit the Jarlov’s discovered the mindful ¨zen zones ̈ within our classrooms and they even participated in a coding activity in our new Innovation Lab here on campus. The 3rd graders took this opportunity to share a poem with them.
Fourth graders are learning about the solar system in French. To illustrate the concepts, the San Diego Astronomy Association brought telescopes for students to view the clear night sky. The students enjoyed the opportunity to view a full moon, Saturn, Jupiter, and Mercury and other bright star clusters- as well as a surprise group of satellites passing by! The students used their knowledge learned in French to ask questions in English to the members. We could hear everyone sharing knowledge in both English and French all night long.
Keeping up with the most effective teaching practices to promote learning is a priority for teachers at SDFAS. One such method is flexible seating. It helps students gain learning autonomy, stay focused for long periods of time and work effectively.
Flexible seating fonctions in two phases.
It begins in a classic frontal instruction style. Teachers ask students to be attentive during short lessons and/or the presentation of instructions.
In phase two, the students are invited to put into practice what has been taught. They will settle down to work where they are most comfortable. Students have the choice to sit anywhere within the classroom empowering them and giving them some control over their environment within the established frame.
The ability to move about makes time in class more enjoyable for everyone.
As we do every year, we have celebrated Halloween at SDFAS. After welcoming many grand-parents, following the pre-school parade, the elementary students have presented a new flash-mob.
Here is the video:
Throughout the year, the 4th graders researched and prepared all the necessary steps to create a “Zen” garden. This class project is above all a collaborative school project. The students studied the culture of Japan through various subjects and topics. They were able to observe the details of the Japanese Friendship Garden located in Balboa Park, design their own 3-D mini “Zen” garden, as well as create a blueprint for a larger scaled one. Then the students came together to realize the life-size garden and have begun to finalize the completion of the project with help from their parents. The “Zen” garden seeks to interpret nature (through design) and realizing it (by implementing the plans). This garden creates opportunities for mindfulness to reflect on nature and the world around us.
The 5th graders had their final field trip last week to Astrocamp. In the beautiful town of Idyllwild, students worked on many different science activities. They had fun, they learned, and they made wonderful memories during a unique experience shared with their classmates.
All pictures and videos will be shared by teachers.