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KISが国際バカロレア(IB)のPYP候補校になりました!

KISが国際バカロレア(IB)のPYP候補校になりました!

Kumamoto International School is a candidate school* for the PYP and is pursuing authorization as an IB World School. IB World Schools share a common philosophy – a commitment to high-quality, challenging, international education – that we believe is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes visit http://www.ibo.org.

As KIS works to become a fully accredited IB World School, we will work hard to further increase the quality of the education that we provide for all students.

熊本インターナショナルスクール小学部は国際バカロレア(IB)のPYP候補校*です。現在、IBワールドスクールの認定校になるための調整を進めています。IBワールドスクールは、チャレンジに満ちた優れた国際教育を提供するために尽力する、という共通の理念をもっています。
*国際バカロレア機構に認定を受けた学校のみが、IBの4つのプログラムである、初等教育プログラム(PYP:Primary Years Programme)、中等教育プログラム(MYP:Middle Years Programme)、ディプロマプログラム(DP)、キャリア関連プログラム(CP:Career-related Programme)を提供することができます。

現在はまだ候補校の段階ですので、これからも認定に向けて全職員が一丸となり教育体制の更なる向上に努めて参ります。

国際バカロレアについてより詳しくお知りになりたい方は以下リンクをご覧ください。

おとぎ話 - 2年生ライティング

Recently, Grade 2 students wrote original fairy tales.  Each student first planned their story, including characters, setting, and plot.  Students then wrote several versions of their story, adding details, fixing errors, and polishing with each revision.  All students worked very hard and produced original and creative writing pieces that they should be very proud of.

絵日記 - 2年生

Every weekend, Grade 2 students are tasked to write a journal about something that happened recently. This activity is designed to give students important writing practice to see if there are any grammar issues that need to be addressed. They are also given an opportunity to try out what they’ve learned in class. Then, the following Wednesday, after the teachers has corrected the journals, students present their journal to the class.  Their classmates then ask the presenter some questions.

This blog post highlights some of the great journals that students have written recently.  Students have made good progress writing longer better journals using grammatically more complex English.

 

概日リズム - 2年生 TDL

In our current TDL theme, we have been studying about Earth’s cycles circadian rhythms. 

One thing that we have been investigating is the idea that our body is better at certain things at different times of the day. So we put it to the test to see for ourselves.

We tested our reactions, strength and coordination once in the morning, and again in the afternoon to see if there were any differences. 

Our activities were:

  • Catching a ball with alternating hands
  • Dropping a ruler and catching it as quick as possible
  • Holding on to a bar in the park for as long as possible (not shown in the photos)

The students really enjoyed seeing the limits of their bodies in these three categories. So much so that they want to practice and improve each of these traits!

According to our research, our bodies should perform better later in the day; our results generally confirmed this to be true: we found the students did actually perform better in the afternoon.

sdr

水の科学館遠足 - 2年生

Today Grade 2 went to the Water System Memorial Hall.

We received a lecture about where Kumamoto’s water comes from, how much we use in our daily lives, and ways to save water.

Grade 2 students were able to try three different types of water and try and guess which one was from Kumamoto. 

Next, our guides took us through the complex to see what kind of water pumps Kumamoto uses.

Finally, we went to the memorial hall to see what the old pumps and pipes looked like, as well as to learn about what kind of work went into fixing the water system after the Kumamoto Earthquake. 

After we thanked our guides, we met up with the Grade 1 class at the Water Science Museum. We had a picnic in the park and played on the swings there for a while until it was finally time to leave.

The students were very well behaved riding public transport despite being in transit over an hour.

All Grade 2 students really enjoyed the experience and have taken away a wealth of knowledge about Kumamoto’s water system.

 

 

 

KIS 売店 の「Buyten」

In June, we began to offer the KIS Buyten store. Each day at the end of school, students are able to choose from a wide selection of fresh-made bread for consumption during snack time. All items are made fresh of natural ingredients with minimal preservatives by the the local bread shop, March.

March happens to be located almost adjacent to our Picasso preschool division, which means that many items are still warm when the students eat them. Melon bread, cheese bread, sausage bread, and the rice balls with chicken are current favorites among students (and staff).

All items cost ¥150 (including tax) and allow students to purchase nutritious, fresh snacks of their choosing. In addition to making life easier for our busy parents, we are excited to offer the Buyten because of the opportunity it provides to all students to learn about the value of money and making intelligent shopping decisions.

In June, we began to offer the KIS Buyten store. Each day at the end of school, students are able to choose from a wide selection of fresh-made bread for consumption during snack time. All items are made fresh of natural ingredients with minimal preservatives by the the local bread shop, March.

March happens to be located almost adjacent to our Picasso preschool division, which means that many items are still warm when the students eat them. Melon bread, cheese bread, sausage bread, and the rice balls with chicken are current favorites among students (and staff).

All items cost ¥150 (including tax) and allow students to purchase nutritious, fresh snacks of their choosing. In addition to making life easier for our busy parents, we are excited to offer the Buyten because of the opportunity it provides to all students to learn about the value of money and making intelligent shopping decisions.

ミルク牧場校外学習 - Aso Milk Farm field trip

On June 12th, both Grade 1 and Grade 2 classes went to the Aso Milk Farm for our first field trip of the year. It was a great day to go, with temperatures nice and cool for most of the morning. It was a long bus ride but the students were very patient.

Our first activity was inside in a classroom. Students were taught about how humans raise cattle. They were especially surprised to hear that cows would eventually become beef!
Next, the students were able to feed some of the cute cows stationed on the farm, and even see a large pregnant cow. She was massive indeed!

Our next stop was the sheep race where we all got to bet on which two animals would place first and second. We had a couple of winners in our group!

Before taking lunch, students had a Kokugo activity to complete that required them to pet animals. There were a lot to choose from including some sleepy dogs, skitty marmots, fluffy rabbits and a short-tempered pony!

So far, the day had been packed, with very little downtime. Lunch should have been a nice relaxing respite. However, it was interrupted by a bold, persistent crow.
After lunch and a little bit of play, the students got the chance to finally milk a cow. Student reactions were mixed: some were really fascinated and some thought it was a little gross. However, everyone agreed that it was worth doing!

Finally, we made ice cream and this was many students’ favorite activity by far!
All students listened and cooperated well during this session. Perhaps it was because failing to do so would mean that they wouldn’t get to eat ice cream?

The students were completely exhausted by the end of it all; some students slept on the bus ride home, but they really enjoyed the experience without a doubt!

On June 12th, both Grade 1 and Grade 2 classes went to the Aso Milk Farm for our first field trip of the year. It was a great day to go, with temperatures nice and cool for most of the morning. It was a long bus ride but the students were very patient.

Our first activity was inside in a classroom. Students were taught about how humans raise cattle. They were especially surprised to hear that cows would eventually become beef!
Next, the students were able to feed some of the cute cows stationed on the farm, and even see a large pregnant cow. She was massive indeed!

Our next stop was the sheep race where we all got to bet on which two animals would place first and second. We had a couple of winners in our group!

Before taking lunch, students had a Kokugo activity to complete that required them to pet animals. There were a lot to choose from including some sleepy dogs, skitty marmots, fluffy rabbits and a short-tempered pony!

So far, the day had been packed, with very little downtime. Lunch should have been a nice relaxing respite. However, it was interrupted by a bold, persistent crow.
After lunch and a little bit of play, the students got the chance to finally milk a cow. Student reactions were mixed: some were really fascinated and some thought it was a little gross. However, everyone agreed that it was worth doing!

Finally, we made ice cream and this was many students’ favorite activity by far!
All students listened and cooperated well during this session. Perhaps it was because failing to do so would mean that they wouldn’t get to eat ice cream?

The students were completely exhausted by the end of it all; some students slept on the bus ride home, but they really enjoyed the experience without a doubt.

 

Grade 2 TDL - Role Models(ロールモデル)

In our first Grade 2 TDL theme, “Role Models”, we studied about how our choice of role models and their good and bad traits mould our character.

During the theme, students really enjoyed analysing the traits displayed by different characters in the stories and videos we studied in class. We also reviewed what we learned with games and quizzes, and as our study progressed, students were able to look back on old content with a new perspective and with some more precise vocabulary.

As the final part of our study, students worked together in small groups to plan and perform a skit about personality traits in front of the class. Most groups decided to depict signs of the positive trait “devotion” in their performance. All students really put in a big effort preparing props and presenting in a professional manner.

This was an interesting theme for the students because they can take what they’ve learned and apply it in their own lives in their relationships with their family and friends.

 

In our first Grade 2 TDL theme, “Role Models”, we studied about how our choice of role models and their good and bad traits mould our character.

During the theme, students really enjoyed analysing the traits displayed by different characters in the stories and videos we studied in class. We also reviewed what we learned with games and quizzes, and as our study progressed, students were able to look back on old content with a new perspective and with some more precise vocabulary.

As the final part of our study, students worked together in small groups to plan and perform a skit about personality traits in front of the class. Most groups decided to depict signs of the positive trait “devotion” in their performance. All students really put in a big effort preparing props and presenting in a professional manner.

This was an interesting theme for the students because they can take what they’ve learned and apply it in their own lives in their relationships with their family and friends.

 

Fire Drill (避難訓練)

On May 15th, we did our May fire drill.  After discussing the importance of following teacher directions and leaving the building quickly and quietly without trying to get any of our things, we had a perfect fire drill.  Covered their faces with their hand towels as they left the building, all students followed all teacher directions perfectly.  In all, everyone was evacuated in under two minutes.

On May 15th, we did our May fire drill.  After discussing the importance of following teacher directions and leaving the building quickly and quietly without trying to get any of our things, we had a perfect fire drill.  Covered their faces with their hand towels as they left the building, all students followed all teacher directions perfectly.  In all, everyone was evacuated in under two minutes.

Grade 2 Japanese(国語)

「こんなことがあったよ」の作文単元の学習の1コマです。
たくさんのメモの中から、友達に伝えたいできごとを見つけて書き、発表しました。
前日の授業では、最近経験した出来事の中で、友達に伝えたいことを5から6項目に分けて、メモを取りました。その中から、一番伝えたいことを選びました。どうしてそれを選んだのか、なども発表しあいました。2年生になり、初めての作文学習でしたが、段落分け、句読点などにも気を付けて書くことが出来ました。
1人ひとりの発表後には、友達の作文の良い点も発表しあいました。「気持ちがよく書けていますね。」「したことがよくわかります。」など、いろいろな視点から多くの良い点を見つけていました。

「こんなことがあったよ」の作文単元の学習の1コマです。
たくさんのメモの中から、友達に伝えたいできごとを見つけて書き、発表しました。
前日の授業では、最近経験した出来事の中で、友達に伝えたいことを5から6項目に分けて、メモを取りました。その中から、一番伝えたいことを選びました。どうしてそれを選んだのか、なども発表しあいました。2年生になり、初めての作文学習でしたが、段落分け、句読点などにも気を付けて書くことが出来ました。
1人ひとりの発表後には、友達の作文の良い点も発表しあいました。「気持ちがよく書けていますね。」「したことがよくわかります。」など、いろいろな視点から多くの良い点を見つけていました。