Learning for Life
At Ivy, we believe that a strong grounding in social-emotional learning prepares students for school, work and life success. This is why our classroom practices include learning and study skills development as part of the curriculum. Students are taught skills such as personal and time management, note-making, discussion protocols, and efficient organisation. At the same time, they are also exposed to life skills such as team work, individual responsibility, financial literacy, growth mindset, and stress management strategies so they are prepared for the rigours of real life.
November 26, 2021
At Ivy, we believe in cutting-edge research and best practices. Our Primary Program follows international curriculums and approaches, to ensure students are excelling academically and are college and career-ready.
This week, our Grade 4s have been practicing Cornell Notes - a focused note-making strategy that builds comprehension and engagement with a text. Note making is a process that is opposed to note-taking. While note taking, is simply recording information presented in a lecture, note making is summarising content in a note format. This method was devised by Professor Walter Pauk of Cornell University and is widely acclaimed by educators around the world.
Good work Grade 4s!
September 7, 2022
The program is launched and paydays are set! Our little savers are thrilled they will be part of a real economy. Lets see what the new week brings...
Co-constructing Knowledge with a
September 30, 2022
The notion that learners construct their own meaning by making connections with their prior knowledge and experiences is essential for learning to occur. Asking questions, group work which requires learners to discuss the material, creating mind-maps and peer critique are some examples of application of this concept in Ms. A's fourth grade classroom.
Our 4s have been learning about different poets, their influences and distinct poetry styles. Through a blend of collaborative learning strategies, students were encouraged to share their research and analysis with their peers. This was followed by a Gallery Walk which gave students a chance to make connections with their previous knowledge, give constructive feedback on other groups’ work, and review and reflect on the feedback received to produce the final drafts of their own work. Well done 4s! We love watching you learn!