TRi Time was first piloted in March 2017 to encourage students to question, investigate, create, and reflect.
In March 2018, I became a parent volunteer to get an inside glimpse on how it works and benefits students. Since then, I have been looking forward to being a part of TRi Time again. In November 2018 I volunteered to be in the art room and what I observed during the three weeks blew me away.
Students start by brainstorming various ideas. Some may already have a talent or skill, and they would like to continue sharpening those skills whereas some start from scratch, which requires a lot more researching and experimenting. The array of ideas can astound many. It ranges from photography, acrylic painting, polymer clay modeling, sketching, calligraphy, and many more. The process of creation itself was inspiring. When things hit a halt, students support each other and encourage one another to persevere. We all felt the aura of positivity.
TRi Time projects are not graded. With that in mind, students are able to expand their thought process without feeling any pressure, and they can have fun as they go through that process. Knowing that their project can be anything within reason, they are more willing to take risks, and it expands their thinking capacity. The worry of failing is almost non-existent as they understand the importance of the process itself. Within three weeks, the students were able to come up with some awe-inspiring projects. At the end of the second semester TRi Time experience, students shared their investigative process with an authentic audience of parents, teachers, and other students during student-led conferences.
Watching it firsthand and seeing how students think, work, and collaborate was inspiring in so many ways!
Selected seventh and eighth grade choir students were invited to perform at the Australia National Choral Association Choralfest Conference in Fremantle, Western Australia. There is no other event quite like it which draws in so many sectors of the choral community—teachers, educators, university lecturers and conductors, singers, composers, choir managers, and committee members.
In this three-part series, high school psychologist Dr. Jeff Devens shares how parents can help their children settle in as they transition into a new culture, school, and country.
In order for a child to learn, the mind and body must work together. This is why a perceptual motor program is important in the early years. The perceptual motor program at SAS focuses on developing the whole child, physically, cognitively, and social emotionally. It also offers a transdisciplinary experience and encourages the core values of compassion, honesty, fairness, respect, and responsibility.