Pre-First Yellow Teacher Guadalupe Calderón I´m Lupita Calderón.  I have been teaching for many years now. I have taught Chemistry, A-levels, TOEFL, CAE and Spanish among other courses.  I have been very fortunate because I have had the opportunity to teach a wide range of students; from pre-school to university, during all these years.  All the experience with different age ranges I started teaching Grade One at Lancaster four years ago and then, last year, switched to Pre-First. What I like most about my job is the opportunity to learn from my students on a daily basis and share with them a journey of discovery through inquiry.	Pre-First Blue Teacher Sarah I am Sarah Follen Tomlinson, the proud and lucky teacher of Pre-First Blue.  I am from Boston, Massachusetts in the United States however have not lived there for almost eight years.  Before moving to Mexico City in August of 2007 I lived in Glasgow, Scotland for one year and then in Dubai, UAE for four.  For that reason you may notice my accent isn’t typically Bostonian anymore! When I first arrived at Lancaster I worked as a Learning Support teacher then later worked as the English Coordinator as well.  I began teaching Pre-First Blue in February 2009 and have been enjoying it ever since!	What we are learning: Pre-First is currently beginning its third Unit of Inquiry, “Eat Up!” The Central Idea is “Food is a resource that is affected by people´s actions” and the Transdisciplinary Theme is “Sharing the Planet”. This will be an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. We will explore three lines of inquiry according to three concepts as follows: Causation – What the consequences of using resources are Responsibility – How people can care for and use raw materials responsibly Change – How food is processed At the end of the Unit we will evaluate the children’s understanding of the concepts and their ability to apply what they have learned in English by making a list of at least three factors they can think of that affect food and choose one to explain one reason behind that choice. This way the children will be aware that the choices they make when they buy, cook or eat  will affect the environment. In Spanish, In Spanish, they will order 3 series of photographs to show the process of milk, corn and wheat. Throughout this Inquiry in English we will be working on the following: Oral Expression: Shares information about him/herself Tells stories and describes incidents from their own experience Can formulate questions in English Reading: Expresses preferences in reading materials Reads age appropriate texts aloud with fluency Uses images to help work out unknown words Writing: Writes independently about a specified topic Independently uses a comfortable and efficient pencil grip Shows control over size, shape and orientation of letters when handwriting Language usage: Uses common classroom language accurately Confidently reads and spells CVC words Knows the short vowel sounds Throughout this Unit of Inquiry in Maths we will be working on the following: Connects numbers to the quantities they represent and to their location on the number line Sorts, classifies and orders objects by size, number and other properties Uses concrete, pictoral and verbal representations to develop an understanding of conventional symbolic notations Describes, names and interprets relative positions in space and applies ideas about relative positions Is able to quickly recall simple addition and subtraction facts from 0 - 5 Understands how to measure time using standard unit such as day, week, month
Pre-School Spanish Teacher Diana Tengo 17 años de experiencia laboral, de los cuales 11 han tenido lugar en el colegio Lancaster, y como el primer día, sigo enamorada y comprometida con mi trabajo.	Assistants in Pre-First Gaby Elo	Español: En español abordaremos la línea de indagación de cambio, con esto pretendemos que los niños entiendan el largo proceso que los alimentos tienen, para llegar a nuestras mesas y poder consumirlos en sus formas más variadas. Esto conllevará una mirada profunda a los cambios que tiene la comida que consumimos  y cuales son los pasos en estas transformaciones que sufre la comida , por ejemplo  como es que un rico taco de carnitas fue antes un lindo puerquito o como una mermelada en frasco fue un montón de fresas radiantes, grandes y rojas o también como es que las tortillas pueden ser elotes en su pasado, también indagaremos como un solo platillo puede contener varios alimentos que pertenecen a diferentes grupos alimenticios, ejemplo, un vaso de leche con chocolate o un sándwich de jamón  con queso, lechuga y jitomate. Pretendemos que al final los niños entiendan el porque de estos cambios y para qué se dan. En materia de lenguaje escrito y oral: Seguimos trabajando actividades relacionadas con la unidad de indagación, leyendo libros con información sobre  alimentos y desarrollando actividades en donde escriban lenguaje relacionado con la comida, también seguimos trabajando en aprender a plantear bien una pregunta y distinguir claramente la diferencia entre hacer un comentario y plantear una pregunta, por el momento estamos iniciando las preguntas con las siguientes palabras: Por qué, Para qué, Cómo, Cuándo, Dónde, Quién. En matemáticas: El concepto de la línea numérica y avanzar hacia adelante para sumar, también estamos relacionando número con cantidad de objetos y repasando el lenguaje que trabajan en inglés para reforzarlo en español.