From The Head Teacher
From the Assistant Headteachers
From Year 6
From Nursery
From Pre School
From The Music Department
From Primary Drama Department
From Year 3
From Year 4
From Year 5
From French Primary
From Mathematics Department
From Physical Education Department
From Year 2
From African Studies
From Humanities Department
From The School Library
From MFL Department
From The Art & Design Department
From The Primary Computing Department
From Primary Art
From Year 1
From The English Department


From The Headteacher

Dear Parents and Students,

Welcome to this first newsletter of the Spring or Lent Term.  I hope you all had a wonderful break over the Christmas and New Year period.  Your children certainly look refreshed and well rested at school and are showing their usual high levels of enthusiasm and enjoyment of CIS each and every day.

Thank you for joining staff and students last Saturday for our Walk-A-Thon.  As you are aware, all money raised by the Student’s Literacy Committee at this event will be used to make Literacy Week this year even bigger and better than ever before.

This Term, although relatively short in the number of weeks, is a very busy one. We have already had the Parent Teacher Conferences, where last Term’s reports and, where applicable, mock examinations were discussed.

We are looking forward to the CIS version of Valentine’s Day - Chocolate Friendship Day - on February 11th, followed the next day by Sports Day and then half-term week.

The week beginning the 29th February is devoted to Numeracy and Science, as Teachers and Students will be showcasing many amazing activities that will exhibit, in my opinion, the two most exciting school subjects in their full glory.

On the 1st and 2nd March we see the return of our very successful Student Led Conferences (Secondary) and Open Classrooms (Primary) for the first time this academic year.

CIS Annual Fun Day is on Saturday 12th March, this is one of the great days in our school calendar.

The 11th of March will be when our Secondary students get the chance to show off their thespian skills as they deliver their annual drama performance. This is followed by Year 10 students spending the next two weeks on work experience.

Literacy Week begins on the 14th March and concludes on Friday 18th March. This week promises to be truly outstanding.

Looking slightly further ahead, I am presenting to you (at the end of my article) the dates for next academic year - 2016/2017. These dates will be posted onto the school website calendar very shortly and you will also be notified of them by email.

Slightly linked to this subject above is the one of attendance and absence.  I would like to thank those of you who took on board my email of the 27th November last year (a copy is still available on the school website) regarding absences from school.  Your support in improving attendance data for your son or daughter is very much appreciated.  I am pleased to share with you the good news that our initial analysis of this data shows a marked improvement in attendance by 8%.  However, we still need to improve and ensure that by the end of academic year we consistently have 100% attendance by our students.

Finally, I briefly wish to share a report regarding my trip at the very beginning of this Term.  Last year, I joined an organisation known as ICSEI - The International Congress for School Effectiveness and Improvement.  This organisation, established nearly 30 years ago, brings together educational researchers from many of the leading universities from around the world; policy makers both at national and regional governments and practitioners and school leaders.  The main purpose of ICSEI is to provide an international forum that allows the sharing of ideas, promotes research and encourages best practices that will enhance the quality and equity of education for all young people.  I can honestly say my time in Glasgow at the ICSEI conference certainly provided the right opportunities to connect with teachers, schools and to examine many different educational systems.  This allowed for very meaningful discussions, centred around creating the right conditions for effective learning.  I can also confidently say that what we are doing and achieving at CIS, regarding the very best learning styles and conditions for learning, is fully in line with the most recent and authoritative research recommendations and where many international schools across the globe want to be.  Also, when I was sharing all about our school with colleagues, there was more than a hint of good natured jealousy and also congratulations on our journey of improvement.  It was a very worthwhile visit, even if the weather was doing its best to literally dampen and freeze my spirits.


Academic Year Dates 2016-2017


Staff induction

22nd-26th August

Term begins

Monday 29th August

Public holidays

Eid 13th September (TBC), Independence Day 3rd October

Half term break

17th- 21st October inclusive

Term ends

9th December

Teaching days for the term



Term begins

Monday 9th January

Half term break

2 & 3rd March inclusive

Term ends

7th April

Teaching days for the term



Term begins

Monday 24th April

Public holidays

Labour Day 1st May, Children's Day & Democracy Day in half term break

Half term break

29th & 30th May inclusive

Term ends

23rd June

Teaching days for the term


Total teaching days for the academic year



My regards and best wishes to you all,

Mr. Mark


From the Assistant Headteachers

A Balanced Diet

bal diet joke.jpgThis cartoon is amusing, but no, the diet I refer to is not food related but of school-life.

School-life balance is important for optimal academic functioning. Students often prioritise academics at the expense of personal factors, including relationships and exercise. This can lead to a decline in academic performance, as general health and well-being are critical to optimal academic functioning.

When we are students, one of the hardest things to do is to maintain a sense of balance in our lives. We often start the academic year with new resolutions; we may be revitalised with energy after a holiday break, we are motivated and committed to a successful academic year.

But maintaining that sense of control over our lives may become increasingly difficult as the demands of secondary school study unfold. Secondary school study has its own rhythm and cycle -  attending classes, completing classwork, finishing assignments, studying for tests and exams, participating in extracurricular activities.

It is easy to overlook the basic factors which provide balance in our lives. When one of these factors is ignored or forgotten, we may become out of balance and our bodies let us know this has occurred. We may become unmotivated - stressed -  depressed - anxious - exhausted - lose our appetites or over-eat - become run down or sick - feel anti-social - not be able to sleep or sleep too much -  unable to study or work.

We need to remember that we are a complex mix of academic, physical, mental, spiritual and emotional dimensions. Each of these dimensions needs to be acknowledged and nurtured to maintain an adequate equilibrium for effective functioning. This is more so for our GCSE & IGCSE students who are in the thick of examination preparation.

So what are the basic factors which need to be in harmony and which are the building blocks for this necessary holistic balance?

                                  balanced academic diet.png

Now that you have read this simple list you are probably saying "I knew that!"  But it is so easy to overlook these fundamental building blocks. We often ignore the signs that we are out of balance, until our body malfunctions and our attention is drawn to the fact that something is out of sync!

Warm Regards,
Esther Anozia
Assistant Headteacher, Secondary Academics



Joy Isa.jpg

As an institution, we have found that feedback is an invaluable tool for school improvement. We elicit feedback from students, teachers, parents, and all other members of the school community. Our students, in particular, are encouraged to give their teachers and their peers feedback on their learning experiences.

I found this interesting article on feedback and I thought to share just part of it. If you are interested, please read through the full article using this link.

Joy Isa
Assistant Headteacher (Primary)


1. “We all need people who will give us feedback. That’s how we improve.”

– Bill Gates

2. “Criticism, like rain, should be gentle enough to nourish a man’s growth without destroying his roots.”

– Frank A. Clark

3. “Feedback is the breakfast of champions.”

– Ken Blanchard

4. “Feedback is a gift. Ideas are the currency of our next success. Let

people see you value both feedback and ideas.”

– Jim Trinka and Les Wallace

5. “Mistakes should be examined, learned from, and discarded; not dwelled upon and stored.”

– Tim Fargo

6. “What is the shortest word in the English language that contains the letters: abcdef? Answer: feedback. Don’t forget that feedback is one of the essential elements of good communication.”

– Anonymous

7. “There is no failure. Only feedback.”

– Robert Allen

8. “Make feedback normal. Not a performance review.”

– Ed Batista

9. “No matter how good you think you are as a leader, my goodness, the people around you will have all kinds of ideas for how you can get better. So for me, the most fundamental thing about leadership is to have the humility to continue to get feedback and to try to get better – because your job is to try to help everybody else get better.”

– Jim Yong Kim

10. “True intuitive expertise is learned from prolonged experience with good feedback on mistakes.”

– Daniel Kahneman

11. “I think it’s very important to have a feedback loop, where you’re constantly thinking about what you’ve done and how you could be doing it better.”

– Elon Musk

12. “The single biggest problem in communication is the illusion that it has taken place.”

– George Bernard Shaw

13. “Examine what is said and not who speaks.”

– African proverb

From the Teachers

From Year 6

Self Regulation

Every school year I try to come up with a
mantra that  focuses our learning for the entire session. This school year I came up with ‘The big picture is the best picture!’ To be able to see the big picture, self regulation should play a pivotal role. As such, this concept has been an integral part of our learning. Below is a glimpse of the children's view  after a term of actively practicing self regulation.

In Year 6A, we have been talking about  and practicing self-regulation for more than a whole term now. To me, self-regulation means doing the right thing at the right time without being told to. I also believe that when you self-regulate, you take ownership of your learning and you are able to make choices that tie in with the values you hold dear. Compliance is, for instance when you do your homework just to stay out of trouble. Instead, you should do your homework because you know it will deepen your understanding in the certain topic you are assigned to do. I have a couple of instances in which I showed the act of self-regulation: One day, in class, the teacher had left the room and it was only us students in the class. Some people took the teacher’s absence as an opportunity to start making noise; I simply carried on with my work and tuned out all distractions. At break time, some people were playing very roughly. Some of them wanted me to play. I didn’t want to get hurt so I decided not to play with them. If I hadn’t self-regulated, I would have gotten in trouble and I would have been badly injured. So self-regulate. It just may save your life ! David Ikpoki-6A

Self-regulation helps me to connect with myself and puts my best interests at heart. It helps to  calm down when I’m mad and lighten me up when I’m sad. To self-regulate, I have to be calm, alert and learning. When I’m self-regulated, I am able to actively and attentively listen to the teacher and avoid all distractions. Self-regulation helps me choose the wrong and right things to do in any given situation. Self-regulation is kind of like a game of checkers; if you make the wrong move, your piece will die, but if you make the right move, your piece will stay alive. When I am self -regulated, I am not undisciplined, nor am I compliant. This is because I don’t need my teacher following me around and telling me what to do (because I’ve already done it). I am a good student, due to the fact that I self-regulate. Omala Opubor 6C

What is self regulation? Well, self regulation to me is formed around being calm, alert and learning. Self regulation is the ability to manage different emotions and being able to think before you act.  It is the ability to follow instructions calmly, tune off distractions and see the big picture. Self regulation has changed my life because now I can finish my classwork and homework on time; I am responsible and this helps me see the bigger picture and I guarantee you can see the bigger picture too if you just self regulate. India Priddy 6A

When I hear self regulation, I think of 3 words: Consistency, Hard Work and Choices. I have been taught  how to self regulate and that I don't believe in compliance. From all I learnt about self regulation, I really picked on the fact that, It's our choice in what we do, because when the day comes it's not going to be anyone else that will face the consequences, you will! Now I have become more responsible by just repeating this in my head: Self Regulation= Calm+Alert+Learning. This helps me in all my learning, because it tells me that it's my responsibility to do my work and to always stay on task; I can't blame anyone for my actions.Aiwansosa Ozakpolor 6C

During my days in year six, these are the words that I hear the most. Self-Regulate. Self-Regulating is when you want to do something bad and you think to yourself,” Does this show that I am calm? Do I look like I am alert and am I learning (CAL)? Children that Self-Regulate are not compliant. Compliant children do things so they don’t get in trouble. S-R children do it for themselves. Always remember; SELF-REGULATE! Lani Adewuyi 6B

Self regulation to me simply means six words- I, Know, What’s, Best, For Me. When you self regulate you know what is best for you so you just get on with it and you do not get distracted. Even though compliancy and self regulation seem alike, the two words are not synonymous. Compliancy is when you ACT over-the-roof when your teacher is in the room but when she steps out, you go back to your normal self and start acting like your bad self. Self regulation also means that you know the rules and regulations that govern your class. Kewe Omaruaye 6C

To me, self-regulation means being ourselves. Try to ignore things irrelevant at the time. Try not to get into trouble because if that happens and you don't like the consequences, you might start doing things just for the sake of doing it, not for yourself (being compliant). To give it a recap, self-regulation means to do what is right and being conscious of it. Tobe Onyia 6C

Self – Regulation for me, is the key to life; self – regulation helps me know what to do, when to do it, and where to do it. The basis of self – regulation is tranquil – attentive – studying. A personal instance that I have to self – regulate, is when a teacher I have not seen in quite a while, enters the class; I get quite allured to run up and hug the teacher. I know that I am a person who self – regulates and I know that I am not a compliant person; that helps me to do the right thing at the right time. Another instance that I have to self – regulate is when a pencil drops in – between the table I sit on and another table; I am tempted to run and pick it up but when I see someone else run to pick it, I remember to self – regulate and then I do not run to get it. To me self-regulation is the key to life. It’s what brings out the best in myself. Say if other people on my table are joking and jostling around, I just sit myself down and be selfish about myself. Eduvie Oseragbaje 6C

Mrs. Fidelma Anudu.
Year 6A

From Nursery                          






‘We are Going places!’

We all have to travel from point A to point B, even if we walk everywhere. It is a great subject for inviting children's own experiences. Talking about transportation will open several avenues for discussion such as vehicles, roads, railways and infrastructure.  We talked about how hundred years ago  people never experienced the luxury of easy transportation. Now, modern transportation has changed the way  people work and live.      'Transport' is also a way of looking at how we impact on the environment and what we can do to make the earth, and ourselves, healthier. Developing an awareness of our immediate environment will facilitate a better understanding of the world around us.

In Nursery, we have activities linked to  EYFS and these include construction of different kinds of vehicles for land, water, air and space transport. We will be sorting and classifying according to  function. We continue to develop fine motor skills through graphic illustrations, inventing  forms and layout of maps, these are just a few of the fun ways we learn about transportation. We learn about traffic rules and how to patiently wait for one’s turn.   In Numeracy, shapes come to life as we make models of roads and bridges. Music and movement allows us to be creative as we imitate airplanes and helicopter movements. We will make mini sail boats and wave them goodbye on their journey.

We are definitely going places!

A tractor helps the farmer! Team work is fun as Demilade, Malik, Daniel Fayose and Jonathan assembled the puzzle pieces.

“A fire truck helps put out the fire.” by Demilade Awokoya.  We cut out the pieces and assembled the parts of a fire truck!

Delivery vans for our fruits and vegetables.

“I will load my delivery van with fish, broccoli, bananas and chocolate!” by Malik Sheidu.   

Counting one till ten for our train track by Zita Mbah.

Kind Regards,
Vee Esguerra
Nursery A

From Pre School 

Learning about Transport in Pre-School

They are so many different types of transport as we have been learning about in Pre-School over the last 3 weeks. The children have been focusing on the forms of transport that are most relevant to them and their daily routine.

We come to school in a car.

We walk and play on our feet.

Yippy look at me go on the bouncy ball!!!!

We move round the playground quickly on the scooters and bikes.

Warm Regards,
Mrs Rowena Adeyemi
Preschool teacher

From The Music Department


We have had a wonderful musical experience so far this term and we look forward to more amazing time with sound and instruments.

Year 9: we explored Improvisation and organization using Bach’s toccata in D minor, the students had opportunities to listen and appraise musical examples. They have been creating their own distinctive version of a Baroque toccata. We used ICT to record the performances and they gave very constructive feedback. We will continue to explore improvisation in Indian classical music using the notes of the “Raga Ahir Bhairiv”

Year 8: We have been exploring how the role of soloist has developed through different musical forms and structures. We have listened to a variety of musical extracts that feature soloist and accompaniments.  We have learnt to use appropriate terminology when describing musical features and using keywords to describe important features of the music.

Year 7: We explored and enjoyed singing folk songs in modes especially the popular sailors work song “ What shall we do with the drunken sailor?” We had opportunities to make changes to folksongs in the Dorian mode to the Ionian mode. We learnt how to play and create melodies with scales and modes using chords D minor and C major to accompany such melodies. We have been able to sing in two parts and preparing to present these songs at the assembly before half term.

Year 10: We are studying the music of Johann Sebastian Bach and Wolfgang Amadeus Mozart as part of the IGCSE course work/area of study. We are exploring different compositional devices both melodic and harmonic compositional devices.

Korede Omopeloye
HoD Music



From KS2 Music

We have had a fun term so far in music in KS2

Year 3: we started exploring different ways sounds are used to accompany a song; we also learnt a song and sang it together accompanying it with our classroom tuned percussion. All the children were able to identify melodic phrases and play them by ear; they were also able to identify phrases that could be used as an introduction. Some of us are also able to use what we have learnt to demonstrate with accuracy melodic phrases and play it using our clarinet. We can now perform various patterns of Ostinato

Year 4: we have enjoyed exploring the various melodic compositional devices (the conjunct and disjunct motion), leaps and repeated notes in a melody with hands and body movement. We are learning to use our voices expressively by learning and singing songs that we love. While singing we also express the intention of the composer by articulating the words expressively. We are really learning and have started to appreciate the discipline of practice as many great composers always practice their instruments.

Year 5: we have now realised that there are other sounds sources apart from the regular musical instruments. We are exploring scientific sound with the help of ICT and we have been able to create sound clusters which are a totally different sound to what we are used to. We have experimented with contrasting moods and sensations and explored different textures using tuned sounds to create different sound effects. We have been introduced to the sonorous sound of the string family in the symphony orchestra.

Year 6: we have performed rhythmic Ostinato as a musical conversation and perform rhythmic Ostinato on instruments (Based on what we have learnt since year 3). Some of us chose to perform melodies and harmonic Ostinato on the keyboard while some used guitar. The progression created by playing the G major, E minor, C major and D major chord on the guitar is gradually taking shape and we are keen to know what song this chords progression might accompany.

The woodwind orchestra is preparing a small presentation and the practice really going on smoothly, the guitar ensemble will be presenting soon at the assembly we hope you will be around to witness this.

Seun Oluwaubusuyi
KS2 Music Teacher




From KS1 Music

The focus in music this term is recorder playing. The pupils take their recorders home to practise the tunes learnt during music class.

Practice is the only way for the children to improve and it is worth making sure the practice is as efficient as possible. Their practice periods should be planned and considered as part of their homework. At the beginning recorder tunes might not sound very melodious and pleasant to the ear, but with constant practice and encouragement to stay optimistic, things will come right in the end.

Kind regards,
Mrs. Ludmilla Oresanya
KS1 Music Teacher


From Primary Drama Department 

Hello Parents

Happy New Year!
Welcome to term 2 but where did term 1 go?  Term 1 was simply amazing. It was a huge hit as our Foundation and Key Stage 1 children performed to great acclaim in the Christmas musical drama production. As you can imagine, the children go through series of thorough training and rehearsals, especially because musical drama is a form of theatre that combines songs, spoken dialogue, acting and dance. After the rigours of rehearsals, they come out of their shells to perform, using their various artistic skills and are we glad it came out grand! The story and emotional content in a musical drama are communicated through the words, music, rhythmic movements and technical aspect of the entertainment as an integrated whole. Our Christmas production, “Donkey for sale” – a delightful retelling of the biblical Nativity from the perspective of a donkey called Alfie, was every inch a good example of what a music drama entails, As our little thespians played, the CIS hall rang with laughter and resounding applause. Many thanks to our parents for your blessing the occasion with your presence and the confidence you have shown in the work we are doing, what more could we ask for?

Wonderful performance at the Christmas play production in term 1- ‘Donkey for Sale.’  Here are a few photos:

         To Great Acclaim!        


Drama this Term:
We have also had a wonderful start to term 2 with the children’s continuous enthusiastic approach to drama classes. A big thank you to our existing students for making our new students feel comfortable and integrate quickly in drama classes and hopefully other classes as well. I am proud of you all!

As artists, children begin to question who they are, why they are here and challenge existing ideas and structures. Having pondered on these questions; they will be taught to reflect on their own values and beliefs, at the same time helping to shape them, teasing out new ideas and ways of living and thinking.

I am especially proud because we are working on children learning to stop thinking of drama as just another platform for competing for the spotlight, and rather see it as more about creating and making, exploring and responding in the search of the best versions of themselves and meaningful connections with others and the world around them.

Through short and long play performances in their various drama classes, children will learn how to reflect, reconsider, redo, reaffirm, rewrite, retell and re-conceptualize. What better lesson could children learn in coping with life than the importance of these ‘re’ components.

Children will learn from failures and successes >

Joshua: We’ve failed Mr. Mark for the 10th time
Erica: We’ve not failed, now we know 10 things that can’t work

Drama this term will keep developing the children’s ability to ask questions that help make sense of learning. The two simple questions: what worked and what could be improved upon next time? This should encourage them to offer constructive feedback and think critically and positively about their own and others’ performances, without taking things personally or being hurtful to others. All these while having a good laugh and enjoying themselves in the process.

Students will paint, make things and dress up in costumes. They will get to play games geared towards team building and developing group dynamics! By involving students in all these activities, they will learn to work on getting over their insecurities, responding spontaneously and without self-consciousness. However; for some students, this will take a little time and will rely on how safe they feel with both teacher and classmates. Thankfully, we always have the patience to build the trust needed to make this work in every class.

Upper Key Stage 2 students have begun working on scripts which will give us solid grounding towards our upcoming Literacy week later in the term as well as our play production, which we look forward to showing you next term.

Kind regards.

Joanah Onasanya
Drama Teacher


From Year 3

We are pleased to welcome you, our ever supportive parents to a new year and, more importantly, a new term! This term, the Year 3 Team has decided to garner our human and material resources for the benefit of our young learners through ‘Collaborative Learning.’ Collaborative learning is a situation in which two or more people learn or attempt to learn something together by making the most of each other’s individual resources and skills. Each individual depends on and is accountable to each other.  Children have been given the opportunity to think and talk together, discuss ideas, question, analyse and solve problems through the platform of social learning.

The resultant effect has been thrilling and insightful in all curricular areas. Some accompanying benefits of collaborative learning have also been evident in the enhancement of children’s social and oratory skills. So far, the children have explored various Greek myths and legends through role play, reading and writing. This also ties into our unit on Ancient Greece in Topic. The children have been able to use their map- reading skills to locate Greece on the map, explored life in Ancient Greece and interestingly, the children were able to demonstrate how democracy was done in Athens- the birthplace of democracy. I want to especially appreciate our class historian- Babaseyitowi Benson, for his unalloyed interest and brilliant contributions to our Topic lessons so far. His wealth of knowledge and the robust information he provides are both  outstanding.

Numeracy has been activity-based; we have learnt how to measure objects especially our feet in ‘mm’ as well as ‘cm’. Can you guess whose foot is the biggest in our class? The spur of the moment is our Science lessons which have been enquiry-based. Each discovery during our experiments on Light and Reflection has been revealing. One of the children said, “I did not like Science when I was in Year 2 but I now look forward to our Science lessons."

The overall advantage of collaborative learning is embedded in the School’s S.M.S.C because the children now readily take up challenges and are willing to share ideas with each other irrespective of race or gender. For the remainder of the term, the children shall be learning how to play around with words in Performance Poetry, read, write and extend a collection of adventures and mysteries, tell the time on both digital and analogue clocks and in Science, they shall explore rocks.

While we are grateful to you for your continued support, we still crave for your presence and participation in various activities whenever you are called on.

Warm regards,

Mrs Omotoso
Year 3A


From Year 4     

Let Your Imagination Run…..

It has been an interesting Spring Term so far. In our unit of study in Literacy, the students have been exploring stories in the imaginary world. Children are known to have a fantastic and colourful imagination picturing the impossible and bringing that picture to life through their writings and even in their speeches. The responses gotten from the children have been awesome and you will be awed by their write-ups.

When the children give us the opportunity to peep into their minds by sharing their imagination with us, we should not shut them up, on the contrary, we should listen to them and perhaps what seems impossible today may be the reality of tomorrow.

Think about Albert Einstein for a minute….

The world is daily evolving, discoveries are being made by the second, all these started from the mind with just the tiniest spark of imagination. No inhibitions, just possibilities.

Furthering our imagination in Science, we have been learning about the different states of matter. The children had a great time investigating the changes of each state of matter using water as the material. Their inquisitive minds were further awakened when they explored change in temperature of water in different states of matter.

In conclusion, I dare say that this looks like a term of insightful discoveries in all subject areas so... let your imagination run!


Warm regards,
Tolu Ajimuda
Year 4A.


From Year 5

Happy New Year!
I welcome you all back to a new beginning. After a much refreshing holiday, the children seem to be enthusiastic and ready to go.

In Literacy, we have been exploring the different types of sentences. Our children now know what makes up a sentence and can write using a range of complex sentences. We have collected several traditional stories and see how these stories have changed over time. They made attempts to modify already known famous fables and write our own fables.

In Numeracy, our children furthered their understanding on the four mathematical operations using the multiple step word problems. They have transformed shapes by reflecting, rotating and translating shapes. They can identify symmetrical objects in their surroundings.

In Topic, our children have been examining famous Nigerian authors around the globe. They now know the platform which they shot to prominence. They can also identify the messages these authors tried to get across.

The children now know what it is to be free and can correctly express and utilise the freedom available to them.

In Science, our children looked at the forms of matter and examined their properties. They have been able to carry out an experiment to test for the solubility of substances.

IMG_4595.JPGIMG_4597.JPG   IMG_4472.JPG

Best regards,
Miss Animasaun

From French Primary 

Bonne Année! Happy New Year!

The French room started off with a burst of activities getting the students hands occupied with their learning. Year 6 learnt about the festival of “La fete des rois’ that takes place every year on January 6th.

They  were all crowned kings and queens for the day. They also learnt the history of this festival in France that ends the Christmas season. Year 5 have been learning European countries and nationalities and most have been able to say their nationality and identify different European flags. Year 4 have been revising the numbers 50-70 and  learning about food in French.We started off with the most important meal of the day - Le petit dejeuner- breakfast! While most students said none of the items on our French food table were a part of their breakfast cuisine...example yams and sauce! Some claimed they don't usually have breakfast and weren't easily convinced that croissants and coffee was good enough!There is more to come from food in Year 4, watch this space! Year 3 have been learning how to use their grammar skills and the use of articles in sentences. Year 2 have been extending their numbers from 20-40 in French and counting in even and odd numbers! Year 1 have been learning how to say what activities they are doing in class. J’écris! I am writing! Je déssine - I am drawing! etc. Voici nos photos!

Avec sentiments distinguées,
Merci mille fois!

Mlle Feigne Suinner.

French Primary Teacher


From Mathematics Department 

Watch out! We’re setting challenges.

Meeting the varied learning needs of adolescents is a commitment the maths department takes seriously. We have designed several outlets for students to hone their potential when it comes to arithmetic, logical reasoning and problem solving skills. This article is dedicated to highlighting the ways we address the diversity among our students. 

challenge clouds.jpg

Weekly challenge
Mr Livingstone (A sterling maths teacher!) gives out one challenging word problem weekly. Problems are non-routine problem-solving questions that are adapted to many math competitions, including the AMC, Cowbell Maths competition, SAMO to name a few.

Myimaths & Other Digital Resources


MyiMaths is a fully interactive, online mathematics learning solution for children of all ages and abilities. It helps your child to develop their understanding of maths through a variety of engaging activities, games and assessments. As a parent, your child’s school can also provide you with log-in details to access MyiMaths alongside your child. You will then be able to support your child’s learning by seeing what they are working on and checking their progress.

All Year four to eleven students in CIS have an account on MyiMaths and are expected to work through their individual booster packs.


MathsWatch is a set of mathematics resources (videos and worksheets) available to schools/colleges only.

  • 134 Foundation topics covered by video clips and worksheets for every grade C and D topic;

  • 140 Higher topics covered by video clips and worksheets every grade A*, A, B, C , topic;

  • Some topics have a choice of video clips to reflect different approaches;

  • 130+ short video clips to give exemplar answers;

  • 1 MINUTE MATHS videos for

This software is part of the revision aid toolkit purchased by students preparing for the IGCSE examination. Please see Mr Anumokwu (another sterling maths teacher!) for more information.


Maths Olympiads
As you may well be aware our young mathematicians have been participating in a range of Olympiads, the recent one being the American Maths Competition which we opened up to Years seven, eight and nine.

The result of the 2015 American Maths Competition (AMC) 8 held November last year is out.

We would like to congratulate the following winners (students with the highest scores): Labeeqa Shahid (Year 9) & Oreofe Akinyemi (Year 8).

Early next month, we will start preparations for the first round of the South African Maths Olympiad and the CEMC (The Centre for Education in Mathematics and Computing -Pascal) Competition; including the annual Inter-house Maths Challenge.

Past Examination Paper Workbook
This is primarily designed for students preparing for the IGCSE Mathematics examination. Practising exams papers are a vital part of a student’s revision toolkit and having them in bound workbooks provides a useful way to have a full mock exam in exam conditions or practise an exam under less strict conditions by allowing a bit of extra time for looking  things up if you are completely stuck.

Numeracy and Science Week


Exciting times ahead!

Esther Anozia
Head of Mathematics

From Physical Education Department

Dear Parents, 
Happy New Year and welcome to another sporting year. We are starting off with activities centred towards our Sports Day which is coming up on the 12th of February 2016. Our focus will be to develop the Athletics spirit by teaching the methodologies of track and field with the aim at producing School athletes who will make our school proud at competitions.

We are also going ahead in our quest to promote competitions by organizing Inter-House basketball league in both Primary and secondary which will give us the opportunity to develop the game at the competitive level.   

We will also be inviting other international schools to CIS for swim meets from time to time with the hope of using the friendly competitions in developing our Swim Squad and preparing them for major swimming competitions.

Our desire to make water polo one of the sports at CIS is gradually coming up and we are working towards the first inter-house water polo competition. This we believe will be in Term 3.

Together with other Coaches, our objectives of making a holistic child will be achieved.

Coach Payne
Head Coach












From Year 2

Spring term is already in full swing and so is the New Year, 2016! This term is packed with loads of fun and learning and we are looking forward to exploring and discovering new things together.

The term started with the children reviewing their work from last term and setting new targets for themselves.  They were able to self evaluate using probing questions such as “What did I do well?”, “What do I need to do better?” and “How can I do better?”  With this clearly stated, the children are aware of what they need to do, where they need to be and how they can achieve these targets by the end of the term.

The first few weeks have been busy, with hard-work and exciting activities. The children have settled in nicely and adjusted to their daily routines.

For the first half term, we will be exploring the concept – Freedom. This will expose the children to investigate their freedom to belong to a diverse community that reinforces the unique qualities which enables them to flourish.  They would be guided on how to make good choices and to recognise the consequences of bad choices.

The cross-curricular nature of our learning has afforded the children diverse opportunities to read and write narratives that will explore liberty and limitations through traditional stories. It was “crazy fun” reading and comparing popular traditional stories like Hansel and Gretel, Rapunzel, Beauty and the Beast, Jack and the Beanstalk and so many others. Some of the children went further to modify the stories, incorporating their own ideas and linking it to our current theme of freedom. (Freedom to change what we can to suit our purpose)  We also had fun making different structures related to our stories to reinforce our D&T skills.



Can you spot the picture with the making of our castle for Beauty and the Beast, our cottage for Hansel and Gretel, and our beanstalk for Jack and the Beanstalk???

In Numeracy we have been ordering and comparing numbers. ‘Charlie the Crocodile” who likes to eat big numbers helped us remember how to write our “greater than” and “less than” signs. We also began to use correct standard units of measurement for length and weight. We used rulers and measuring tapes to find accurate measures of different objects around our classroom.



Using standard units of measurements for length and weight.


Thank you Mrs. Thomas (Year 2B) for helping us put up our “greater than” and “less than” Numeracy board.

We had so much fun making our doubling bugs.

In Science we have been learning about Interdependence between plants and animals in their different habitats. This has helped us understand where different animals including our Numeracy friend –“Charlie the Crocodile” can be found on the food chain.


Come check out our food chain write-up. You may learn something new!

We are looking forward to more fun and learning as the term goes on… Watch out for the Terrific Year Two!

Warm Regards,
Mrs. Patricia Onyia
For Year Two Team

From African Studies

It’s been an amazing start with the Year 1 exploring the culture of the Ndebele people of South Africa by locating where South Africa is using the map of Africa. The children had fun, using their creative abilities to build and design the Ndebele mud hut.

In Year 2, we have been learning about the rich culture of the Igbo people of West Africa in a different dimension. The children are excitedly learning some of the basic elements such as: dressing to show the uniqueness of the Igbo culture, greetings to enhance their communication skills and their ability to interact with the people around them. They are also learning about ancient Igbo folktales to accentuate the ancestral history of these people.

The Year 3 students are deeply exploring the life of William Kamkwamba, the boy who at the age of 12, constructed a windmill in a village, in Malawi, South eastern Africa in order to put an end to famine. They used their geography skills to locate Malawi on the map and its neighbouring countries. More so, at the end of this Half Term, we will embark on a project that will solve a major problem in a community around us.

Locating the rainforest region on the map has been enlightening for the Year 4 students. So far, the children have been able to mention and colour code the countries in the rainforest. The children were able to discuss the features of the rainforest after watching a video, which they presented as a group. Presently, the children are exploring the routines and beliefs of the Baka people of Cameroon. Interestingly, the children are beginning to sight the problems in the rainforest such as: deforestation. To this end, they will be creating information posters to educate people about ways to preserve the trees and keep the animals there safe.


Year 5 dived into the interesting findings of Africans in diaspora and what led to it. They have been able to gather the data of Africans in diaspora, which was represented on a bar /pie chart. This also created the opportunity for learning and researching about the Transatlantic Slave Trade/Triangular Trade and why the name “triangle trade” became another name for Transatlantic Slave Trade. However, they looked at the traders involved in the trade, what they traded and what they got back in return. In the next few weeks, we will be looking at different aspects of the American culture that has been influenced by the African culture.

Finally, the students in Year 6 were able to use the ancient maps to discover the ancient Benin Empire and other important kingdoms that existed long ago in Africa. They have also compared the ancient and modern maps, spotting out the difference and dating back; how long the Benin Empire existed for. Presently, the students are extensively exploring the rich cultural elements and historical anecdotes of the Benin people such as: the creation of Benin Empire, Benin Kings, Benin Artwork, Benin Explorers and the famous Punitive Expedition. Based on these elements, the children have been divided into these topic groups and will develop different media of their ideas, which will be showcased at their assembly.


Warm regards
Mrs. Chisom Owoseni
For African Studies


From Humanities Department 

Dear Parents,
I would like to take this opportunity to welcome everyone back to the spring term at CIS Secondary. Hopefully you have all had a relaxing break and are now ready for a fun and busy new term.

Our classes will and are beginning to come alive with a lot student-led class and out-of-class activities. Below is an overview of our curriculum this term:


Business Studies


Global Citizenship


Religious Education

Year 7


Settlement and Population


England in 1066

Religion in Writing (Christianity)

Year 8


- Weather and  


- Russia


The English Civil War

Moral Dilemmas

Year 9


Coastal and Hazardous Environments


Dictatorship in Germany

Belief in God

Year 10

Estimating Cost, Revenue and the Analysis of Business Environment

Urban and Fragile Environments

- Human, Legal

 and Political


- Development

 and Struggle

International Relations Since 1945

- Matters of Life and    


- Marriage and


Year 11

Revision of all units

Revision of all units

Global Community and Citizenship Campaign

The Unification of Germany (Revision)

Revision of all units

Throughout the spring term our students will be learning many new skills and taking part in a variety of school trips and projects.

Some of the skills already being acquired and mastered by our students are:

  • The production and interpretation of humanities themes and ideas in three-dimensional models, and.
  • The use of investigative critiquing of work to unravel underlying meaning and reasons for numerous natural phenomena and human activities.

Already our Year 8 and some Year 11 students are roaring with enthusiasm as we prepare to visit the Nigerian Meteorological Agency and Training Institute, Oshodi-Lagos (NIMET) on Thursday January 28, 2016. This visit will afford students the opportunity to gain a first-hand experience on the use of world class climatic satellite machines and other state of the art weather measuring and forecast equipment.

By March this term the Year 7 students will visit Olumo Rock located at the ancient city of Abeokuta in fulfillment of cross curricular objectives in History, English, Religious Studies and Citizenship


To assist our students progress quicker in their learning the department from Week four will commence a daily 30-minutes supportive workshop to cover key skills in all the subjects in the department. Selected students are expected to utilise this golden opportunity to improve. Time will be from 12.15pm to 12.45pm.  

This term the Humanities Department is responsible for guiding Year 8 students through a cross-curricula project (CCP) that will further explore Moral Dilemmas. It is our hope that students remain focused at home while doing the CCP while subtle monitoring from our parents will be well appreciated.


Anthony Manafa
HOD Humanities

From The School Library 

IMG_20150901_205145.jpgDear Parents,
Welcome to Term 2, the past four weeks has certainly been filled with a great deal of planning towards our upcoming Literacy Week in March (14th – 18th).

The theme for this year’s Literacy week is ‘What if Shakespeare could Rap’, thus bringing the old English to our present day English with poetry, rap, plays, short stories and dramatic performance. The Literacy Committee is made up of teachers from every arm of the school, predominantly all the Secondary English Department and Library Staff. The best part of our team are the volunteer students from Years 6 – 11 who have worked diligently to help raise money towards bringing in international authors during the week, they will also be having workshops with the children and teachers to aid in promoting Literacy needs within one week.  These authors are:

Adisa is a performing Poet on a mission to highlight the power of poetry off the page and on the page. Adisa specialises in delivering bespoke presentations and workshops that touch on issues like identity, self-confidence, bullying and peer pressure blues. His work is firmly rooted in African Caribbean history and folklore tradition. Adisa draws heavily on comedy to carry his observations and insights to the audiences’ doorstep. He brings to light the use of poetry in cross-curricular activities, combining music and poetry, art and poetry, science and poetry, etc.

Andy Seed is an author, storyteller and poet. He is the author of the bestselling All Teachers series of memoirs for adults, as well as numerous acclaimed non-fiction books and poems for children. His great passion is encouraging children to read for pleasure. Andy can offer talks or workshops encouraging children to read based around collections of books. He offers poetry performances and storytelling sessions.

Cat Weatherill is an author and storyteller of international repute. In her entertaining  and inspirational sessions, she can offer highly interactive story sessions including dance, music and puppets for the Early Years; for KS1, she offers specialist story sessions and similarly for KS2. For KS2 children, she also offers Meet the Author sessions, storymaking and creative writing workshops.  At KS3: Meet the Author sessions; story sessions; creative writing sessions and creativity & writing.

Ifeoma Onyefulu is an award-winning author, photographer and illustrator of many books like ‘Emeka’s Gift’ and ‘A is for Africa’. In her sessions, she talks about her books and where she gathers her inspiration for them.


Fundraising for Literacy Week.

Some of the great ideas put forward to raise funds for the week by the students are: 

Movie Day: This was done the last week of Term 1 and was a huge success with the children time out of class to watch some of the latest movies available. 

Walk-a-thon: This took place on Saturday 23rd of March, the day was a total success as we saw children, teachers and parents come out to have a totally fun filled day. The day started with a warm up exercise lead by our dearest Coach Payne, Mr. McGuinness (Head of English) and some of our Secondary Literacy Committee Students. With fun music in the background, we had our dynamic Mr. Jay (Head of Arts) as MC. We had the Brownie Club on ground selling, cookies, cakes, lemonade and punch. Water was available and free for all. The children, teachers and parents showed off how fit they were by walking majestically round the field, many with their parents from Foundation Stage to Secondary. We had all kinds of fun activities such as Obstacle races, Tug of War and the most successful one – Sponge the Teacher, I have to say this was a painful sell-out for us Teachers across the school.


Warming up to Start.JPGBrownies Selling Cookies and Drinks.JPG

A family Walk.JPG The Walk.JPG

Spong the Teacher 2.JPG Spong the Teacher.JPG


Spong the Teacher 3.JPGSpong the Teacher 4.JPG Obstacle race Fun.JPG Tug of War.JPG


Tug of War2.JPG

Secondary Disco: This will be holding on the 6th of February for all Secondary students - Gate fee N3000.

This said, we still need more support from you our dear Parents and we encourage you to extend us more of your great generosity by supporting us anyway you can from the list below:

Below is the Breakdown of the cost to bring in each author.  Please see Mr. Michael (School Office) or Mrs. Plumptre (School Library) to indicate where you would like to support.



N250, 000 - Adisa

N250, 000 - Andy Seed

N250, 000 - Cat Weatherill

N250, 000 - Prue Goodwin

N250, 000 – Ifeoma Onyefulu

Please support (contribute) towards any of these.


Day 1

£400 - Appx

N150, 000

Day 2

£400 - Appx

N150, 000

Day 3

£400 - Appx

N150, 000

Day 4

£400 –


N150, 000

The total for each author/facilitator is N600, 000

Accommodation and Feeding  

Day 1


Day 2


Day 3


Day 4


The total for each author is N240, 000


Advertise in our Publication:

Quarter Page

N50, 000

Half Page

N75, 000

Full Page

N100, 000

Centre Spread

N200, 000


Thank you and look for receiving positive response from you all

Warm regards
Morenikeji Rhodes Plumptre (Mrs.)
Head of Library Services.


From MFL Department 

“One language sets you in a corridor for life. Two languages open every door along the way’’

-Frank Smith

Can you identify the languages below?

This term, as already mentioned by the Head teacher, will be and has been already filled with many planned events. Numeracy and Literacy Week will be held in a fortnight and MFL will be supporting both English and Mathematics Departments with their activities.  We have also proposed a spelling bee and speech competition in French and Spanish and hope our students will thoroughly enjoy the experience.

Our trip to France and Switzerland is still open for signing up. On the MFL trip, we focus on language skills and understanding  of the culture – sight-seeing, food, outdoor activities, the physical environment (the geography), history, etc. The trip will be from Thursday 17th  to Saturday 26th  March 2016, during the first week of Easter.  We would like parents to understand the importance of the trip in their child’s language learning and allow our students to experience this unique opportunity of learning and practising what they learn in class in a real life situation. One quote which students studying English should know is: “No man is an island.”  Do you know which poet made this statement and can you translate this into French, Spanish and/or German?  A clue to answering the question about the poet is that his first name in French would be Jean and his second name would be the third person singular form for the verb “to give” (donner) in French.  Do you know his name now? The answer is below... 

Last but not least, with the mid-term holidays approaching, we would encourage parents to travel to the nearby Francophone areas – Seme is some hour’s drive from Lagos and a trip to Porto Novo, Cotonou or the Abomey royal palaces would give students a taste of Francophone culture, an understanding of the region’s history and geography and an opportunity to practice French.  Indeed, like other departments in CIS, we feel strongly that our students would learn from a cross-curricular and holistic approach.  And the answer to that question about the poet is gained from having a holistic approach to education: it was... John Donne!

My best wishes to you all,
Danielle McGuinness,


From The Art & Design Department  

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"If we did all the things we are capable of doing, we would literally astound ourselves."-Thomas Edison

"Success usually comes to those who are too busy to be looking for it"- Henry David Thoreau

"Action is the foundational  key to all success"--Pablo Picasso

Happy New Year!!! This promises to be a year full of creative promise and productivity for my young artists!

This term we intend to build on the foundation we laid last year on experimental art. Our thrust will be on Mixed-Media Painting. Mixed media is a technique of art that involves using two or more artistic media, such as ink and pastel or painting and collage or pairing unconventional materials like old newspapers with glue and paint and combining them in a single composition. This genre of art teaches the students how to look beyond the conventional to produce artistic outcomes. The thrust is to see just how various combinations of materials can become united in a singular piece of art. By this they will gain a contextual understanding of art that is uninhibited, right from its conception stage to its production. These projects harness students' creativity while encouraging them to make artwork and this in turn helps them gain confidence in self-expression.

To also enrich our students artistic experience and shore up their knowledge of art history we began researching and gaining inspiration from famous artists like painter Leonid Afremov, Pop artist Romero Britto, and  Collage specialist Derek Gores. This will help embolden our young artists  and provide them with more creative ammunition as we continue  in our quest to make more eye-catching art. I will end with a quote from another of our  sources of inspiration, graffiti artist Banksy: "Art should comfort the disturbed and disturb the comfortable". This way of thinking will encourage our young artists to think "outside the box" as they create. Below are  some examples of our students  mixed media work  at various stages of completion that show a lot of distinction.  Watch this space, more to come. Enjoy!  

Warmest Regards
Jay Elone-Nwabuoku,
Head: Art & Design

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From The Primary Computing Department 

Welcome to a brand new ‘Techie’ year for our computer geniuses in CIS. We are moving on to the second module of the primary computing curriculum this term learning about the following below

Technology in the world            Using the internet

Technical Understanding            Communicating and Collaborating Online

Safe and Responsible use ( E-safety)    Creating and Publishing

 Digital Media    

The Foundation Stage pupils are learning how to use graphics and texts to convey information using graphic programs such as paint to make representations of things around us to convey accurate and important information to people around them and explain the reason for such designs e.g. signs, traffic lights etc.
The Key Stage 1 pupils are learning how to use word processing programs to create meaningful information using text and graphics to convey or represent accurate information. Some of the key skills being learnt are below:
Use of shortcut keys - Learning to use the keyboard more effectively to achieve tasks while typing to help foster a faster typing speed 

Page Orientation / Format - Learning how to prepare a page for proper document creation such that pages come in a landscape format or portrait format.    

Inserting pictures, shapes, tables e.t.c - Learning to use the right tools to create tables, shapes etc. for document creation like calendars, time tables etc. 

Internet search - Learning to use the internet in appropriate ways and observing legal use such as not copying document for document and claiming as personal researched work - PLAGIARISM 

E-Safety -This is a fundamental element of ICT teaching and technology use at CIS. The school has E-Safety measures in place to protect our students from the negativity of the internet use such as real time antivirus for phishing, malware etc. 

Creating and Publishing - Anything that involves presenting information in some way using ICT - word processing, presentations, website designs etc. 

Communicating and Collaborating On - line - E-mails, Collaborative working, Video Conferencing etc.

The Key Stage 2 pupils are building on the inherent skills taught to them through to KS 1 and can independently use their devices to achieve most of the set out skills to be learnt in the curriculum.

Programming and some Technical Knowledge of the computer will be taught as periodic lessons during the next term to build a stronger programming knowledge for our KS 2 pupils. 

Looking forward to a resounding and rewarding rest of the term ahead. 

Welcome to the Year 2016.

Mr Abimbola Arogundade
Primary Computing / ICT Teacher
FS / KS 1/ KS 2 Computer Studies


From Primary Art

20150828_151814 (2).jpg

Reception – The children have been looking at Jungle animals and making paper plate masks of Giraffes and Lions while practicing their tracing, cutting and sticking skills.


Year1 – The children have been recapping and mastering their knowledge of primary colours and how to make secondary colours while practicing their freehand drawing skills and painting skills.  They are now beginning to look at 3D objects and will subsequently make a 3D model of transport out of recycling materials.


Year2 – The children are currently working on their ‘Spring Flower Project’; a mixed media piece that comprises pencil sketching, watercolour painting and tissue paper collage. The project enables them to practice their drawing skills, colouring skills and painting skills while informing them about 3 garden flowers; the Tulip, Daffodil and Daisy.


Year 3 - Students are exploring Ancient Greek Art and they are making their very own Greek vases.


Year 4 - Students were learning about the art of Vincent van Gogh and they are creating landscapes inspired by him.


Year 5 and 6 are learning how to draw portraits and self-portraits using various techniques.


Warm regards
Mrs. Olga and Mrs. Hayley

From Year 1




Year 1A
Handa’s Surprise by Eileen Browne.
A delightful book full of culture and humour,
which was enjoyed by all Year 1 children
this term as we studied traditional texts.

Handa is part of the Luo tribe in South-West Kenya. She packs seven delicious fruits for her friend Akeyo and ends up giving her a big basket full of tangerines! A real surprise! How is that possible? Well, you will have to read the book!

And what a surprise it was... as the children enjoyed a visit from Mrs Langat, who is Kenyan. She is not a Luo but entertained and educated all the children with her Kenyan photos, cultural artifacts, fruits, banana leaf holder (to stabilize on head), necklaces and costumes. She explained about the Luo tribe and the other tribes that are present in Kenya. She dressed the children up and we acted out the story of Handa’s Surprise.  What joy!

And to top it off, we enjoyed fruit tasting too. Wow! What a lovely surprise! Mrs L.jpgMrs L Mezi.jpgMrs L Samara.jpgMrs L Ike.jpgMrs L Hansika.jpg

Warm regards
Mrs. Gretha Fayose

From The English Department

Dear Parents,

On behalf of the department, may I take this opportunity to wish you a Happy New Year - 2016!  Mrs Plumptre has already discussed the Walk-a-thon and other Literacy Week events in this newsletter, and I thought I should talk about our school production - which is scheduled for the latter part of this academic year.

Last October the school was accredited as a British School, and for anyone who knows anything about the United Kingdom, one of its features - its “Britishness” - is its liberal acceptance of difference and multiculturalism.  The British are also known for laughing at themselves and accepting eccentricity - signs of tolerance.  As I have mentioned in previous English Department sections of the school’s newsletter, we are attempting to make students appreciate and enjoy William Shakespeare’s work: Shakespeare is to England what Goethe is to Germany and Moliere to France.  Bringing Shakespeare up to date and making him “rap” for the young generation – our students – is really important, and we also have to remember that three of the Bard’s works appear on the Edexcel IGCSE plays.

However, as I said, “Britishness” also equates with modernity (think of Henry Moore and Barbara Hepworth) liberal values (think of William Blake and George Orwell) and multiculturalism, not the rabid jingoism of a century ago or buttoned stoicism of Rudyard Kipling or Sir Henry Newbolt.   We are fortunate to have students from many cultures and it seems appropriate, to my mind, to promote both Shakespeare and the work of highly talented local writers and artists.  Thus a student from, say, Asia, can learn in our school about an aspect of European culture (Shakespeare) and something about African culture; and such a student becomes in the process not only a product of British multiculturalism, but also a cosmopolitan, in the real sense of the word.  Incidentally, the Literacy Week Committee, of which I am a member, promoted a locally talented theatre company, the Renegade Company, rather than performers from overseas; and knowing Nigerian drama performers, I am sure they will be truly exceptional.

It seems appropriate that the department chooses for this year’s production a work by a local playwright who is internationally recognized and who has been linked with the Renegade Company.  Directed by Mrs Olayinka Adeponle, our Drama Teacher, CIS students will perform one of Wole Soyinka’s most popular works, ‘The Trials of Brother Jero’, next May.  There are some “Shakespearean” characters in this play, Amope being a bit like Beatrice in ‘Much Ado About Nothing’, Chume being to Brother Jero what Hal was to Falstaff in Henry IV Part I, etc, etc.

However, it would be folly to suggest that Soyinka has taken his inspiration entirely from other playwrights; this play is very much a product of post-independence Nigeria – a satire drawing attention to many of the social and political imbalances of Nigeria in the early 1960s. Written in 1964, it mocks the effects of the quick spread of Christianity across Africa. Soyinka takes issue with a common figure of the time, the fake preacher who evangelizes by deceiving his followers. Many of these preachers did not have churches of their own and so preached in public spaces, like Brother Jero. The play thus exposes the contradictions in blind faith and following, and there is an element of farce in this work comparable to that found in the marriage of Count Claudio and Hero in ‘Much Ado About Nothing’.

‘The Trials of Brother Jero’ follows a day in the life of Jero, a self-named prophet who proudly illustrate his wise and cunning nature; incidentally, this work appeared a couple of years after Aleksandr Solzhenitsyn’s ‘One Day in the life of Ivan Denisovich’. The play opens with Brother Jero delivering a monologue about his beginnings: he says he was born a prophet and describes his calling as a "trade." Jero acquired his current beach-side site through his former master, the Old Prophet, hustling against other “phoney” prophets and followers who claimed the land.

He then drove the Old Prophet off his own land, and as he says this, midway into his monologue, the Old Prophet mysteriously appears to curse Jero, wishing his downfall – an unchristian sentiment if we accept the New Testament ideas of reconciliation and forgiveness. Jero then shows that this day is one where the Old Prophet's wish is almost fulfilled – almost because Soyinka neither rejects animism nor completely embraces rigid Pauline doctrine.

Jero’s most loyal assistant is the hapless Chume, married to the unhappy, argumentative and self-rightous Amope. We soon discover that Chume is unaware that his “Master” owes Amope for a velvet cape he purchased from her.  Jero does not know much about Chuma’s private life and is unaware that Amope is the latter’s wife.  Amope, fed up with Jero’s “hard luck” stories, camps outside his door and after a brief confrontation, Jero sneaks out to the beach – who then fools his followers that he lives there.

Chume meets Jero at the beach, unaware of the latter’s deceit, and lists his grievances about his wife. Jero tells Chume not to beat his wife, despite his repeated requests, and as the rest of the congregation gathers, a fight between a Drummer Boy, a minor character, and a woman, distracting Jero.  The preacher tries to stop the fight and Chume delievers Jero’s sermon. When Jero returns, exhausted, he discovers that Chume's wife is in fact Amope and grants him permission to beat her, hoping it will take care of his problems as well.

Feeling bold after delivering the sermon, the socially awkward Chume goes to confront Amope. However, he soon discovers that Brother Jero is her debtor, and that his “prophethood” is built on a web of lies. Instead of beating Amope, he decides to deal with the devious Jero, and arrives finding the preacher is in the process of converting another penitent, a Member of the Federal House, playing on his desire to become a Government Minister.

Jero flees, as the penitent – the politician - interprets his disappearance as a sign of his divinity and when Jero returns, he arranges for Chume to be taken to an insane asylum.  The play ends with his newest penitent strongly convinced of his status as a prophet, dedicating himself to his new religious "Master."  And so like all great playwrights, Soyinka tackles the issues that have bedevilled mankind through the ages: the role of the genders, religious faith and fake belief; political ambition and corruption; and naivety and cunning.  In this respect, Soyinka can be linked to the Bard, and I am sure both the performers and the audience will enjoy this satire hugely. 

My colleagues in the department and I would appreciate any support from parents who are interested in helping with auditions and rehearsals.  Mrs Adeponle can be contacted at, and I can be contacted at

Kind regards,

Stuart McGuinness
Olayinka Adeponle (Mrs)


From Reception


Play is a crucial part of our children’s learning and popularly referred to as the ‘work’ of children. Children’s lives are enhanced by playing creatively and by playing, children learn and develop as individuals. It assists in their emotional and intellectual development and mental health resilience which are core building blocks for their transition years.

They learn so much from play; it teaches them social skills such as sharing, taking turns, self-discipline and tolerance of others. Through observations we teachers are able to learn about each child’s social interaction, cognitive and language ability, motor skills, and emotional development. We therefore encourage free play, loosely supervised, as much as possible both indoors and outdoors. Here is a sneak peek into our daily activities outside:

FullSizeRender (2).jpg  FullSizeRender (4).jpg

 Working together - building a tower        Pretend play - what’s for lunch?

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                        Writing                                                    Hop, hop, hop!

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                   Mark making!                                          He’s an expert at this!

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A good laugh with friends on the merry-go-round        Up and down the see-saw

Our children thoroughly enjoy playing, particularly, being outdoors. I asked a few of them: How does playing make you feel? What do you like about it? this is what they had to say:

“Great! I get to be with my friends and my sister, Nina and I get lots of energy outside!” - Lauren (Rec C)

“I feel so happy! I like to play in the sand” - Kenan (Rec B)

“I like going outside, I can play with lots of things. I like to paint outside” - Aderike (Rec B)

“Playing outside is fun. I like the see- saw and dressing up” - Aly (Rec C)

“Happy!” - Onah (Rec A)

So, it’s not ‘just’ play…. play is just the way we learn!

Warm Regards,
Mrs. Olubusola Akinpelu
Reception C

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