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From The Head Teacher
From the Assistant Headteachers
From Year 2
From Year 3
From Year 4
From Year 5
From Primary French
From The Library
From The Early Years Library
From The Primary Drama Department
From The Music Department
From The Design and Technology Department
From Pre-school
From Nursery B
From The Secondary Music Department
From the Primary Computing Department
From the Science Department
From Modern Foreign Languages Department
From Year 6B
From the English & Drama Department

From The Mathematics Department
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Important Message The Admin Manager
 

From The Head Teacher

Dear Parents and Students,

My highlight over the last few weeks was proudly assisting the VOLT Club Chairperson - Kofo Jolaoso - officially open their inaugural photographic exhibition. My humble penmanship cannot describe adequately this event, so I urge you to visit

http://www.cislagos.org/primary-secondary/cis-secondary-school/extra-curricular/volt-club/

and try to grasp the essence and flavour of this fantastic event.

Talking of fantastic events, I must thank you all for your wonderful support and positive comments regarding our recent inspection. We see this as not a ‘feather in our cap’ but as an ample reward for our students. This is simply because there would be no CIS, no accreditations, nothing at all without our amazing students, your fantastic children. I have had the pleasure to meet many young people over my years as a Headteacher and Teacher but I honestly have to say CIS students are the best, in every sense of the word, that I have ever met. I have said this to many people, including the inspectors when I met them in their hotel the weekend before they arrived at CIS.

 

                        

                                                     Edubase no.134324, DfE no. 6398

 

http://www.cislagos.org/our-britishness/

I hope you have been able to open the above web link, which was emailed to you all on the 12th of November? This provides a good insight into our recent inspections and the opportunity to read the highlights or download both full reports. 

Whilst on the subject of congratulations, well done Naomi (Year 9) and Kelly Ejaife, Jessica Eve, Princess Obi (all Year 10) and Radha Opubor (Year 7) who recently took first place at the AISEN invitational athletics relay, held at Grange School. The girls left their male peers in the ‘starting blocks’, as it were, as the Secondary boys could only manage fourth place at the same event. Meanwhile, at the Primary event, the boys team came second and the Primary girls came fourth. Well done to all our students.

Two weeks ago I witnessed a great game of basketball between our Secondary students (boys and girls teams) and their older (and bigger) counterparts from Edgewood College. Unfortunately, CIS couldn't match the experience of Edgewood but there was much promise and potential on display. With more regular practices, I am sure they will become a very cohesive and effective team.

I also wish to thank our musical students who performed at the recent APEN conference, held at the Eko Hotel. This conference was attended by the Proprietors and Senior Leaders from many Nigerian Schools. CIS musicians once more performed admirably and were the talk of the impressed dignitaries afterwards. 

Even more congratulations must go out to CIS athletes who took part in the Athletics competition at UniLag recently. Jessica Eve took gold in the long jump, whilst Duan Stols bronze in the shot put. On the track, our athletes won most of their heats but could not convert this into medal successes in the finals. As with the basketball, more practice and regular competition will bring about better performances.

On the same day, our chess masters battled and pitted their wits against others at the AISEN chess championship held at Greensprings Anthony. In the Primary category, CIS finished third, defeating St. Saviour’s, Avi Cena and Master Ville along the way. Unfortunately our Senior students were always struggling due to fielding few entrants.

Finally, well done to our swimming squads who represented CIS at the recent Ikoyi Club Gala. Some fantastic times were posted, medals galore won and many of our students recorded personal bests - a clear indicator that their additional training sessions, under the leadership of Coaches Ig, Moses and Rachel and the consistent support of Mr.Thomas, has paid off. Great work everyone.

So, Autumn Term draws to a close. I hope to see you at various times over the next 11 days when, once more, our talented students showcase their vast array of skills through the annual Christmas Production, the Inter House Choir Challenge and the Christmas Carol Service.

Good luck to Key Stage 3 and 4 students who started their end of Term assessments and mock examinations this morning. These will continue for the rest of this week.

Finally, on behalf of all the staff of CIS, may I wish you a very happy holiday and blessed New Year. I look forward to seeing you all on Monday the 4th January 2016. 

My best wishes to you all,

Mr. Mark.

 

From the Assistant Headteachers


END OF TERM REPORTS - AN UPDATE

Dear Parents,                                                                  

My Pic

Feedback is an integral part of any learning process and, learning to receive and apply feedback is a lifelong journey.

This term, we have included feedback (in the student reports) on the effort our students put into their learning experiences. These Effort Grades will share feedback on the students’ commitment to their learning in specific subject areas.

We would like you to discuss these with your children when you receive the reports, and to agree on ways forward with regards to improved effort. We promote hard work as a life skill that has great dividends and so we solicit your support to encourage our students to put their best foot forward in all areas of learning.

Please find below the Effort Grades as they will appear in the student reports.

Thank you.

 

Joy Isa

Assistant Headteacher (Primary)

 

CIS Effort Grade Descriptors
Effort grades evaluate a student’s work ethic and habit in the classroom. Using these alongside each student’s academic achievement is important in assessing the whole child and invaluable to celebrating a wide variety of learners. Effort grades are assigned on a scale of 1 to 5, 5 being the highest. An effort grade of 3, for example, may be considered an ‘average’ grade. ‘Homework’ in this context could be homework, projects, CCP, projects, class work and related assessment tasks.

 

GRADE 5 - OUTSTANDING EFFORT
A student who:

  • Completes all homework on time and in line with his/her target grade.
  • Presents all written work in an excellent way.
  • Shows superior diligence and initiative in preparing homework.
  • Is always focused on the job to be done and is always prepared for assessments.
  • Always brings textbooks and relevant materials to class.
  • Promptly makes up homework missed when absent.
  • Takes initiative in seeking extra help
  • Can provide an educator with useful feedback about areas of uncertainty.
  • Participates in class with enthusiasm and positive energy.
  • Consistently behaves in a responsible and cooperative manner.
  • Consistently, in all context, demonstrate knowledge gained without support.

 

GRADE 4 - GOOD EFFORT   
 A student who:

  • Generally completes homework on time.
  • Attempts all homework and most are completed in line with his/her target grade.
  • Presents the majority of written work well.
  • Consistently prepares for class and assessments; does not fail any assessment based on effort.
  • Always brings textbooks and relevant materials to class.
  • Consistently participates in class in a positive way.
  • Is always focused and behaves acceptably in class

 

GRADE 3 - MODERATE EFFORT
A student who:

  • Puts in an effort that does not stand out negatively or positively.
  • Participates consistently but not necessarily vigorously.
  • Completes homework regularly, with occasional lateness and is occasionally inconsistent about catch up work.
  • Attempts and completes most of his/her homework in line with his/her target grades.
  • Presents the majority of written work in an acceptable manner.
  • Comes to extra help sessions when required.
  • Does not fail assessments or quizzed based on effort.
  • May require encouragement to get going.
  • Participates but is more of a passive than an active learner.
  • Shows satisfactory, if undistinguished, attitude and behaviour.

 

GRADE 2 - REQUIRES IMPROVEMENT EFFORT
A student who:

  • Is reluctant to start or finish work and is immature in meeting responsibilities.
  • Rarely completes his/her homework in line with his/her target grade.
  • Presents some of the written work in an unacceptable manner.
  • Shows little inclination to make up missing work.
  • Fails several assessments or quizzes based on effort.
  • Does not take advantage of extra help sessions.
  • Maybe late to class more than once.
  • Has negative energy in class, may distract others.

 

GRADE 1 - UNSATISFACTORY EFFORT
A student who:

  • Often submits homework late or not at all.
  • Makes no effort for assessments or quizzes and does not come to extra help sessions.
  • Presents written work mostly in an unacceptable manner.
  • Avoids making up missed assessments.
  • Exhibits disruptive classroom behaviour, has negative effect on class.
  • Is likely to fail course because of chronic neglect.
 

Assessment and Reporting
Assessment and reporting are vital processes which provide information about what students know and can do, and to make recommendations for their future learning.

The secondary school’s system of reporting is set to change and it is necessary to explain these changes ahead of the end of term one reports that would be issued by the end of the term.

What precedes reporting is of course Assessment and the information below covers how students are assessed and what makes up a student’s report in Key Stages Three and Four.

 

How are students assessed?
A range of assessment tasks and methods are utilised in all classes.  Assessment tasks may include (but are not limited to): tests(written/oral), assignments, presentations, videos, posters, performances, demonstrations.  Assessment tasks may be individual or group tasks.

Twice a year teachers also assess each student's achievements based on the outcomes described in the syllabuses of each subject. These times are at the end of term one and three.

For Key Stage Four, these examinations are in the form of ‘mock’ GCSE and IGCSE examinations.

The ‘mock’ exam is internally set and marked. It is designed to give candidates experience of the examination process, as well as to identify areas of weakness in their knowledge and understanding which they need to improve before sitting the examination proper. From the start of Year Ten to the end of term two in Year Eleven, students may sit between four to five mock exams.
 

What goes into a report?
A commentary from teachers about a student’s

  • attitude to learning
  • progress and achievement

A statement of scores and grades of

  • Assessment for Learning (AfL) - This simply means activities taken place during classwork which are assessed. This carries a 20% weighting.
  • homework - This carries a 10% weighting.
  • cross-curricular project (CCP) - students go through an extended inquiry process in response to complex questions, problems, and/or challenges. The CCPs help students learn key academic content and practise 21st Century Skills (such as collaboration, communication and critical thinking). This consists of an integrated approach, where a variety of subjects – maths, science, humanities, language and communication skills– are presented through the projects. Students learn important concepts through designing, discussing, researching, concluding and presenting their projects. This carries a 20% weighting.
  • examination - This carries a 50% weighting.

The above three things – AFL, CCP and Homework – all these make up Continuous Assessment and makes up 50% of a grade.This is then reported to parents every half-term.

At Key Stage Three, students are assessed (both self and teacher based) using English National Curriculum levels in the lessons. However, due to recent educational reform, your report is based on assessment without levels. This means that on a report parents wouldn’t know their child’s levels. However, they will know how on point their child is in the objectives they have learnt by:

  • Emerging - just starting to learn the new skills
  • Developing - reaching most of the success criteria but there is still room for improvement
  • Secure - achieving all set targets
  • Mastering - meeting all the objectives and applying them well

At Key Stage Four reporting is based on Edexcel grading as explained below:

Key Stage Three (English National Curriculum)

 

Key Stage Four (Edexcel Grading)

Level 8 {a, b, c}

Level 7 {a, b, c}

Level 6 {a, b, c}

Level 5 {a, b, c}

Level 4 {a, b, c}

Level 3 {a, b, c}

 

Each National Curriculum level is divided into sub-levels:

  • c means that a child is working at the lower end of the level
  • b means that he’s working comfortably at that level
  • a means that he’s working at the top end of the level
 

A*        flawless work

A         excellent work

B         great work shown

C         good work shown, needs improvement

D         average work

E         limited work shown

F         very little work done

G         barely understands task/topic

U         ungraded, no work





 

Although, these levels are only used within a lesson setting. Please see the relevant teacher for further explanations with regards to a particular subject as levels differ from subject to subject.

 

The grade boundary for these grades will differ from subject to subject.



 


Esther Anozia
Assistant Headteacher (Secondary, Academics)

 

Microsoft Showcase SchoolIMG-57.1.png

“It is not the strongest of the species that survive, not the most intelligent, but the one most responsive to change.”
Charles Darwin

On the 16th of Nov 2015, we were formally recognised as a Microsoft Showcase School. We are now among the elite 150 Microsoft Showcase Schools in the world. Below is the email we received from Microsoft.

Congratulations, Children’s International School, on your recognition as a Microsoft Showcase School! We are proud to have you as a part of this incredibly group of hundreds of school leaders from around the world.

We look forward to a year where we will exchange ideas, best-practices, and resources to celebrate the achievements that your school ecosystem enables. And to support deep leading and learning in order to further build capacity and foster innovation.

As a Microsoft Showcase School (SCS), you can expect:

  • Recognition on a global scale as an innovative school with strong leadership vision for change
  • Opportunities to work with other Showcase Schools both locally and globally to innovate and    collaborate on shared projects
  • Inclusion into a global community of identified exemplary schools through the leadership      audience Yammer community group
  • Priority support, attention and love from our local and global Microsoft teams
  • Access to leadership and educator focused professional development programs

As part of this year’s onboarding process, we are sharing the Showcase School Playbook that contains all program details including the below:

  • Digital assets (logos, signature block, web banner)
  • School self-promotion template (PR Template) you can use to share this exciting news with your local community
  • Social Media guidelines and the Social Chorus sign-up guide
  • Information on conducting successful school tours
  • Playbook and digital assets are located here

You should have received an invitation to join our leadership community Yammer group. Please let us know if there are other members in your leadership team you would like us to invite.

On behalf of the worldwide Microsoft in Education team, we are excited to be a part of your journey in creating an environment that inspires 21st century teaching and learning.

Your local Microsoft Teacher Engagement Manager (TEM) will be in contact with you shortly.
 

Best Regards,
Anthony Salcito, VP WW Public Sector Education
Jordan Belmonte, Nigeria
Mark Sparvell, Worldwide School Audience Lead

As a school, we are very proud but not surprised by this great recognition. Over the years, we have demonstrated our willingness as a school to innovate and transform the way we operate to not only meet but exceed international standards.

Chidi Nwankwo
Assistant Headteacher (Pastoral)

 

From the Teachers 

 

From Year 2

Phew! What a journey so far! As parents, you are also part of your child’s learning journey. I must say that it has been an amazing term. Our children keep surprising us with their impressive efforts and positive attitudes towards learning. For me, learning is an exchange of knowledge; we learn from the children and the children learn from us. In fact, we learn from each other!

This half term ushered in a new theme: Empathy. Through assemblies and our class activities, the children were able to understand what empathy means and how best to treat one another. In Year 2D, they shared their ideas on how they view the word EMPATHY using their empathy glasses.

In Topic, the children are given projects and you can’t believe how creative the outcomes always turn out. The children created different family trees they belong to and wrote the roles each family member plays.

In Year 2D, the children came up with their own family projects.

 

Check out their projects in Year 2C

                     

The children also celebrate their efforts through project presentation!

Also, the children were shown what teamwork truly means by carrying out a practical experiment in the class. They were asked not to kick the balloon with their legs but to hold their hands together whilst keeping the balloon from touching the ground. Guess what? Together we all used other parts of the bodies to keep the balloon from touching the ground. Excellent team effort!


Who says learning is not fun?


Did I say the children always surprise us? I am sure I did! In literacy, we have been learning about poems and its features. In Year 2A, the children used their silent ‘k’ and silent ‘g’ words to write couplets and they included some rhyming words.

         
Interesting right?

In Numeracy, the children had fun time learning subtractions and fractions. When they think of fraction, they remember Pizza!
 

Year 2B                     Year 2D                          Year 2C

           

     

All work and no play makes Jack a dull boy. The Key Stage 1 Christmas production is here again with lots of ‘fun’tastic things to watch and learn from. Please stay tuned!

 

Regards,

Ms. Luchi.

From Year 3

 

The month of November has been very interesting for Year 3 students. In science, we started out by learning about the hard structure or framework of bones in a person’s or animal’s body, that is the skeleton! The children enjoyed learning about the different bones we have and their functions. The unit on the human skeleton ended with a song that helps them recall important facts about the bones in the human body.

 

It has been insightful learning about the continents of the world.  The children collaboratively identified the different continents and countries on the world map, as well as locating places we have visited!

We have been very busy with word problems on addition and subtraction in order to hone our problem-solving skills. It was very interesting watching the children share strategies for solving word problems.

Indeed, it has been an interesting term for us and we look forward to a deeper learning experience next term.

Happy holidays!

Warm regards,
Mrs Aderonke Iyiola
Class Teacher
Year 3D.

From Year 4

 
This month we travelled to Mexico, where we learned lots of interesting facts about the Aztecs, who, we discovered, introduced chocolate and popcorn to the rest of the world. I’m not sure if that was such a good thing, ladies, I’m sure you will agree! They were also one of the first to have education for everyone, boys and girls. This poster, entitled ‘Eleven interesting facts about Mexico, was created by Anisa in 4D

We went into space to see what we could see looking down on earth. We discovered that the Earth went round the Sun, the Sun went around the Milky Way and the Moon went around the Earth. It is absolutely amazing and fascinating how it all works together. These posters were created by Femi (left) and Elena (right) both 4D.


 

The highlight for me during the month of November was seeing the children’s enthusiasm as they endeavoured to come up with the most ‘Do Be’ words for our competition.  I know that Olivia in 4B came up with over 200 ‘Do Be’ words and phrases. This poster was voluntarily created by Eloka in 4D. These were linked to our Year 4 assembly on the topic of bullying.Bullying is a very important subject that, in my childhood, was not discussed or addressed in any way.  Many children suffered in silence because of that. The students are now being taught worldwide how to recognise when it is happening to them or their colleagues, and how to deal with it. The ‘Do Be’ words, i.e. do be kind, do be respectful, etc. reinforce good behaviour and encourage our children to do the right thing.

 

 

Best regards,

Mrs Sandi McDowell 4D

From Year 5

The past three months have been a very exciting period for me as I have finally had the opportunity to teach at a school that I had heard so many positive comments about with regard to facilities, teaching and learning and future directions. CIS is a school that is clear about its identity and where it is going.

It has also been a pleasure to meet and work with the Year 5 students who seem so happy to be at school. My colleagues in Year 5 have been welcoming and very helpful and despite the challenges of having to learn new procedures, processes and computer software my transition has been made an easy one.

    

One of my most pleasant experiences has been working with the students on their Science assignments. Our first Scientific inquiry was into the Life cycles of Plants and Animals. The students produced many fine diagrams and posters for this unit. One of my favourite units of inquiry is “The Solar System”. Over the years my students at previous schools have prepared some wonderful projects on the Solar System ranging from reports and models to Power Points. I was most impressed with the models the Year 5 CIS students produced which rival the very best I have seen. I include some photos of these models. Many of these models were made at home as homework and the students were rightfully proud of their creations.

                     

Our Year 5 classes had some fascinating learning adventures in our Topic lessons ranging from the earliest settlers of Britain to our current inquiry into global warming and conservation of the environment. In Year 5 at CIS we are “Going Green “. Our students have found these inquiries to be absorbing partly because it directly affects their future and they have come to understand this.

Our Independence Day Assembly was another highlight for me. The Year 5 classes combined to act out a play based on the 1914 Amalgamation of Nigeria. All of the students were involved in some capacity or other and their performance was a credit to the school. They brought costumes from home on the day and other artifacts to attempt to create the ambience of the day. What was really gratifying was how the students got behind the project and their enthusiasm in seeing it move forward.

Today, November 25th was my turn to present an Assembly with the help of my students in class 5C. We decided that our Theme would be “Cultural Diversity” and that we would undertake to collect data regarding the number of different nationalities just in KS2. We wanted to answer the question, “How International is CIS?” As part of our numeracy programme we had been studying Data Collection and the representation of Data in graphs. Our research showed that our KS2 population is made up of 21 different nationalities and that 16 different languages are represented. We were able to present this information to KS2 during our assembly.

All in all, a very busy but pleasing first term for me and one which I hope will be the first of many.

                       

Best regards,

Mr Bavin 5C.

 

From Primary  French

Ah bon? It's been such an interesting term, it's hard to believe it's almost over.

The students have certainly improved on their conversational French skills this term. Here are some photos of what we’ve been up to!

Year 1 have been  learning how to ask and say their age, the months of the year and the days of the week.I’m sure you will testify  that some of your children have been singing these songs or asking  “Quel âge as - tu?”

photo 1 (2).JPGphoto 4 (1).JPG

Year 2 have been learning the months of the year and how to ask one another " when is your birthday?” They've also learnt how to sing the happy birthday song in French! The students also had their first French Spelling Bee! Oui Oui! Le concours d ‘orthographe Francais! The representatives of each class were extremely confident but as we know, there can be only one winner: Krishav Morang of Year 2B won the 1st coveted prize this term. Watch out next term for more French Spelling Bee competitions.

photo 3.JPGphoto (1).JPG

Year 3 have been learning the numbers 20-50 and working on their numeracy skills in French!

photo 2 (1).JPGphoto (2).JPG

Year 4 have been learning how to use descriptive adjectives with the verb " être ", and I must say their favourite phrase has been “Tu es bavard!” - you are chatty! They have also been learning the different countries and their nationalities in French.

photo.JPGphoto 5.JPG

Year 5 and 6 have been learning how to conjugate verbs. We have been preparing them to extend their writing and speak using these verbs.

I'd like to say thank you to all the parents who helped out with the speaking assignments. The videos were absolutely wonderful and inspiring to the other classmates. The best overall speaking video came from Tobechukwu Onyia Year 6C.

 

Merci mille fois!

Regards,

Mlle Feigne Suinner

Primary French Teacher

 

From the Library


1909796_6458982583_8869_n.jpgDear Parents,

We have had a long term filled with new resources, the most popular being this is the Literacy Pro - Scholastic learning Zone software. When many of you first received letters from class teachers about this and the then Lexile Results of your children there was various degrees of panic or uncertainty. As the term has progressed and you got to meet with myself or your children’s class teacher, I believe a lot of this worries have gradually been put to rest. The children have also become familiar with the workings of this programme and by the regular visits we now receive in the Library from students requesting to do their LitPro quiz, I can only say how glad I am that from Year 2 our children are taking command of their own learning and working hard to improve their comprehension skills (Lexile level). Do note that if there are any questions still bothering you, the Library door is always opened to you for support. 

Parent Volunteers:
If you have spare time on your hands, the Library is inviting you to come in at least 2 times a week to volunteer as a Parent worker.

Literacy Week 2016
Next term we will be having our Annual Literacy Week, this week is important to us in the Library and the English Department as it is when we showcase how important Literacy is to us in CIS. At CIS, we believe that Literacy forms the building blocks of education, which itself is a lifelong journey. Reading, writing, speaking, and listening are skills that transcend the classroom and support a life of continuous development, hence our annual Literacy Week is not only a celebration of expressions and achievements in this sphere, but also an opportunity for training and self-development. Literacy Week 2016 will explore the dynamic nature of literacy and the value of literary expression through contemporary Language, covering plays, monologues, skits, poetry, and spoken word. 

This term our theme is “What if Shakespeare Wrote Rap” and we are highlighting on the historical link of this great writer, relating it to our modern day form of writing and poetry so as to bring the old to life in the new. Like last year we are having visiting authors from the England come in to present workshops, story time and facilitate various programmes for the students and teachers. Due to the availability of the Authors coming in the dates have been moved forward from the week of the 29th of February to the week of the 14th of March. Apart from the authors we have so many more activities planned for the kids the icing on the cake being 2 performance on site and off site by the famous Renegade Theatre (see http://www.renegadetheatreng.com/ ). 

We therefore would like your support to make this dream possible. Please note that all donations are welcome.  We have a few of our Year 6 students and Secondary students as members of the committee and their excitement in having this week come to pass has made them get on the drawing board to plan various fundraising events to raise money for the upcoming event. The first of this will be the up coming movie day(s) that will hold during the last of school in December. See below for the breakdown of our expectations and possible donations/support  needed. (See Mr. Michael in the School office and Mrs. Plumptre in the Library for any way you would like to support).
 

List of items needed for Sponsoring Literacy Week

1. Advert in Literacy Week Publication:

Quarter Page

N50, 000

 

Half Page

N75, 000

 

Full Page

N100, 000

 

Centre Spread

N200, 000

 

2. Authors:

Adisa – Literacy
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 – Literacy
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 nonfiction 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.

Ifeoma Onyefulu
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 and shows the children, and is happy to tailor her sessions according to what the school needs.

Prue Goodwin 
Prue Goodwin is a published author. Published credits of Prue Goodwin include Easy as ABC, Nonfiction in the Literacy Hour, The Literate Classroom, and Fables, ancient and modern (Classics of children's literature, 1621-1932). She facilitates training that supports young readers and the importance of keeping them reading at all ages.

Cat Weatherill
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; creativity & writing G & T sessions. Staff training: CPD sessions on the art of classroom storytelling. She can offer between 3 and 4 sessions a day, depending on content, with large numbers for talks but up to 30 in a workshop.

Ticket  

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.

Fees:  

Day 1
£400 - Appx
N150,000

Day 2
£400 - Appx
N150,000

Day 3
£400 - Appx
N150,000

Day 4
£400 Appx
N150,000

The total for each author/facilitator is N600, 000

Accommodation and Feeding  

Day 1
N60,000

Day 2
N60,000

Day 3
N60,000

Day 4
N60,000

The total for each author is N240, 000

 

Renegade Theatre has been one of Nigeria's most vibrant theatre companies for more than a decade. They are the only West African company to perform at the Shakespeare Olympiad hosted by the Gobe Theatre, London in May 2012 with our production of "The Winter's Tale".
They also were the first Nigerian production company to present performances at the Edinburgh Festival Fringe with our productions of "The Waiting Room" - (1st to 26th August 2013 at Assembly George Square) and "The Tarzan Monologues" - (July 31st to August 24 at Underbelly, Cowgate).
Renegade Theatre has performed at the British Council-sponsored Lagos Theatre Festival (2013), The Festival of Nigerian Plays (FESTINA - 2011), The Lagos Book and Arts Festivals (2006, 2007, 2011, 2012) and the National Theatre, Ghana (2010) among others.

 

Description

Fee

Workshop for Students and Teachers, Onsite Drama Production and Offsite Drama Production (Tickets will be sold for these)

N1,300,000

4. Nigerian Authors:
We would like people to volunteer to introduce and bring Nigerian Children Authors during the week, these authors will be timetabled to do workshops, their books will be sold in the Book Fair, and they will have opportunity for Autograph signing. 

Thank you, we look forward to your inflow of support. Wishing you all a merry Christmas and a Happy New Year. 

Warm Regards

Mrs. Morenikeji Rhodes Plumptre
Head of Library Services

 

From the Early Years Library


2015-11-12 09.57.05.jpgDear Parents,

One of the most important skills we place emphasis on in CIS is reading. There are various benefits that can be derived from reading and a few are mentioned below:

 


Benefits of Reading

In the first six years, children learn at a much faster pace than at any other time in their lives. Vital connections in the brain are made very early in life. As parents talk, sing and read to their children, existing links among brain cells are strengthened and new links are formed. At a younger age, learning is faster than it will be as the child grows older. When a child is taught to read, the process of learning has a profound influence on the entire functioning and development of the brain. You can play a critical early role by inculcating not only reading skills and ability but more importantly, instilling a lifelong love of learning and reading. Reading opens the door to your child's early academic success, imparts a love of learning and leads20151111_095651.jpg20151111_095721.jpg to success in every subject. Numerous studies have shown that strong oral language skills are the basis for literacy development. When children learn to read at an early age, they have greater general knowledge, expand their vocabulary and become more fluent readers. They also have improved attention spans and better concentration.

Early readers can recognize a larger number of words by sight, which enables them to learn more from and about their environment. Their proficiency in reading enables them to comprehend more of what they are reading. They also become competent researchers, who are able to study effectively and extract relevant and necessary information from books, magazines, websites or other sources of information. A child who learns to read joyfully at home, at an early age, with a loving parent or caregiver, grows in self-confidence and independence. Reading promotes greater maturity, increases discipline and lays the basis for moral literacy. It sparks curiosity about people, places and things and also satisfies the child's curiosity by providing explanations of how things work. It exposes the child to a range of problem-solving techniques. In addition, early reading ignites the child's creativity and imagination. What's more, a young child who is a reader is able to channel physical energy, when he or she chooses to sit down to read a book. This quiet time improves the relationship between parent and child or teacher and child, from an early stage.
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As the term draws to an end, we would like to encourage parents to borrow books for their children to READ, READ and READ over
the Christmas holidays. Best wishes to you all and enjoy your holidays.

Warm Regards,

Mrs Olajumoke Ejaife
Early Years Library

From the Primary Drama Department

IMG_20150901_075825.jpgDear Parents

Drama in CIS is dedicated to giving the children; artistic and intellectual know-how, friendship and co-operation with peers, respect and consideration for others, success in creating collaboratively and an awareness of being able to impact on the thoughts and ideas of others.

What makes it unique is that we explore various skills and techniques where the children are taught to become thinking artists who have the skills to ask questions, find answers, tell stories and engage creatively and intellectually using the various dramatic techniques and skills. This term has been about exploring “empathy and Inclusiveness” and how to explore these concepts in real-life situations.

Key Stage 1
Pupils have used drama as a great tool to explore and express their innate skills and what makes it more interesting is that you never fully know what they have inside until they are given a stage and an audience. They have learnt to explore familiar themes and characters through Improvisation and role-play, present their own stories, events and characters through dialogue, identify and discuss qualities of others performances including gestures and actions.They have begun developing the ability to tell their own stories to an audience, developing self-confidence and self-esteem.

Storytelling…                            

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Script Readng…                Mime to music...

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Key Stage 2

In KS2, Drama helps them explore choices of who they might want to become, scientist, historians and so on. They also get to rehearse who they might want to become in different situations e.g.: children pretend to be a team of doctors, firemen, paramedics’ etc. fighting to save a life. In other words; they could be anything they choose to be and apply the skills developed in drama. The children have learnt to create and take on roles showing how drama can be interpreted from different points of view and playing out real-life situations which they have been exposed to, these experiences they may encounter later in life e.g. playing families, school life and so on. They have learnt to develop script-based improvisation using a range of drama strategies and skills to explore such themes as “inclusiveness and empathy” where they learn to come to terms with the world through re-enactment.

The children have also learnt Creative Movement such as mime and have used movement skills to freely express themselves with the effective use of body actions, gestures and facial expressions rather than speech whilst developing their listening and movement skills.

 

                    You are always welcome to “Our StoryLand”...

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Creating pictures that tell stories through facial and body expressions (Mime to music)…
This is just the beginning of an Educative, Entertaining, Exhilarating, and Dramatic time where ideas are brought to life!

 

Warm Regards
Joanah Onasany
Primary Drama Teacher

 

From The Music Department

Foundation Stage and Key Stage 1

The children in Foundation stage and Key Stage 1 are very busy practicing for our Christmas Production coming up on December 9th 2015. To stage a production with Foundation Stage and Key Stage 1 children is really challenging. It takes a lot of planning, preparation, practicing, determination and most of all co-operation of every member of the school community-leadership, teaching, administrative and support staff, parents and children.

Everybody knows that ‘TEAM’ (Together Everyone Achieves More) spirit flies high at CIS!

It all starts with a selection of a script, which is appealing to the children of this age. The next step is to adapt the script and choose the songs to involve over 200 children. What a colossal task! But we are not short of talents at CIS.

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We are inviting all of you to come and watch our Christmas play 2015!

Kind regards,

Mrs. Ludmilla Oresanya
Key Stage 1 Music Teacher


 

From Key Stage 2 Music

Year 6 enjoyed learning about the song cycle, and learned how to combine three parts and perform the whole song by using body percussion to count the timing. They also really enjoyed learning the Waltz style and they learned chord changes in regards to moving from E minor chord to D major and back to G major chord. It was a challenge for them but with consistent practice they are going to get it right.

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Year 5 started exploring the use of accidentals in music. All the children can identify the symbol of music accidentals now and they can recognise the usage of accidentals with notes on the treble clef.

 

Year 4 started learning how to sight read musical notes. They can recognise the semibreve, minim and crotchet duration now with the notes of the treble clef. This allowed the children to use the clarinet tutor appropriately and also helped in lesson extension.

Year 3 children have settled well into Key Stage 2 music class and it has been a positive learning curve for them. They have learnt how to assemble the clarinet properly and how to blow the first three notes of the instrument. This has been a bit of a challenge for some but they are putting their best effort in.
They know the note duration and can sight play the first three notes on the clarinet. They are coming along well in their understanding of the notes of the instrument and the level of progress is commendable.  Well done!

 

Best regards,
Mr Seun Oluwabusuyi
Key Stage 2 Music Teacher


 

From the Design and Technology Department


The Year 10 students have completed the first in a series of focused practical tasks whereby they are given a Design Brief and are quickly engaged in producing a prototype product.



                                                                                              
They have done this and have been around school evaluating their products and seeking the advice on their ‘target audiences’: on the quality of their outcomes and whether it could be a marketable product.
Design and Technology Cub has been busy as well coming straight into the workshop and completing their practical work. We are looking forward to using the vacuum forming machine to vacuum form some rigid polystyrene bases ready to construct the steady hand games programmed for next term.

We have also started setting revision tasks for the forthcoming exams. The revision set can be found in the student diaries and is on;  http://www.technologystudent.com/
 

Best Regards,

Mr. French and Mr. Benjamin

From Pre-school

DEVELOPING FINE MOTOR SKILLS IN PRE-SCHOOL.

Welcome to Pre-School where effective learning takes place through fun and constructive play. The successful development of fine motor skills is an important area for a child in Pre-School to develop.  This involves planned activities geared towards enhancing the small muscles around the fingers and hand.
Why is it important? - Children should have strength in their fingers and hands before being asked to manipulate with a pencil on paper. It has almost become common practice for children to be handed pencils to manipulate on paper when they are not ready.  Inappropriate development of these muscles often lead to children struggling in other activities such as manipulating buttons (when getting dressed and undressed), twisting or kneading. Effective use of one handed tools such as a pair of scissors, glue applicators etc. is core skilled required in the Early years, which are some of  the activities children are exposed to at CIS.

Some activities that can help fine development of fine motor skills-

  • Tearing paper and squeezing them into balls.
  • Pouring water from containers to other containers.
  • Clipping pegs on to hard card, bowls.
  • Messy play activities such as running fingers through gloop, (mixture of corn flour and little quantity of water), shaving cream, preferably non-scented ones in case of allergies, mud, paint etc.
  • Kneading play dough.

In Preschool, we made our own uncooked play dough.  The children also got the opportunity to choose what colour they wanted their portion of play dough (Mathematical concepts were promoted). Here are some pictures.  See section after pictures for recipe for home-made uncooked playdough.

PRE-SCHOOL PLAYDOUGH (UNCOOKED)
Enough for 6 six children
2 Cups of flour.
1 cup of salt
1 Cup of water.
1 tablespoon of cooking oil.
Food colouring or powder paint.
Bowl.

Mix flour and salt together. Add oil and water, then some food colouring. Knead all together and in a few minutes your uncooked playdough is ready. If texture of dough is too sticky, keep adding flour till you get it just right.  It should keep for more than a week, if left in the Refrigerator. Please try it with your children. It is a fun way of learning and then remember all the kneading, rolling, cutting the play dough etc are helping your child’s fine motor skills in fun way and effective learning is taking place.

Thank you
Mrs. Etti.

From Nursery B

In Nursery B we celebrate Healthy eating this half term!

It is never too early for children to learn that eating all kinds of fruits and vegetables is important to help them grow strong and be healthy!

The children have become more aware of the importance of eating fruits, vegetables and how healthy they are for their bodies. They have also been exposed to healthy food choices that will help them become healthy adults.

We also learnt that whilst healthy foods provide the energy to play, work and run, unhealthy food can make us grumpy, tired and sleepy .

By being exposed to a variety of fruits and vegetables, young children can discover different tastes and textures and decide which fruits and vegetables they like most. Giving children healthful choices is one of the best ways to help them develop a positive attitude toward trying foods that are new to them.

In order to make the lesson more practical fresh fruits and vegetables were brought into the class. This created opportunities for the children to discover different tastes, textures and they were able to decide on which fruits and vegetables they liked the most.

Additionally, speaking and listening skills were enhanced through the children taking  on different roles in different contexts when playing in the role play area.

They learnt, not only the types of foods available, but also in the ways in which food is prepared.  a  variety of  activities, songs, games and stories related to food were used to make learning effective. In the process we also talked about good table manners and learned simple table setting.

Finally, our favourite was cooking and eating a selection of healthy foods from different food groups. Yummy!

Take a look at some of our fun activities below.

 

 

 

Warm Regards, 

Mrs. Odeyemi.

 
From the Secondary Music Department

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We have had a wonderful musical experience the second half of this term and we look forward to more amazing learning with sound and instruments.

Year 9: We listened to traditional music from Serbia, Kosovo and Greece and we also played some Balkan style rhythms. We performed a piece of “Kolo” dance individually and in groups.  We explored the fluidity between tonalities (major and minor) and how its use in key modulations. We learnt how to decorate our melodies with ornaments especially the trill and Mordents. We thought jazz rhythms were complex until we experienced the heterometres of in the music of Bela Bartok; it has helped develop our own rhythmic skills.

Year 8: We now know that improvisation is a feature of a range of musical traditions from African to the Orients. We listened to a variety of musical extracts that features improvisation and explored some framework the supports improvisation. We have always known that the pentatonic (five note scale) scale is used in Chinese music, but we did not know that each note originally corresponded to the five elements: earth, metal, wood, fire and water (WOW!!) . It was fun creating Chinese tunes using the black notes on the Piano and playing the complex hand strokes of African drumming.

Year 7:  The second half of this term we really explored Latin music, we are talking Latin American beats not the old medieval ones performed the dark ages. We performed an Andean-inspired piece using simple rhythms, ostinatos and melodies. We learnt the Bossa nova and the one note samba from Brazil, the little train of the Caipira. Performing the “Floreo de Llamas” was fun to perform with four parts rhythms melodies combined together over a regular ostinato beat.

The CIS band: this group of budding musicians, very talented and eager to learn, have entertained the school at assemblies playing tunes like “let it be”, “don’t rock my boat” and several of their own improvisation and impromptu pieces. They were called upon to entertain dignitaries at the A.P.E.N conference that took place on the 20th Nov, 2015, I have never been more proud to be a band leader. I must commend Alex Dugdale, Kenechukwu Freeley, Daniel Adeola, Deji Aiyeola (our guest performer from Primary school) and of course the only female amongst them Sharon Don-Okhuofu.

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Regards

Korede Omopeloye
HoD Music

 

From the Primary Computing Department

The Primary Computing Department is set for more resources, projects based activities and programming with Scratch 1.4 and 2.0 in the course of the session.

The use of Digital Literacy in our world cannot be over emphasised as it was obvious in the learning activities experienced by our students this term enabling them more opportunities and knowledge enrichment on the use of computing in our daily activities.

The Foundation Stage pupils have successfully gone from swiping at screens and holding a mouse with both hands to independently navigating with their mouse on the computer system - loading and exiting from educational programs and can conveniently explain what they are doing and what they hope to achieve with such educational programs. They went further in learning on how to use their keyboards to type basic letters and numbers, names. They have also learnt to use the Ms Paint program to create graphical representations of things around them such as the traffic light, christmas tree etc.

The Key Stage 1 pupils have become more adept at using their computer systems for word processing, graphics and text and general navigation purposes.  The students have learnt to use various function keys on the keyboard this term ; learning to use shortcut keys to save, exit and load a new page of a word processing program. We used the word processing program Ms Word to create labels and name tags as part of the project for the topic Digital Literacy and further learnt how digital literacy is obvious in our daily activity use such as the newspaper, books - story books and textbooks, posters and fliers, advertorials etc.

They further designed and printed name labels for their tables, laminated and stuck them on their class tables as an evidence of the set tasks.

Key Stage 2 pupils have shown that their inherent knowledge of ICT is pretty good and for any slight issue have gotten support from their teachers. As in line with the integration of the primary computing curriculum, students have had opportunity to make proper use of their technology device to attend to class work, assignments and projects making good use of their digital literacy skills in producing works of good standard in Ms Powerpoint for presentation purposes, Ms Publisher to create publishing documents and the Ms Word for detailed research work presented to their teachers.

As part of the constant improvement ideology of CIS, the school management sent the me on a professional development course regarding the proper use and delivery of the new primary computing curriculum at Shrewsbury, England. It was a two day course and went very well as CIS is in an excellent position and poised to deliver a concise curriculum that will keep us positioned as the best British School Overseas Computing Department. As part of the delivery of programming and computer science in the Key Stage 2, we will ask children to embark on some inspiring projects in the course of the term and will hope as parents you will render us your full support in achieving this together.

Thank you and do have a wonderful Yuletide season from the Primary Computing Department.
 

Warm Regards

Mr. Abimbola Arogundade
FS, KS 1 and KS 2 Foundation Studies

 

From the Science Department

We have had a lot of fun learning this term. Students have participated in role plays, made up songs and funny mnemonics, built models and given scientific talks on what they have learnt in science. Below are pictures of learning activities:

Fun learning how Science works

Physics students in Year 10 competing: First to build a circuit.

Year 9 Students: Dressed up to give a Science talk on their research topic. Naomi Ejaife turned out to be the Scientist of the day.

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Sharon in Year 11, showing convection currents.

Olamide and Gabby (Year 10 Science) using molding clay to build a model explaining how plant hormone (auxin) works

Controlled Assessment Year 11
Year 11 students have commenced their controlled assessment mock examination. Picture shows the students during a practical investigation of different types of fuels. The Assessment consists of 3 parts;

Part A: planning of the investigation

Part B:  Observation and Collecting evidence

Part C: Conclusion and recommendations

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We wish them all the best in the final examinations.

 

Science Trips

As advertised, one of the trips offered this year is to Orlando, Florida in the USA. This is a Science and ICT trip with many activities to enrich the educational experience of the students. The main focus of the trip is the Kennedy Space Centre. The students will have a chance to speak to a real astronaut, board a real space shuttle (Atlantis, Apollo or Saturn V) and possible go through a simulation of a space mission. They will have a chance to experience zero gravity, learn about NASA’s space missions, asteroids and the world beyond. There is an amazing training experience titled: Astronaut Training Experience. As the name implies, we will expose our young ones on an experience they will never forget. Who doesn’t want to be an astronaut? This is an opportunity of a lifetime to get our students to enjoy science hands on and learn from the experts who have been in the field (space).

They will learn about the communications systems used while on space missions and the importance of satellites in our everyday lives. Students will also learn more about The International Space Station.  Another stop for the science enthusiasts will be the Orlando Science Centre which houses three floors of hands on exhibits as well as The Mummies of the World Exhibition. The centre offers Discovery Lab Workshops which feature an integrated approach to a wide range of science topics; Interactive Exhibits whose highlights are: Science Park; DinoDigs; NatureWorks; Engineer It!; Our Planet, Our Universe; touring exhibits and more. They also have a 3D movie house which showcases films like Tornado Alley, Coral Reef Adventure, Everest, The Living Sea, Magic of Flight, Dolphins and more. Leaving the world of space, we will venture into the world of aquatics at Orlando Seaworld where the students will learn more about marine life and have close up encounters with dolphins, sea lions and other creatures.

The fun doesn’t stop there; Universal Orlando will provide us with more edutainment as the students get on rides (Islands of Adventure), learn the media (ICT) aspect of film-making (Universal Studios) and much more.

For more information about some of the places we will visit:

https://www.kennedyspacecenter.com/

http://www.osc.org/

https://www.universalorlando.com/

http://www.universalstudios.com/

http://seaworldparks.com/seaworld-orlando/

 

Departure – Lagos to Orlando 17/18 March 2016

Return – Orlando to Lagos 26/27 March 2016

It is advisable to pay as soon as possible as trips to USA tend to be oversubscribed.

As from the 11th of December 2015 flights, accommodation and visas will be processed. The cost covers everything from insurance, food, flights, accommodation, etc but not personal shopping.

Please make payments to the school office. If you are interested in your child going for the trip, email bhilak@cislagos.com or Mr Michael in the school office. Also indicate if your child will need a visa or not. More information will be sent to those who have indicated interest and made deposits. You can also call or email if you have any queries.

Science club

The science club commenced this term. Students signed up to learn more about science on one lunchtime in a week. Below are the exciting practicals they will be performing.

Simple hydrogen bomb

Use of chlorine: production of antiseptic bleach

Lemon powered batteries

Building simple DC generator/motor.

In conclusion, we have had an exciting term. We look forward to the Science week next term. We are expecting guest speakers and demonstrators from organizations whose expert commentaries will enrich our student’s learning. We would like to urge parents to help us by getting involved in Science Week, so that this becomes an even more memorable event.

Warm regards,

Mrs Peters
Science teacher KS3 & KS4

 

 

From Modern Foreign Languages Department

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It has been an exciting and intense term for our students! As you already know, in September we celebrated the European Day of Languages and it was a great opportunity for CIS to celebrate our cultural diversity. This month has been even more exciting for our students. For the first time in the history of CIS, they took part in the Language Perfect Northern Championships 2015, a worldwide language event, from Monday, 2nd November to Thursday, 12th November 2015. This was for them a great opportunity to practise their language skills and boost their confidence. Our students answered a total of 129,224 questions in Spanish, French and German. I can only say that the pupils were truly brilliant and committed; the data we received bore testimony to this: each one of the 42 students answered a total of 3,076 questions while the target set by Language Perfect was 1,000 questions overall. Already from Day 2 our students answered 29,795 questions and earned a total of 6 certificates, ranging from Credit Awards to Bronze Awards.Angelo.JPGLanguage perfect comp 1.JPG 

It was a great experience for the students who spent their time at home and during morning and lunch breaks on competing against their fellow students around the world. I believe we should all congratulate them all for being our Language Perfect champions.  As a department, we are very proud of Angelo Soyanwo (8B), our top Champion of 2015, who finished 118th out of 20,050 participants. Well done Angelo and congratulations to our other 25 champions!

 All of the participants enjoyed the competition and found it to be an extremely valuable experience. This was clearly expressed on some of the feedbacks posted on the Education Perfect website. Angelo Soyanwo said: “Education Perfect is one of the best sites for learning languages; it really helps to make a person feel like they are being emerged in a language. I want to keep using it to help myself excel in French, Spanish and many other languages as well”.

Overall, our champions did us proud and the Modern Foreign Department would like to congratulate them once again and also express our gratitude to all parents, for their support. Our Awards are yet to be delivered by the Language Perfect Team and our Champions will receive their prizes once we receive them. Well done CIS for being the only secondary school in Africa to have taken part in the competition! We hope to present more participants next year so, see you for the 2016 competition with more awards!

Bonne fête de Noël et Bonne & Heureuse Année 2016!

Kind regards,    

Mr Clement Konan
MFL Department

 

From Year 6B       

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Have you ever wondered why we learn the names of 3D shapes?  I mean really, does it matter if you can identify a cube, cuboid, prism, cylinder, cone or even dodecahedron.  I know it’s very interesting and cool to have the knowledge of the shapes and what their features are, but when do we actually apply this lesson in real life?  Well little did some know, 3 dimensions are all around us!  Year 6 discovered the importance of 3 dimensional shapes, not only in Numeracy, but also in Science and Literacy.



Three Dimensions Everywhere!
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Recently in Science, Year 6 created a 3D habitat, a natural home or environment of an animal, plant, or other organism.  The class was divided into groups with each group choosing from a tropical habitat, desert habitat, dark/cold habitat and mountainous habitat.  From this, the students shaped and molded cone shaped mountains, used the cylinder shapes to form animals and trees and cubes to form homes.   The collaboration amongst each member of the group created a scientific wonder.  The learning of 3D did not end there.

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Root words or word origins identify where words originally come from.   Did you know that the names of the 3D shapes are not originally from the English Language?   Many words come from Latin and Greek origins.   Who knew?  Well Year 6 knows.  In class we, discussed some of the 3D shape’s word origins. Below are a few words.

  1. Cube - Comes from Greek kubos meaning a six-sided figure.
  2. Dodecahedron - Comes from Greek dōdekaedron meaning twelve sided.
  3. Pentagonal Prism - Comes from Greek penta meaning five.
Next time you question your teacher of the importance of a topic, just relax and make the thematic connection because learning is transferable.

Warm regards,

Mrs Curbie Ibrahim
Year 6B Teacher

From the English & Drama Department

Welcome Parents,

We were very pleased to hear this week that two of our students, Malaika John and Kofoworola Jolaoso (both Year 9) had been accepted to take part in the KPMG Debate taking place on Wednesday, 9th December.  Malaika said:

“The prize is a sum of hefty money for the school and there’s a prize for us so the stakes are high!”  Kofoworola added that it was a really difficult process because they have never co-written a piece of writing before.  We wish our students luck and they will be looking at “the role of parents, teachers and society instilling financial discipline and intelligence in Nigeria’s youth of today”.

Just to demonstrate how skilled our students are as wordsmiths, a few of them chose to showcase their Bard-like skills below:

“Julia, as adventure-thirsty as any explorer, leapt out of bed with the thought of going to a jungle: a sugar-rush entered her fevered head!” – Anshuman Roy

“The room was like a dog – always damp and smelly, except this room had gone past the “smelly” stage: it was putrid!  The creaky, wooden floorboards ached and groaned as I stepped on them…” – Malaika John

“My heart was at an irregular pace, a drop of sweat slowly rolled down my forehead.  I slowly and discreetly walked towards the box and my hands were about to reach it, but then I paused: this strange journey I had undertaken had been a maze of obstacles and now it seemed it was almost about to end…” – Serene Soyannwo

As the term draws to a close, the English Department has been thinking about Literacy Week – to be held in March 2016.  This will draw together the three elements, a trinity, of our department – language and its choices, drama and literature.  A theme has been devised, “What if Shakespeare could rap”, and following on from last year’s event when an attempt – a successful one – was made to encourage students to enjoy reading and composing poetry, the department wishes to encourage pupils to start enjoying Shakespeare.  Traditionally considered the bugbears of English language and literature teaching, poetry and Shakespeare have rarely been “read for pleasure” in the classroom; indeed in the age of chalk dusters, mortar gowns and blackboards, they tended to be ranked next to writing lines and receiving six strokes of the cane!  And yet, English culture would be poorer without Milton, Keats and Wordsworth and the Bard gave us expressions that have enriched our language – “never a lender nor a borrower be”, “if music be the food of love, play on”, “to give up the ghost”, etc.

Linking Shakespeare to rap is our means to make the Bard accessible.  CIS has approached a number of performers and writers to take part in next March’s Literacy Week, and we hope to dust down the dustier aspects of Shakespeare’s distant world.  By the end of the week, we hope older pupils will even understand Shakespeare’s word play and puns, and younger ones will link the Tudor world with magic and spirits.

Renegade Theatre Company will be performing during Literacy Week and talking to its director, it has been agreed that:

  • Early Years will see a theatrical performance based on ghosts, music and monsters;
  • Key Stage 1 will also see a theatrical performance based on ghosts, music and monsters, and the latter will be linked to the film ‘Monster High’’;
  • Lower Key Stage 2 will be looking at the plots/storylines – in the broadest manner – of Hamlet and Macbeth;
  • Upper Key Stage 2 will learn about the plots of Hamlet, Macbeth and Richard III, and the themes will include magic, ghosts and witchcraft;
  • Key Stage 3 will study Romeo and Juliet, Hamlet and Macbeth; and
  • Key Stage 4 will look at Much Ado About Nothing as well as Romeo and Juliet – Edexcel set texts – and Shakespeare’s Sonnets, two of which are part of Edexcel’s poetry anthology.

As well as performances and readings tailored for the year group needs and likely level of interest, it was also agreed that there would be workshops using the following themes:

  • Rap, Reggae and Ska;
  • Sonnets and Poetry;
  • Carnival and Masquerades;
  • Shakespearean Insults, Language and Puns;
  • Costumes and Props;
  • Tudor Medicine and Diseases.

We also have a number of exciting guests, including Andy Seed and Adisa (both were guests last year) who have confirmed that they will be taking part. 

 
Cat Weatherill, who describes herself as  a compelling storyteller and the following has been written about her background:

She was born and raised in Liverpool, where her great-uncle fell off the Liver Building, her grandmother saw an angel and her grandfather donated his shirt buttons to Beatles fans. Her ancestry is a mingling of Irish and Welsh blood – a natural result of Liverpool being the Celtic crossroads of Britain.

She adds:

Sometimes people think storytelling is like acting, but in many ways it is closer to stand-up comedy: a performer uses words to get an emotional response from an audience. The difference is that storytellers work with a wider palette of emotions than comedians. Yes, they can make you smile and laugh – that’s easy. But a gifted storyteller like Cat can also make people cry, because storytelling is all about painting pictures with words, and Cat can create gorgeous images with a single breath. She can make people sigh with delight or gasp in wonder. She can tell ghost stories that raise neck hairs and sexy stories that raise temperatures. She can be outrageously funny one moment then still the world with her singing voice. She can charm, bewitch and beguile. Time passes but her listeners don’t notice.


Ifeoma Onyefulu who is a Nigerian children's author and novelist. She is a member of the Igbo ethnic group of Nigeria, and a professional photographer. Most of her books are geared towards young children, and feature her own colorful photographs of life in Africa.

Her works include:

  • Emeka's Gift - a counting book for young children
  • Chidi Only Likes Blue: an African Book of Colors
  • Ebele's Favorite: a Book of African Games
  • A Is for Africa- an alphabet book

Prue Goodwin, another writer, with a passion for literature.
We would like to take this opportunity to wish you all compliments of the festive season and a prosperous new year.

Regards,
Stuart McGuinness
Abisola Idowu
Ireti Ghatekha-Ogbomo
Olayinka Adeponle

From the Mathematics Department

This session, the mathematics department was involved in the LIVING MATHS MATHLETICS OLYMPIAD competition; this is a South African based competition and the American Mathematics Competition (AMC).

The LIVING MATHS MATHLETICS OLYMPIAD competition was opened to students from Year 7 (Grade 6) to Year 10 (Grade 9). The contest consists of 25 questions (including 5 Bonus questions).  The time allowed was 90 minutes and the use of calculator was not allowed.  Total marks awarded were 20. The last 5 questions were bonus questions to qualify for the platinum award certificate. Certificates were awarded to students from bronze to gold. The criteria for awards were as follows: Platinum = 21 marks and above, Gold = 16 – 20 marks, Silver = 11 – 15 marks and Bronze = 5 – 10 marks. One of our students got the gold award. We are still expecting the results from the American Mathematics competition.

We believe that the students found this contest fun and rewarding. This platform is also of immense benefit to our students in their quest for college applications. Schools constantly look out for students who take part in different competitions as a means to grant them admission into their institution.

Mathematics is increasingly important in our technological and scientific age. Taking enough mathematics in school is the gateway to jobs and careers of all kinds, even those that are not explicitly mathematical, scientific, or technological.

We believe that by offering this contest, we challenged and inspired our students to attaining higher standards. This competition is only the first of many more international mathematics competitions the mathematics department will be taking part in. So if your ward did not get an award for this competition, encourage them to keep the math’s burning and their opportunity is around the corner.

Regards,

Adekunle Livingstone
Mathematics department

 

From the Humanities Department


Dear Parents,

It has been an exciting and busy term for the humanities department and what better way to end the term than to reminiscent on the CfBT silver award recently given to the school. Every member of humanities staff is proud to be associated with this recognition; however it is important to remember the African adage that says ‘to whom much is given, much is equally expected’.

The humanities department will continued to ensure that our good becomes best and with our students transform the silver award into gold! Mr Manafa who just returned from a Teacher Exchange programme in the United Kingdom has made numerous remarks about the high quality teaching and learning activities currently obtained at CIS in general in comparison to some top schools in the UK.     
With few weeks to the end of Autumn term, it is work as usual. The department in consonance with the school’s improvement plan is continuing to enhance and facilitate inclusive learning through the increasing involvement of special needs teachers in our classes. Collaborative learning among students in addition to objective critiquing have steadily increased the quality of lesson delivery in the department too.
The idea is to make sure that every student is part of the learning process. The students are constantly given room to take ownership of their learning through peer tutoring, team learning and series of active student-led interactive sessions. No wonder our students are ready to take on the future in a storm!


Since this is going to be the last Newsletter from the department, we are wishing you all a memorable Christmas holiday!

Regards,

Francisca Iwelumo
Anthony Manafa
(for the Humanities Department)

 

From the Art & Design Department

"The job of the artist is to always deepen the mystery"--Francis Bacon

"The object of art is not to reproduce reality, but to create a reality of the same intensity"-- Alberto Giacometti

"Creativity takes courage"--Henri Matisse

Welcome to our newsletter for November!
pink - Copy (2) - resized.jpgWe have been having a lot of fun coming up with creative responses to our ongoing recycled art theme. Our young artists have put in a lot of effort in turning so called rubbish into something desirable. The aim of this series of tasks is to push artistic boundaries. To see what various combination of materials we can join together to make art that speaks to the viewer. We want to make extra-ordinary. We want to make different. We want to make unique. To accomplish this, the first thing to introduce to the young artists is the need for them to be open minded enough for their inborn artistic license to take the lead. Once this is done and the child realizes that that some carton box can actually be transformed into whatever they can think up, then a giant step in the right direction has been taken. The key, as I have said before is to just let loose and allow your vast creative juices flow.

This project which both Key Stage 3 & 4 are taking part in will lead us into another very exciting genre of art known as Mixed-Media Painting, which will really showcase the young artist's imaginative skills to the maximum. Please watch this space as more will be seen on these series of very fun and inspiring ongoing projects.

In closing, I would like to use the quote of the famous artist Francis Bacon who said:"Art today is pure intuition( and a little bit of luck), but it is mostly taking advantage of what happens when you splash the stuff down"

I want our young artists to take as much advantage as they can.Have a Wonderfully Creative Christmas Break!

Warmest regards

Jay Elone-Nwabuoku
Head: Art & Design

Feast your eyes on our Young Artists in Action:

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From The PE Department            

According to Vince Lombardi “Perfection is not attainable, but if we chase perfection we can catch excellence”. That exactly is what we at the Physical Education Department are gunning for, to create an opportunity for our students to attain sporting excellence in various sports and games.

In the past weeks, we have taught Volleyball to all students and having identified those with potential, we are working at putting together Volleyball teams that will eventually be focussed towards competitions. In swimming, the students are getting more acquainted with water polo and we are looking forward to developing the sport to the level of having a school team.

We have been able to put together our basketball teams for a friendly match against Edgewood College Lekki. The games were intense with beautiful skills in display; although we lost we have also learnt areas where we need to improve.

The Athletics team was also in the spotlight attending the AISEN Athletics Competition at the University of Lagos sports complex. There were 13 schools in attendance and the CIS team came 7th with Gold in Long Jump and a Bronze in Shot put. The athletes were also spectacular on the track winning most of their heats.

CIS Swim team also got the invitation to attend the 1st Inter-School Swimming Gala organised by the Ikoyi Club. As usual the students were on top of it winning with 12 Gold, 11 Silver and 14 Bronze medals.

Lastly the department has received an invitation to attend the sports meet organized by International School Kenya stated for March 19, 2016 and we are indeed looking forward to attending so we can give our athletes opportunities to compete outside the shores of the country.

Best Regards

Coach Payne
Head Coach

 




 

 

From Secondary Drama

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This term seems to have whizzed by quickly and in Drama we have seen our students develop as a frenetic pace!  We have seen the Drama studio develop from a largely bare-walled acting space into one filled with colour, varied displays and most image004.jpgimportant of all, “working walls” – where students have showcased their talents.  We hope next term to have a variety of props made by fellow colleagues and Drama will play a vital role in the forthcoming Literacy Week events – scheduled for March 2016.

As you might expect, there have been a lot of drama packages for class practical sessions and the students have shown a lot of enthusiasm revealing mostly their hidden talents.

image006.jpgThe students have been learning various Drama Techniques such as:
  • Introduction to Drama
  • Script writing
  • Acting as an Act in Drama
  • Stage areas and Space Management in Acting
  • Analyzing Drama scripts
  • The Technical areas in Drama
  • Improvisation, Mime, Poem etc.image010.jpg

In addition, there have been links to other subjects – English and English Literature, all the Humanities and Science as well as Music and Art.  Indeed, Drama is the link and cement between the building blocks to learning.

Public speaking skills have been developed through Drama and recently the British Government announced that the speaking and listening component of English Key Stage 3 and 4 would be transferred over to… Drama!  All of this, to my mind, makes sense really.  So if your son or daughter is in Year 9 and shows a talent in this subject, serious thought should be given to choosing it as an option later in the school year.

Finally, do allow me the liberty of wishing you compliments of the Yuletide season and I hope you will enjoy viewing the images showing our recent practical “mime to music” classes.

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Best regards,

Miss Olayinka Adeponle

 

From Reception

There has been much excitement in the Reception classes over the past few weeks as we learnt about animals. We started out by exploring what animals we can keep as pets. We discovered that there are some really strange animals that people keep as pets. Next we discussed the various farm animals. Great fun was had imitating the sounds that the different animals make – we read the story “Farm Hullabaloo” too. We even had the opportunity to dress up as cowboys and cowgirls – hee ha! In between this, we have continued to learn our sounds and are now able to create numerous words with our learnt sounds. We also learnt about 3D shapes - it took a lot of concentration but we were successful at folding our own 3D shapes.

              

Kind regards,

Miss Jolene

 

From the African Studies Department

Our term of discovery is winding down and the children have worked hard to complete projects, performances and presentations to demonstrate the skills they have acquired.

Year One students gleefully dressed mini mannequins up in Yoruba traditional outfits. They were able to stand before their classmates and speak about how Nigerian culture groups dress. In Year Two, the children created maps of Ghana and were able to identify the locations of Ghana’s cities. Year Three children enjoyed a culture-rich Hausa party during which they tried out their ability to use the Hausa language to exchange greetings and introduce themselves.

In Year Four, using all the information they have gathered about the San Bushmen, the children were able to simulate scenes from a documentary on the San—complete with narrators and translators. Year Five students continued to work on their tourism brochures and were able to talk intelligently about why countries encourage tourism, how they do this and the problems of false advertising. The Year Six students demonstrated their history skills by not only being able to provide a chronological narrative of events but by also being able to find cause-consequence links among events.

It has indeed been a successful three and a half months of learning, and we are pleased with the effort the children have put in.

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Warm regards,

Princess Akin-Olugbade and Chisom Owoseni

 

From Primary Art

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Mrs. Olga and Mrs. Hayley

Reception - Have been making a simple collage using their painted hand prints and 'flower pots'. The children have also made an image of a farm animal using coloured paper, practicing their tracing cutting and sticking skills.

Year 1 - Have been learning about pattern by looking at safari mammals fur. They created their chosen mammals pattern by colouring in and cutting card shapes. The children also painted a background scene to stick their safari animal onto.

Year 2 - Have been finishing their 'flower project' using their learnt knowledge of lines and warm/cool colours. The children have also been practicing their freehand drawing and painting skills to create an image of a Japanese cherry blossom tree.

Year 3 - Have been completing their colourful Reggie Laurent inspired collage work. Learning about organic shapes and practicing a simple dot painting method.

Year 4 - Have been looking at sculpture. Practicing their drawing skills by creating a pencil image of their chosen animal. Then using that image to help them sculpt and mold their animal out of clay.

Year 5 are learning about abstract art and they used collage technique to create a still-life work inspired by Pablo Picasso.

Year 6 students have completed their still-life paintings inspired by Paul Cezanne.

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Warm regards

Mrs. Olga and Mrs. Hayley

 

From Year 1

This term has gone by quickly and it’s been fantastic! The children have been doing so much learning using the concepts of inclusiveness and now empathy. Through empathy they continue to thrive in an exciting and stimulating environment which helps them to explore themselves, their friends and their environment as a whole at the same time building their skills and abilities to put themselves in other roles around them and in general, making learning real and more practical to their everyday lives.amphibians.jpg  comparing mammals.jpgWithin this concept we looked at the different classes of animals (mammals, reptiles and amphibians) and possible ways to care for them. The children became aware of the role they could play in caring for and preserving the lives of all animals; for instance the children are now aware that rather than throwing plastic bags away they should be reused so that animals don’t find them and eat them, which in turn makes them very ill. Some children even suggested that people should not use plastic bags at all, instead we should use bags made from cloth that are big, strong and will not tear easily.

 
timeline.jpgA few weeks ago Year 1 children were busy making their personal timelines. With this we all had fun exploring each other’s past and how unique we all are; the children were able to appreciate and celebrate their own uniqueness and that of others. While looking at our timeline children were able to appreciate their parents and some of the other adults who took and are taking care of them. The children had a lovely time roleplaying how they could

show their parents concern and how parents feel when their children are not being very sensible.using feet to mesure carprt.jpg

Empathy involves putting yourself in someone else’s shoes. Well, the children were able to use their friends’ shoes to measure the whole classroom! This helped them in developing their measurement skills as the children explored various forms of non-standard measurement units; how they could use even themselves as non-standard units of measurement and why they would arrive at different results because of their uniqueness.body measurment.jpg

The children also expressed their uniqueness and that of others using adjectives; they described their friends and the things around them. This skill also helped the children effectively compare and describe features of animals based on their classification. Children were able to compare mammals, amphibians and reptiles and they used adjectives to further describe animals based on what they eat and as well as write lovely number rhymes.


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With Christmas looming I’d like to end by saying … Merry Christmas and have a happy and fantastic New Year!

Regards and best wishes,

Ms Evaezi.

 

Message from the Admin Manager


Dear Parents,

Compliment of the seasons to you all.

This is to appreciate our Dear Parents who have been very supportive regarding the traffic within and around the school.

We are using this medium to appeal to all Parents to please implore their drivers to co-operate with our operatives at the gate and at the car park by complying with all directives. On several occasions drivers have disobeyed directives from our Operatives and, have at times, engaged in unnecessary arguments leading to a backlog of traffic. This attitude displayed by some of the Drivers has degenerated to the level that Parents have been insulted by drivers.

Also, we want a clean and healthy environment, for this reason we have six dust bin placed around the car park but we observe that drivers still litter the car park rather than use the bin, they drop empty bottles, cans and tissue on the floor. Kindly orientate your drivers on this.

We solicit for your co-operation and support.

Wishing you a merry Christmas and a prosperous 2016.

Thank you.

L. O. Pedro 

Admin Manager

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