From the Teachers
From Year 6
The Final Curtain Call!
We certainly have come full circle! It seems just like yesterday that we came back from the summer holidays. I remember being optimistically eager to get into the swing of things and there was a profound air of anticipation that encompassed the induction week… a sense of urgency and readiness to embrace the processes and procedures on which the system would run. Mr. Mark’s intermittent clips from the movie “Lean On Me” showcased a young Morgan Freeman as the maverick principal hired to restore and maintain standards in a poorly performing school; as unconventional as his character’s strategies were, we could not fail but notice the results he was delivering! This set our creative juices flowing on how we could be more robust facilitators of learning; it encouraged us to think outside the box and to subtly refine existing strategies in order to be fully able to harness the potentials of the children. In his quirky way, Mr. Mark had motivated us with the power of his vision and the compelling passion of his delivery into a state of giddiness to become the best practitioners we possibly could!
Needless to say, that by the time the children resumed the following week, we were exhaustively prepared to march beside them as they embarked on their learning journey. The initial lessons on self regulation, active listening and seeing the big picture, provided the much needed platform to instill the discipline required as anchor, for enduring understanding to take root.
As we conclude the year’s learning this summer term, I thought it worthwhile to glimpse it through the eyes of the children who have made humongous strides towards becoming self driven and authentic reflective learners:
As this session is coming to an end, I feel like I have grown as a person who can self-regulate and can take ownership of his learning. I have become a better learner because I understand that it is a choice to choose to do well. Previously, I used to be distracted in specialist lessons. Now, I focus because I have chosen to self regulate. David Ikpoki
This year, one of the most important things I have learnt is perseverance. I used to give up a lot in literacy, but now whenever I find the learning tricky, I ask more clarification questions which makes it easier for me to persevere and understand the complexities of the work. Nkem Okereke
The most important thing I learnt this year is self regulation. All those motivating lessons on self-regulation have taught me one thing, 'What's worth doing is worth doing well'. For example, during Literacy I was always talking and getting distracted but now, I tune out distractions and focus. Aditya Kamlani
During my well rounded learning experience at C.I.S, the most important thing I learnt was self regulation. That is the ability to be calm, alert and learning all at the same time. If you self regulate you can control your emotions. You understand you need to tune out all distractions. Numeracy was not my best subject and I would usually lose focus, but now I can self regulate so when I don’t understand I relax and process the information again. Self regulation has simply shown me the big picture is the best picture. India Priddy
Mrs. Anudu is a wonderful teacher and I was so glad when I found out she was my teacher. She has taught me many wonderful things like self-regulation and active listening. These skills help me understand that in life the choices I make affect the people around me... the stakeholders. My learning journey in Year 6 has nearly reached its conclusion, but I am certain I have acquired the life skills necessary for Senior School. Eyimofe Meggison
The most important thing I have learnt this year is how to self regulate and I am able to control my emotions. Before, I used to get angry at my work but now I am able to control my emotions by telling myself that work is very important. Osaremen Abulu
Year 6 has been the best! I have learnt so much about being a calm and alert learner. I am able to actively focus on tasks by being alert; this has helped me to improve my comprehension skills. I am now able to read between the line to figure out inferential information, before all my thoughts were muddled so this is a big change. Tosanwumi Wilbert
Self regulation is a big thing for me; in numeracy, any time I sit on a table with people who distract me, I ask to be moved to another table. Also, before when someone corrects me, I will get angry. Now self-regulation helps me to control my anger and accept that people have different points of view. Temiloluwa Kuku
Year 6 has been a very fantastic experience for me; the most important thing I have learnt is self regulation. It has enabled me to be more mature. Before, I use to be very picky and a bit fussy, but now I am able to be calm and appreciate other people’s opinion. Mariah Anenih
Mrs. Anudu was a wonderful teacher who taught me how to perfectly self-regulate. Being able to self regulate has helped me a lot in Literacy class. I am alert to my learning and ask questions. This enabled Mrs. Dosunmu to offer me extension work that helped me move to the next ability group. David Rapu
This year I learnt that the big picture is the best picture. This has helped me in science because I am able to focus and pace myself so I can work towards the bigger goal by completing the scaffolding tasks one at time. Chukwemeka Mbulu
Year 6 has been one big stepping stone and I am so far off from where I was at the start. I have learnt a whole lot, but overall the best was definitely self regulation; it has enabled me to tune out distractions and focus especially in Topic. This is because I am more comfortable with numbers. Now I am able to be alert to my writing needs by drawing on skills taught in literacy. Oluwateniola Okubadejo
I have grown so much in the past few months and I know it. The most important thing I have learnt is to SELF REGULATE! It means calm, alert and learning. When I self regulate I am more alert in my learning and it also helps me focus. For example in Numeracy class, I get away from anything or anyone who distracts me and I sit on a table that helps me flourish and get on my task. Goziem Iwuajoku
Mrs. Fidelma Anudu.
From Year 5
I welcome you all back to the last half of the term and the last half term of the year. After a rigorous academic year, our students are now more confident than last August and they are looking forward to a new School year as Year 6 - the top of the Junior School!
In Literacy, we have been examining the features of a persuasive text. Our children can identify the viewpoints of the author and explain the effects of the writer’s choice of words on the reader. They can differentiate between a fact and an opinion. They have strengthened their power of persuasion through the use of formal letters. They can tell the agreements between subjects and verbs in sentences.
In Numeracy, our children have been consolidating and extending their knowledge on place value from hundredths to millions of numbers. Our children have started addition and subtraction of numbers up to four digits with decimals in multiple word problems.
In Topic, our children have been able to place events, people and changes into correct periods of time using the Tudor times as a case study. They were able to divide the past into separate times using dates and can comprehend why the Battle for England was fierce during the Medieval era. This they expressed by writing beautiful diary entries about “The Great Battle of Bosworth”. They also recognised whom Henry VIII was using several portraits and wrote a fact file on him. They now have a better understanding why Henry VIII had to marry six wives and know why his wife choices affected his reign as King of England.
The children are now more aware of the qualities of a good leader and can differentiate between leadership and seniority. They know what it takes to lead without being bossy.
In Science, our children looked at the different food groups that exist and are now more aware of the dangers of junk food and the benefits of healthy living. They have been able to carry out an experiment to test the effectiveness of food preservation.
From Year 4
What does it really mean for leaders to be made or born? This is one question we pondered, deliberated on and found answers to during the first half of the term.
Regards and best wishes,
Our theme for the first half of Summer Term was Leadership. The children explored different types of leaders that have existed and the qualities that makes one a leader. Each child tried to persuade his/ her colleagues on how some leaders are made and how some others are born. They argued their cases using different points of view. It was an interesting and eye opening session as the children talked about their favourite political leaders from around the world.
The children researched on political leaders in their immediate environment as well as the world in general. From their research, they realized that leaders make or mar their followers, that most leaders have similar traits- resilience, intelligence, team spirit, charisma- and also how every society deserves the leaders it got.
Can everyone be a leader? This was another question we raised and answered on the Edmodo platform.
The children came to a conclusion that everyone can be a leader irrespective of the limitations society may place on them. Since there are different strata in the society, someone can be a football leader (Captain of a team), a class leader (Class representative), or a religious leader. The possibilities of being a leader are endless and everyone has the ability to lead given the right circumstance as well as an enabling environment.
Mrs Tolulope Ajimuda
From the School Library
At last we come to the final segment of the school year and what a year it has been. In the Library we have worked hard to push our main aim, which is promoting literacy and supporting the children in their goal to improve their reading culture.
The School Library will once again be holding our annual book swap to round up the School Year. All Students (KS1 – KS4), Teachers and Parents are invited to take part in the Library Book Swap.
What to do: Come to school with books that are in very good condition. Drop these book(s) off in the School Library where you will be given a token stating the number of book(s) you dropped. This token needs to be kept safe as you will need this to do your swap. Write your name on your token.
Swap Day: On the week of the swap you will be notified of your time to come to the venue for your swap. You will only be allowed to take the quantity of books on your token.
Venue: School Courtyard
Time: We will start from KS4 all the way to KS1 (allocated times will be sent)
Drop Dates: Tuesday 31st of May – Friday 3rd June 2016
Swap Dates: Monday 6th – Wednesday 8th June 2016
We encourage you and your children to take part in this exercise, as this is an opportunity to get new reading materials for free.
Morenikeji Rhodes Plumptre
Head of Library Services
From Junior School Art
We are extremely proud of all our artists in the making. The progress they have made with their artistic skills and abilities this year has been superb. A real noticeable improvement has been made by all children across the board. Their hard work and creativity culminated in the great event that is the Junior School Art Exhibition. We were so very proud to be able to showcase the children’s artwork to you the parents and the rest of the school. It was a roaring success and filled us art teachers with pride. The Art Exhibition is the highlight of our academic year and we were exceptionally thrilled with the work on display this year. It was such a wonderful joyous event like no other.
Mrs. Olga and Mrs. Hayley
From the Humanities Department
"Learn from others whom have walked the path before you, but be smart enough to know when to cut your own trail." Narciso Rodriguez
It’s that time of the year again when we reflect on the successes experienced over the course of our school life in Humanities. Humanities department as the champion of outdoor learning vis-a-vis fieldwork and projects, and critical thinking; has maintained the tradition up to the third term of this academic year. Our final educational visit took place on the 5th day of May, 2016 at the Nigeria Conservation Foundation (NCF) Lekki. Students got a top class reception the moment they arrived and did not waste time to make their presence felt especially during the lecture time when Toluwalase Haastrup, Vincent Bartolo and Afras Shahid immensely impressed everyone present with their wealth of knowledge on environmental issues. The NCF staff and lecturer who supervised our visit wasted no time to announce Toluwalase as the Foundation’s CIS ambassador for Environmental Awareness Campaign based on the depth of knowledge he demonstrated while answering questions on ways to reduce environmental degradation in Lagos State.
Welcome lecture at NCF with Students looking for the
Toluwalase making CIS proud. evasive Monkeys
The Savanna at NCF Visiting the fish pond at NCF
See pictures showing interactive learning in some of our classes below.
Year 11 Global Citizenship - Community Action Brainstorming Session
Year 10 Business Studies - Functional Department Group Presentation
Presently students are rounding off their curricula in all Humanities subjects in anticipation of the end of year examination. Since the examination will assess all units studied during the course of the session we enjoin all students to revise thoroughly using their personal study timetable. We commend our students in the words of William A. Ward which aptly captures the recipe for success thus: “study while others are sleeping; work while others are loafing; prepare while others are playing; and dream while others are wishing”.
Do have a positively unforgettable summer vacation and lots of rest.
From the Music Department
It has been a very active term so far and students have been absorbing new information to build on the ones gathered from last session, they are beginning to see music in its true light “a subject based that requires on- going skills to develop”
Added to this:
Year 7: will be learning how impressionist music describes a ‘feel’ for an event or place without reference to a detailed narrative or specific drama. They will explore the broad conventions of impressionist music and how it creates a general impression of an event, place or object. How it demonstrates its particular sensitivity towards timbre, and its use of chromatics, whole tone scales, ancient modes and non-Western scales, non-functional chords and clusters to evoke particular effects and moods.
Year 8: we will how music can enhance the visual images and dramatic impact of film, and can reflect the emotional and narrative messages of the drama. We will explore how film music uses sound effects, background music and character motifs; can change the viewer’s interpretation of a scene; uses extended structures featuring continuity between contrasting scenes; refers to different musical styles. We will focus on how timbre, texture, dynamics, tempo, pitch and rhythm can be used in different ways to create sound effects, background music and character motifs. Structure is also an important focus, as sounds have to be linked to the events in a film.
Year 9: We will learn how to analyse and explore common processes, procedures and conventions relating to arranging music. We will also be developing the following skills
Listening:listening to theme and variations and a popular song in different arrangements, making comparisons and recognising how features have been changed.
Performing: opportunities to develop ensemble performing skills by performing variation compositions and popular song arrangements.
Composing: composing and arranging a set of musical variations on a theme and arranging a popular song in a different style.
Year 10: we have been preparing seriously for our solo performances and have learning new style and genre on our individual instruments. We will continue to listen and analyse the music of common practice era and early jazz.
The music department presented a concert titled “A concert of instrumental and vocal music” (2nd edition) on the 6th of May, 2016 it was a very interesting and musical afternoon. We saw performances from the whole school KS1 to KS4, there was also a staff performance to round the whole concert.
Our students will be representing the school at two main events coming soon, May 25th at Muson Centre and AISEN Instrumental competition at Day Waterman College on the 18th of June
From Key Stage 1 (Years 1 & 2) Music.
This half term our focus in music is composing. The pupils have acquired certain knowledge of main elements of music and they are quite familiar with all classroom instruments. They are now well equipped to begin to explore the world of sound.
Composing is all about making choices: choices about sounds, patterns, rhythms or notes, choices about the way and the order in which they are played. It is about choosing and combining sounds to a purpose: to tell a story, to produce an effect, to stir an emotion, to create an atmosphere.
In Year 1 we begin by using instrumental sounds to tell a story. The pupils will tell a story of ‘Jack and the beanstalk’. They are given opportunity to use their voices and all tuned and untuned percussion instruments to create their original compositions. The pupils develop the skills of planning, rehearsing and presenting their compositions to an audience.
In Year 2 some of the lessons will be linked to science topic- materials. The children will explore a variety of materials used in making musical instruments. They will play sound puzzle games to identify different groups of instruments. We will listen to a musical fairy tale in which each character is played by a different instrument of the orchestra. Since Sergey Prokofiev composed ‘Peter and the Wolf’, music teachers have relied on it as the best way to introduce children to classical music.
So many more wonderful things to discover before the end of the school year.
Mrs. Ludmilla Oresanya.
From Key Stage 2 Music
Year 3 has been learning how to identify descriptive features in art and music and analyse and comment on how sounds are used to create different moods. They have also been learning how to create textures by combining sounds in different ways. They have also been learning how to read musical notes using their clarinet. They are now playing their clarinet with accuracy in rhythm using musical notations.
Year 4 has been learning how to recognise how musical elements are used and combined to describe different animals; they also create sequences of sound in response to the movements and sequences of movements in response to sounds. They are now playing simple melody on the clarinet using musical notation.
Year 5 has been learning how to choose instruments and control a range of sounds; they also perform using notation as a support to improvise rhythm patterns to a steady pulse with awareness of metre; they have also explore the use of their voices confidently and descriptively in response to given images. They are now learning proper strumming on the guitar exploring the chord of G major, E minor, C major and D major. They also explore the notes of the piano and the chromatic scale.
Year 6 has been singing different songs with expression and sustained notes in two-part harmony; they are now performing complex song rhythms confidently and identifying the structure of a piece of music. They also learn to play a melody with chordal accompaniment on their guitar experiencing the effect of harmony changing.
Design and Technology Department.
Mr. Amrit Flora, a visiting university lecturer of Architecture from, Middlesex University in London, has been in Design and Technology workshop over the past two weeks. He has been working closely with our CIS students helping them develop their drawing and observation skills. We look forward to further visits from Mr. Amritt in the future with the possibility of greater and bigger challenges for our students to complete.
The students have been busy assisting in creating the sets for our latest drama production - The Trials of Brother Jero, which I know many of you came to watch. They put their learnt technology skills to the test and helped make the production the great success it was. Well done to you all, a great team effort.
As we look towards the summer holidays let us not forget that technology is all around us from the simplest of products to satellites in the sky. Encourage your children and yourself to observe these products and question how is that put together, how could it be improved, what materials is it made of, what effect is this having on our environment? Only by developing the natural inquisitiveness that is in us can we build, invent and design a better more efficient world.
Mr French and Mr Benjamin.
Junior School French
Oh la la! C’est déja la fin de l’année scolaire? This term has flown by so quickly I cannot believe we have just a few weeks to go. Gladly these past few weeks have shown the children's acquisition of French in the various topics taught so far.
Year 6 and Year 5 have improved on their translation skills.They are able to read, understand and write medium length texts surrounding topics on people and places, daily routine, sports and hobbies and also use their speaking skills.
Year 4 have been learning how to order food at a restaurant and the three course meal in French. Year 3 have been learning the four seasons and the weather traits each season possess. They have enjoyed the singing and memory games attached to the learning.
Year 2 have been learning how to use prepositions in French and Year 1 have been learning the parts that make up their school. I have enjoyed teaching the children this year and I look forward to another great school year ahead. I will post videos for the children over the holidays on Edmodo, we don't want to forget all that French! I wish you all a fantastic summer.
A bientôt et bonne vacances!
Mlle. Feigne Suinner.
JUNIOR SCHOOL COMPUTING
Word processing! Publishing! Presentation! Data handling! Sequencing! Ordering! Coding! Programming!!!!!!
Wao!............ so many adjectives and vocabularies to share in the technology word of computing at CIS.
Our Foundation Stage pupils have moved from computer handling and awareness to independent navigation and confident use of computer systems in the laboratory.
They have learnt programming in the basic way possible this term using a floor robot (Bee Bot) to practise giving accurate instructions following the right sequence and also using the computer program Tizzy’s First Tools - Move to better understand how instructions are given and used to achieve a desired result.
Our Key Stage 1 pupils have been opportuned to go further in their learning using a basic logo software to better understand how instructions are given and for what purpose and what rules to follow to achieve an accurate instruction to a specific target.
Children were also introduced to the Scratch Programming software showing them why instructions must follow a sequence to arrive at a desired objective. The students also practised giving instructions to individuals and colleagues using repeated commands, series of commands and relating it to how technology equipments and machines get to do our instructions so effortlessly.
To all the techy pupils of CIS, I wish you all a happy techy summer holiday.
Mr Abimbola Arogundade
Foundation Stage & Key Stage 1
Primary Computing Curriculum
FROM YEAR 3
Information literacy centres on the basic communication competencies of accessing, analyzing, evaluating and communicating information. These involves a lot of steps and processes. Year 3 is proud to be fully involved in the learning and inculcating of these simple steps in their learning that has afforded many opportunities for them to develop discrete skills like evaluating their thoughts and ideas. They have applied these skills in other subject areas and produced outstanding work. The steps include:
Planning: Brainstorming ideas, previous knowledge and how to get started.
Searching: They search for information on the internet (noting the sites that is safe to visit), the use of books borrowed from the library and of course parents positive contributions.
Note-Taking: They scan, order and put information gathered in their own words and
Finally, report: Facts and information are reported in different styles. It can be in form of a narrative, poetry, brochures, 3-D models, posters, etc.
In our Topic lesson, the focus has been on Ancient Egypt. Through research work, the children have produced travel brochures of different types using these basic research skills. The presentation has been unique and of a high quality.
Though it is a huge task, the children have warmed up to it and we continue to teach and encourage the students to take charge of their learning through different styles. It is fulfilling to see the student’s excitement when it comes to research work!
We have certainly had a great year and are hoping we can have a school trip to Egypt in subsequent terms.
Independent Learning In Pre-School
Through the year in Pre-School the children learn so many different and existing things, but as a Teacher you can never be happy with yourself until the children in your class are able to show a good level of independence in all the different learning areas that have been covered over the last year.
I am so pleased to say that the children in Pre-School this year have definitely shown this in many ways and areas. Here are pictures of the ways the children take charge of their own learning and show independence throughout the school day.
We can pack and unpack our school bags
We work as a team to keep our classroom clean and tidy.
We always put things back in its rightful place once we have finished using it.
Here are other things we can do independently:
We can take off and put on our Making a nice start line is easy as pie.
shoes and socks all by ourselves.
Organise ourselves during circle time.
We are able to open and close our Look how well I can control my spoon.
Look how well we eat our fruit.
From Nursery B
We are on to “Discovering Minibeasts!” We are learning to explore and observe tiny creatures in our natural environment. The children are learning to apply their knowledge and understanding of scientific ideas.
What’s more exciting or compelling to children than minibeasts? In this topic the children used their senses to look, listen and touch their way around our mini beast investigation area and our outdoor space - encouraging a sense of curiosity that led to adventures and imaginative play.
The children were fascinated by mini beasts and will eagerly await a trip outdoors to find them
We linked science, language, drama, music and art and craft to our mini beast topic.
It was so fun and exciting.
From The PE Department
It is almost the end of another school year and sports season but I must say there is still so much to compete for. Our quest to ensure that our athletes participate in a wide range of sports and games lingers on, with quite a number of activities going on in our PE lessons.
The Senior and Junior boys football teams hosted and ensured double victories against New Hall International School on our sports ground. We have also kick started the maiden edition of the Headmaster's Cup Competition, with emphatic victories in the Junior boys and girls games against Master Moulders International school (5-0 and 4-0 respectively). Our other games are coming up soon and the fixtures are on the website.
The Junior mixed football team (boys and girls) will be competing in the maiden edition of the Island Kickers’ Cup tournament coming up on Children’s Day on the school’s sports field. The U-8 football team will also be playing their very first competitive game with Riverbank School Victoria Island. The Cricket team is scheduled to play the first competitive Cricket games with King’s College and St Gregory’s College.
Lastly, our Swim team is competing in the second edition of the ENOF Swimming competition holding at Grange School Ikeja. At the first edition, our school came second but our objective this time around is to win the competition. I am also using this opportunity to congratulate four members of the swim squad who took part in an international Swimming championship in Germany; they have indeed made us proud.
From the MFL Department
We are coming to the end of an exciting year where most of our students are now preparing for their end - of- year exams. In the MFL department, we are very satisfied with our Year 7s who came to us with only one language and are moving forward with two additional languages! Yes, they enjoyed learning Spanish and French, and they can already speak some! We are wishing all our students a really enjoyable and restful holiday and hope that they will visit countries where French, Spanish and German are spoken, so they can further practice their languages.
It is also the end for our Year 11 students who started their IGCSEs with their speaking exam in French and Spanish and are still currently busy with the rest of their subjects. We wish them all the best and hope their results will make CIS proud as in previous years.
Madame D. McGuinness.
HoD MFL Department
From African Studies
Looking back in retrospect, it has been an amazing school year for us in African Studies! We have explored rich culture of various tribes in Africa and the pupils have acquired proficient geography skills. The children have done lots of fun cross curricular link this year; the Year 1 children designed some beautiful mud huts for the Ndebele people in South Africa, Year 2 children learned how to make some exotic cuisines of the Igbo people in Nigeria, Year 3 children (our soon to be William Kamkwambas) created some windmills in order to put a stop to famine and drought in Malawi, Year 4 pupils have investigated and ordered interesting political events that finally birthed the independence of Nigeria in 1960, Year 5 created bar graphs illustrating Africans in Diaspora and pie charts to represent migration rates in South Africa. Year 6 students had an intense but very erudite debate about Shaka of the Ama Zulu tribe titled ‘Shaka Zulu; a tyrant or a visionary’.
Now, a sneak peek into what we will be learning this 2nd half term:
The Year 1 children have been introduced to African Savannah as a topic, they have checked out what The Lion King movie has in common with this. They will further discover; countries, seasons, animals and plants in the savannah. Thanks to Caitlin in Year 1D who provided some interesting pictures of her trip to a Savannah, a major focus for us are the ‘big 5 animals’ in the savannah and how they are been ‘endangered’, the children will come up with solutions to this problem.
The Year 2 have embarked on an adventure to various deserts in the world, they now know that some deserts are cold while some are hot. Our final destination is the Sahara Desert where we will check out the country's, physical features, animals and plants in the Sahara. Our major focus is on the Tuareg people, a major nomad tribe who live across the Sahara.
In Year 3, we have begun to examine the rights and responsibilities of a citizen; especially the universal rights of a child. We have discussed how the government or some people may try to violate our rights. The pupils will proceed to analyse different protests against injustice in different countries in Africa, noting the famous activists who led them.
The Year 4 pupils have begun to explore South Africa; they have been able to locate South Africa on the map using appropriate geographical vocabularies. We continue on this journey by checking out; natural resources and important tourist attractions, vivid descriptions of the physical features in South Africa, climatic condition in South Africa for some tourists who might want to visit
In analysing the demography of South Africa, the Year 5 students have generated some factors that led to people migrating into South Africa. The Year 4 pupils have also located South Africa and the 2 other countries within it. Our major focus is to examine the apartheid system in South Africa and note the roles of Nelson Mandela in putting an end to it.
Finally, in order for the Year 6 to experience the Yoruba people’s culture, they have correctly located the 6 Yoruba states on the map of Nigeria. Next stop is learning some basic Yoruba language and greetings, participating in a major ceremony amongst the Yoruba people, understanding the significance of Yoruba names. Our final destination is reenacting a Yoruba naming ceremony.
From The Art & Design Department
"Colours are the smiles of nature"- Leigh Hunt
"Colours ,like features, follow the changes of emotions."- Pablo Picasso
"Colour is fun, colour is just plain gorgeous, a gourmet meal for the eye, the window of the soul."- Rachel Wolf
" Like emotions, colours are a reflection of life."-Janice Glennaway
" Painting is by nature a luminous language."-Robert Delaunay
" Colour and I are one. I am a painter."-Paul Klee
" There is a logic of colours, and it is with this alone, and not with the logic of the brain that the artist should conform."-Paul Cezanne
Welcome to our last creative instalment for this session!
It has truly been a session of characterized by "creative explosions" from our young artists. One of the highlights of this term has been the recently concluded Art Exhibition of our students works, which saw them display their vast creative talent for all to see and admire. The burst of colours exhibited was very pleasing and aesthetically satisfying. Our young artists let loose and created varied masterpieces which all showcased a love of colour. Indeed, I personally believe that an artist should not be inhibited or restrained when using any form of colour. They should allow the colours to "speak", not in a whisper, but in a shout!
The colours used should literally jump out and "embrace" the viewer. This method of artistic enterprise encourages creative boldness and is also scientifically proven to be of benefit to the student as it helps improve their creative nature and which in turn spills over into their other subjects positively.
I would also like to use this medium to encourage our young artists to keep on creating and practising their art during the long break. While on holiday they should also take advantage of all the wonderful cultural landmarks in whatever part of the world they may be. Art galleries, museums and any available artistically inclined workshops will enhance what they have learnt this session and stimulate further exploration on their part.
As we look forward to seeing you next session, I end with an inspirational quote
from one famous artist who perfectly exemplifies the artist who used colours with flourish, Vincent van Gogh, who said, " As practice makes perfect, I cannot but make progress, each drawing one makes, each study one paints, is a step forward." Perfect words for our young artists to live by! Have a dynamic summer holiday!!!
Jay Elone-Nwabuoku: Head, Art & Design
*** Below are some stunning pictures of art exhibited by our dynamic students and scenes from the exhibition! Enjoy the Dynamic Colours!
From Year 2
It’s wonderful to see how our Year 2 children have grown and flourished within the time they have spent in this year group. As we approach the end of the academic year and the final lap of Key Stage 1. Year 2 teachers are proud to note that the children have been learning and achieving exceedingly, as well as having fun in all curriculum based work.
So far this term in Numeracy we have explored finding angles; as we went around the school looking out for objects with right angles. We also began to sort objects and numbers using a Venn and Carroll diagram. We then continued learning about different 3D shapes and we were off again, locating 3D shaped objects around the school.
Finding objects with right angles using our “angle gobblers!” – 2A
Stop by and have a look at our “Angles and Directions” display board. You could learn something new. – 2A
Using a Carroll Diagram to sort 2D and 3D shapes. – 2C
We found lots of 3D shaped objects. -2A
We have continued to build our Literacy skills by writing better sentences and poems, extending and adapting stories using elements of our story mountain and our VCOP (vocabulary, connectives, openers, punctuation).
Adapted stories – 2D
In Science we continued to investigate different parts of plants and their functions. We took a little tour around the school to find different flowers and we took a good look at some of the parts of the flowers we found. Do you know that flowers have a male and a female part?? Interesting right!!
Come check out our ‘All About Flowers” display board for more information on flowers. – 2D
We also started to identify and compare the suitability of a variety of everyday materials for particular uses. In the coming weeks, we will be investigating and will perform simple tests to find out which materials are waterproof (and absorbent).
Building up our “Materials” display board. Can you think of any more materials we could add to our board?? - 2B
In Topic we explored journeys, comparing different modes of transport in the UK and Nigeria and showcased our findings using colourful posters. Presently, we are identifying differences between Islands and Beaches and features of both.
It has been an eventful year and not a day has gone by without some exceptional work or activity in our classes. The enthusiasm cannot be contained as the children prepare for Year 3.
Mrs. Patricia Onyia
For Year Two Team
It has been a wonderfully busy few weeks for the Reception students. They have been learning about “people who help us” and were treated to a lovely talk by a parent who is a dermatologist. The swimming gala was another highlight for many of the students – well done to all those that participated. The students were very excited about their field trip to Spar where they used their knowledge of the local currency as well as their addition and subtraction skills to do some shopping. The students were very impressed to learn that Queen Elizabeth is 90 years old – they commented that she would soon be 100 years old! They had a British themed birthday party for her and made birthday cards for her. We also tried our hands at being bakers when we baked our own cupcakes. The children are working hard on their listening and independence skills in preparation for their move to Year 1 in a few short weeks.
From The English Department
This is the final English Department article for the academic year 2015/2016, and time seems to have sped fast. Our Year 11 students will have completed – or be near to completing – their external examinations by the time this newsletter is sent out, and we all wish them the very best of luck. We’re confident that our students leaving us will go to their first choice sixth form schools and colleges.
The drama production is always one of the key events in the school calendar held in the final term and this year we presented Nobel Laureate Wole Soyinka’s ‘The Trials of Brother Jero’. Over the past two years, there has been a lot of drama work about the English Bard, William Shakespeare, and we thought it was time for the school to focus on an African bard – Wole Soyinka. Africa’s first Literature Nobel Laureate, the nephew of a leading Nigerian feminist, Funmilayo Ransome Kuti, and a first cousin of Afrobeat musician, Fela Kuti, Soyinka was not just a man of letters, a principled radical and a style guru to boot.
Soyinka wrote ‘The Trials of Brother Jero’ in 1960 many months before Nigeria gained its independence, and it was first performed in the dining hall at Mellanby Hall, University College, Ibadan. This satire set in late colonial-era Bar Beach(nothing like it is now) in Lagos was performed far and wide - in Hampstead Theatre Club in London during June 1966, and at the Mews Theatre, New York City, beginning at the end of October 1967 and now, CIS Lagos School Hall. Its appeal has never waned more than five decades after it was penned.
‘The Trials of Brother Jero’ follows a day in the life of Jero, a self-named prophet who is quick to present this turn of events to an audience to proudly illustrate his wise and cunning nature. The play opens with Brother Jero offering a monologue on his beginnings: he tells the audience that he was born a prophet and reveals his view of prophet-hood as a "trade." Jero was able to acquire his current beach-side realty in the name of his former master, the Old Prophet, by leading a campaign against the other prophets and followings also claiming the land. He then drove the Old Prophet off his own land, however, and midway into his monologue the Old Prophet enters to curse Jero, wishing his downfall via women. Jero presents this day as one in which the Old Prophet's wish is almost fulfilled.
The performance took place on Friday, 20 May, starting at 4pm, and on Saturday, 21 May, beginning at 1pm. Many members of staff played a key role making the production happen, notably Mrs Olayinka Adelakun, our Drama teacher. Great performances were given by our mostly Year 7 and 8 cast, and novelly, a few of our Year 9 students worked as stage managers. The audience seemed to enjoy the fast-moving plot and maybe next year, we might perform another play by a Nigerian dramatist.
We wish to take this opportunity to wish you a lovely summer holiday, and if you are in London or another metropolis, we recommend you to visit as many art galleries and museums as you can, given the cross-curricular links between English and History and Art.
From the Mathematics Department.
This term, the Year 8 students were saddled with the responsibility of completing a Maths and Music cross curricular project. Maths and Music have always been considered closely connected in many ways. It is widely believed that students who do well in Music also excel in Maths. Let’s look at some of the basic component of Music and see what Maths has to do with them.
Rhythm is to Music, as numbers to Maths. Rhythm measures time. Measure is the space between two bar lines on the staff that represent the division of times by which air and movement of music are regulated. When you play a few different notes together or even repeat the same note on an instrument, you create something called rhythm.
Music is made of sound and sound is made from repeated sound waves. The musical pitch of each note has a corresponding frequency measured physically in hz (hertz) or cycles per seconds. There are some important mathematical relationship between note played in music and the frequency of those notes.
Anyway, the Year 8 students have been able to explore the relationship between period, frequency, pitch and to understand how pipe length (one end closed and one end open) affect pitch and be able to compute precisely how length determines frequency and vice versa. Audacity was used to check the frequency of each pipe to determine the accuracy. This is a project that is more about process than product. They were able to create pan pines that produce at least different pitches. Individual student were required to make verbal presentation and conclusion base on his/her data or findings which can include the larger the frequency, the higher the pitch or the longer the pipe length, the lower the frequency.
Regards and best wishes,
Ndubuisi Charles Anumokwu.
From Year 1
Can you imagine this session is almost over! The children have been busy building their skills and abilities to put themselves in other roles around them; in general, they have been making learning real and practical to their everyday lives.
The children are currently learning about the term ‘Systems’ (a set of connected things, processes or parts forming a complex whole). They are realizing the importance of parts of different systems and the impact the absence of one or more parts would make on the whole. For example a school system with no children or teachers would not be a school, or a car with no wheels, or a family without parents or adults may not functions well. They are beginning to realise how important systems are to things, people and animals around us.
We recently went on a field trip and we were able to experience first hand the system / process involved in creating concrete. We met a builder who explained to us that to make concrete we need water, sand, gravel/stones and the cement dry mix. If any one of these materials were missing we would not get usable concrete for building a house. We also learnt the basic system to follow when building a house – First you lay your foundation, then you build your walls, lastly you put your roof on! However, for a house with upstairs rooms, we learnt that after building your walls downstairs you will have to create a decking which is like a flat roof for the rooms downstairs but super strong to carry the weight of lots of people and heavy furniture, once this is done we put another set of walls and then finally, the roof. The children also used this experience to talk about different materials and how important they were in making a house solid and strong. Some of the children became architects and drew an aerial view (plan) of future houses they intend to build when they grow up. Their plans showed different parts of a house like the living room, bathroom, kitchen and the likes. It was amazing!
Do you know that systems can be found in practically everything we do! We have been looking at parts of a plant and the children were quick to spot how interdependent different parts of plant are to each other, and how without one part, the other parts may cease to develop or survive. Indeed, this half-term’s theme has been a constant reminder to the children of the importance of interdependent ‘parts’ that come together to make a whole system.
In Literacy, they have been exploring the different parts of a sentence that help a sentence become complete and interesting.
It has been fun learning about verbs, nouns, adjectives and adverbs! The children explore how these different parts of speech are important in making an interesting and exciting sentence everyone would love to read!
In Topic, the children were happy to learn that they too are active parts of a system and this has helped them to understand and appreciate their unique roles in the school and family system. Through looking at systems, the children have been further exposed to the importance of their roles within the class/ a team. If they do not work together group tasks are most likely to fail. The children soon concluded that for them to help their group/ class systems become super strong, they need to learn to work together better!
Please continue to keep the learning system going strong in your child by getting them to point out the different systems which exist around them, talking about how parts within these systems are related and and applying concepts taught so far in play and in real life situations.
From the Science Department
Welcome to our final newsletter for 2015/2016 session. What an exciting academic year we have had here at Science Department. It is hard to believe how quickly this session has passed and come to an end.
I am delighted with how things have gone; the sense of academic purpose has been present throughout and much has been achieved during this engine- room term.
In Science department, our teachers keep expectation high, and they facilitate rigorous engagement with the important skills and content of their subject area. Our students also are agents in their own learning; they are responsible and motivated partners in the classroom. Students and teachers at Science department are co-participants in an active learning community in which students as leaders of their own learning are encouraged to be resourceful and self- directed learners. This is, we believe the best model for teaching and learning at CIS. In Science department, students have had many opportunities to lead their own learning both in the classroom and in the many activities that are part of our school’s educational experience.
Below are pictures that highlight some of the activities carried out during teaching and learning in Science department.
Finally, we would like to wish all our students, families, friends and community members a fantastic holiday season, and thank you for your continued support.
Please stay safe and enjoy the summer holiday with your families.
We look forward to seeing you all in 2016/2017 academic session.