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Table Of Content

From the Head of School
From the Assistant Headteachers
From the Teachers
From French (Junior School)
From the School Library
From Year 1
From the Design and Technology Department
From Art (Junior School)
From Year 2
From Year 5
From the ICT & Computer Studies Department
From the Senior School Music Department
From KS2 Music
From KS1 Music
From African Studies
From Year 6
From the Physical Education Department
From the Science Department
From the Humanities Department
From Modern Foreign Languages
From Primary Computing Department
From the Art & Design Department
From the Drama Department
From the Mathematics
From the English Department
From the Drama Department(Junior School)
From Year 4
From Pre-School

From the Head of School

Dear Parents,

Welcome to Newsletter 1 of Term 3.

As you may recall from previous third terms at CIS, this is our shortest, yet probably busiest time of the school.  Not only is it dominated by our Year 11 students sitting the I/GCSE public examinations but equally of importance are the many non-academic activities and opportunities for our learners to gain even greater personal development.

What’s Happening This Term?
This Term we look forward to VOLT Club’s fashion show; Senior School elections to the One Voice Student Council; Senior & Junior School leadership/positions of responsibility (Head Boy/Girl/Prefects etc.); the school swimming gala; the art, design technology and science exhibitions; Senior and Junior School drama productions; student led conferences and open classrooms; diversity day; end of academic year reports and their subsequent parent teacher conferences and finally, Prize Giving.  Please keep checking student diaries (or communication books for the very youngest students), the school website calendar and of course your emails.  We really do try to avoid swamping you with emails but sometimes it does become unavoidable.

Please be aware that you will be receiving a questionnaire/survey from school to complete during the forthcoming half term break.  There is also going to be a student version of this, as we are seeking feedback from all concerned and connected with CIS.  I hope you are able to find time to answer this and return it to school, so we have the strongest and most reliable statistics when we analyse and publish your responses.

Armed Bodyguards.
I trust you have all received the email regarding armed bodyguards being present on the school grounds?  Despite our communication with individual families and the parental community as a whole, there was a recent incident which goes against our policy of weapons in school by unauthorised persons. Whilst we have no problem with bodyguards accompanying parents, the school policy has always been that either the weapons carried by bodyguards remain locked in the vehicle or the bodyguard(s) stay with their weapon(s) in the car whilst on school premises.

I wish to inform you that, should there not be complete and total support for this policy, we will be left with no other alternative than to refuse all of this family's vehicles entry into the school premises for a period of time. The time frame is to be determined by the school's management. However, we will do all we can to reduce the interruption to the child or children’s learning. As a result, the child or children will be allowed back into school during the family vehicle suspension, by using the school bus service only; the school’s administration team will liaise with the family to arrange all logistics for this to happen. It is very sad that this would affect the child or children's daily routine; however, we cannot compromise on the safety of every single person on our site.
To those who are accompanied by bodyguards carrying weapons, please ensure that you speak to them and reinforce our policy to keep everyone safe at CIS.

Which British School?
Applying to top UK boarding schools is now hugely competitive with thousands of very capable students applying every year.  Competition for places is fierce and the schools have a tough job selecting the best candidates to invite for their entrance examinations.
Your child’s future success depends heavily on the school you choose for them and of course, these days, private schooling in the UK is very expensive.  You need to be able to consider all your options and be satisfied with your final decision, which is why a new method of approach to the research and application process has been developed by a British Educational Consultancy called Which British School (WBS) and I would like to introduce you to them.

I have invited Which British School to visit CIS to meet with Year 10 and 11 Parents and Students in early June and I shall confirm the date with you very shortly.

Which British School (WBS) uses an innovative, new online platform to offer a unique School Placement Service to Parents seeking the best fit UK boarding schools for their children. They have worked closely with the schools, to create a Student Profile that allows young adults entering Year 12 especially, the opportunity to present themselves to the UK schools in a far more personalised way.
The WBS Student Profile allows your child to record a video presentation about themselves, upload video footage and photography of their memorable moments, as well as school reports, UKiset results, a personal statement and lots more to enable them to really showcase their talents and highlight their individuality.  In doing so they ensure they stand out from the crowd and get noticed when applying to top UK boarding schools.
The WBS system introduces your child’s profile to all suitable schools for consideration. They use a comprehensive filtering system that works in two stages.
Firstly, your child’s profile is filtered against schools’ profiles (which they have set up themselves) using your preferred locations, type of school, the gender of your child and courses offered.
Then your child’s profile is filtered against the school’s entry requirements including English level, latest grades in school, pre-test results such as UKiset and their current availability in your child’s entry year group.
You can select your first choice schools in your child’s Student Profile. If your first choice schools are a match then you have introduced your child in the best possible way to them.  If they are not a match and the schools cannot pursue your child’s application then have no fear, there will be other schools for you to learn more about and engage with.  
If you have left your child’s application to the last minute don’t panic! Never before has that been such a non-issue.  You can now register with Which British School (WBS) and make your child available to suitable schools that have places available at this time of the year. You might be pleasantly surprised by a school that connects with you.  Even top schools find themselves with places available at odd times of the year, and they are using Which British School (WBS) to find the right students to join their vibrant boarding communities.

How Which British School (WBS) Can Help You
They work with you, your child and CIS to prepare your child’s WBS Student Profile.  Your child will gain confidence in their abilities from working on their profile and consequently they will be naturally prepared for their interviews.
They prepare your child for UKiset (co-founder Jennifer Britton launched UKiset 2 years ago), which is now a mandatory requirement for most top schools for Year 12 entry.
They manage the schools that enquire about your child so you are not overwhelmed.
They offer you expert and first hand advice on the schools you have to consider.
They organise your school visits and accompany you.
They guide you through the registration process and help organise the assessments.
They can provide tutoring and interview preparation.
They manage the acceptance procedure.
They assist you with finding a suitable guardian family for your child, should you need one.
They can also help with your child’s visa, should they require one.
Which British School has my support and I have kindly invited WBS to attend Children’s International School in the not too distant future to demonstrate to you how WBS can help your children get into top UK boarding schools.

We all want what is best for your children and we hope that we can work together to achieve it.

WBS VS Traditional Application
Below are some of the key benefits of WBS vs the traditional method of applying to schools, which I have shared with you below.  I hope it helps.

 

Applying the traditional way

VS

Applying the WBS way

Listen to friends and family and register with schools you know.  Your child may be suitable for these schools but you will never know if there was a better fit school out there for them that could have offered them more. Subjective process.

 

Register your child with WBS and you will not only be able to introduce them to your first choice schools using their detailed and impressive WBS Student Profile, but you will also get to consider other suitable schools you may never have considered otherwise. Objective process.

Contact the schools for an application form and return it completed with a copy of your child’s school report and UKiset test results (just like everybody else!)

 

Make the first point of contact you have with the schools impressionable.  Introduce your child’s WBS Student Profile and we guarantee it will leave a lasting impression on the people that count.

Visit a few schools you know before registering. At least the schools will get about an hour to talk with your child overall.  (Not much time to get to know the real them though!)

 

Visit a wider range of schools and consider your best options.  The schools will already know so much about your child and they can relate to their WBS Student Profile in their conversation with them.  A far more personal and positive experience.

Apply to a select number of schools and your child is not successful in gaining a place.  You must now call round other schools to find out who has places available, or pay someone to assist you. (Not a very positive experience.)

 

If your child is already registered on WBS then you can approach other schools that expressed an interest in your child before you selected the ones you wished to register at.  We also act as a clearing system for schools after offers are made.  No time to deal with disappointment around us.  We simply pick you up and move on. You might be surprised by a school that approaches you after all offers have been accepted.

You can apply to schools via an Educational Agent/Consultant who will apply to your chosen schools for you and/or suggest a few for you to consider.  They will no doubt provide schools with a completed registration form, your child’s school reports and maybe a personal statement or reference from them. Rather like every other student that is presented to the schools via this route.

It is worth noting that agents often work with a select number of schools that pay them a commission, and Independent Consultants tend to work with the schools they know best.

 

 

It is important to point out that WBS won’t charge you a fee near half as large as your child’s first term of schooling. We also don’t choose the schools for you. We could, but we let the schools choose you instead and then we offer our expert advice. We are not dependent on commissions from schools as most agents are, rather WBS allows the Student Profile to independently and objectively match the student/school to the school/student.

 

Don’t worry though you won’t miss out because we will support you in applying to your first choice schools too, if you have some. Except we use far more than school reports and references written by third parties!  Our profiles really make all the difference!  As Dr Seuss once said ‘Why fit in when you were born to stand out!’   

 

For further information on the Which British School Placement Service please contact Miss Jennifer Britton directly in the UK, please email jennifer@whichbritishschool.com

Ever Thought Of What Goes Into A Design?
Through this newsletter, I wish to introduce Mr. Amritt Flora, Head of Design Faculty and a visiting lecturer in architecture from Middlesex University, London, who will be holding a series of exciting and challenging workshops with our students, on the various aspects of designing and the design process.
Mr. Amritt has already held lengthy meetings with myself and the Teachers across the school with specific subject responsibility for art and design.  He has also made a very positive impression with our Senior School students when he made a presentation to them in assembly last week.
Specifically, Mr. Amritt will be working in conjunction with the DT and Art Departments, as we aim to broaden the creative mind-set of our students while they learn and how they think holistically when engaged in any form of designing.
This is a trial programme that will run with the Key Stage 3 students after half term.  We expect this to have a successful outcome and so, after this trial, we will extend this opportunity to the Junior school as a perfect way to explore cross curricular links and activities between our Senior and Junior departments.
We are also hoping to form closer links with Middlesex University in order to give our students an opportunity to explore university life, broaden their horizons, career choices and to better engage them in their learning at CIS.
If you have any questions about this, please see either Mr. Jay (Senior School Art) or Mr. James (Senior School Design Technology).

Mini Touch Rugby RUGBY SATURDAYS AT CIS.
You may recall my email regarding a rugby coaching clinic during the February half term holiday? I am pleased to announce that my good friend and rugby sparring partner from my playing days in England - Coach Toks - is now offering rugby coaching on some Saturday mornings, 11 - 12.00 noon at CIS.

So, fresh off the success of Kenya at last week's world sevens tournament, Coach Toks is eager to develop the next winning generation from Africa, specifically from Nigeria.

His experience and expertise in developing young rugby players focuses on skills and techniques not brute strength and brawn. It is NON CONTACT RUGBY and all about fun and games with rugby balls so parents should not worry. This gives children an early introduction to rugby and the specific skills help the development of young children giving them the experience of an active lifestyle.

The Mini Touch Rugby Team are equally well trained and professionally developed under his guidance. They have all represented Nigeria at many levels and are already coaching at Lekki British Junior School, Greenwood House, Lagos Prep and St. Saviours.

Age Groups

7 - 12 yrs - Both Boys & Girls are welcome.

Date

Saturday 30th April 2016 - 11am.

Venue:

CIS School – Sports Field.

Costings & Future Sessions

Please do contact Coach Toks directly by emailing him at coach@minitouchrugby.com regarding Costings and future Rugby Saturday Sessions

If you are interested in getting your children active on a Saturday this could be a great opportunity, Feel free to bring a friend too as it is open to students from other schools as well.

Dads, if there is enough interest, we can start looking at 7 a side friendly games between ourselves, followed by a social time.  I better go and dust off my boots!

Better Communications?
I hope you all received my email last Friday, outlining how I hope we can improve communications and give you better notice of events happening at CIS?  The subject line was Parents fortnight ahead email Saturday 23rd April to Saturday 7th May 2016.
My best wishes to you all,

Mr. Mark.

From the Assistant Headteachers

Work Experience

IMG-57.11.pngOur Year 10 students usually have two weeks of work experience every year. In the past, they would seek a placement with their parents or a relative. This year, we decided to inject some "reality" into the process by working with our gracious partners (Seplat Petroleum, Weco Systems, Beat99FM, First Class Group, House of Tara, Mansard Insurance, Ruff 'n' Tumble, Metro FM, Groceries and More, Seven Up Bottling Company, Nuts About Cake, Old Mutual Insurance, Choice Dental, Akanbi and Wigwe Legal Practitioners, IL Bagno, Modern Business Machine, Digital Direct and Health Plus) to provide placement opportunities for them. The students now have to prepare their application (CV and Cover Letter), send their applications to our partner companies, attend interviews and if they successfully go through the process, they then get a placement.
We are glad that the students rose to the challenge and completed their two week (14th to 25th March) work experience placement. Below are some of the feedback we received.

"Dear Mr. Nwankwo,It is indeed a great initiative and seeing how excited Zachary is (he's been reminding me not to forget his interview time for tomorrow!) and as you've mentioned, the buzz amongst the students is a great direction the school is going in giving them first hand experience in the real world, whilst getting them to start to critically think out of the box.Well done CIS!"

"Hello Chidi,I got some feedback from Digital Direct a few minutes ago which I thought I should share with you.I received a call from the MD of the above named company a few minutes ago. He basically called to inform me how impressed he was with the quality of our students, their comportment, and the confidence with which they spoke and responded to his questions. He mentioned that despite the difficulty of some of the questions asked, the students handled themselves very well.

What I cannot convey is the emotion in his voice while he was talking… He actually went as far as saying that he has interviewed several graduates who could not carry themselves as well as our students did.

While he was impressed with all the students interviewed today as a whole,  he made special mention of Kelly Ejaife’s interview performance.

That is very gratifying feedback to receive, and is a testimony to the great effort made by our teachers towards graduating well rounded students"

The students are now back in school for Term 3 looking very confident in their abilities and lot clearer about their future career path.


Mr Chidi Nwankwo
Assistant Headteacher Pastoral



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In Key Stage Three (KS3), all our students follow a common course in education which is guided by the National Curriculum for England and have no choice about what to study.  In Key Stage Four (KS4), students are allowed more choice in the courses they study in order to meet individual needs, aspirations and interests.  The KS4 curriculum lays the foundations for Post-16 education, lifelong learning and the world of work. It is important that students take great care in the selection of their option choices and consider the full range of subjects available.
Towards the end of year nine, students make some very important decisions about the subjects they wish to study over the next two years, leading to GCSE & IGCSE examinations and in some cases BTEC assessment. Naturally, you will want to do all you can to help and advice.
At such an important stage in their education, students need to have every opportunity to discuss choices and their implications for Years 10 and 11. Throughout the Spring Term, students had the opportunity to consult with teachers, parents and the Post-16 service.  A series of workshops outlining the choices available were delivered.  This was followed up by the pastoral team in Form Time sessions. At every stage of the process, teachers were available for individual consultations. In addition, a guide, Key Stage Four Subjects Booklet designed to inform on the content and requirements of each course was provided
The subjects your child chooses for KS4 are important as a foundation for further learning ‐ life long learning. The majority of our students will go on to study A Level, IB or BTEC Level
3. We encourage students to study a broad range of subjects at KS4. Later they can build on this broad foundation by specialising. The curriculum we offer at CIS is designed to encourage this by making sure that each student enjoys a good range of subjects.
Each student will have the opportunity to study a range of accredited subjects appropriate to his or her strengths, potential, and preferences. This includes the Core Subjects which every student must study. The boxes outlined in red are subject to examination:

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It is vital that we all work together to enable our students to make the right choices for their Year 10/11 courses of study.


Esther Anozia
Assistant Headteacher (Academics)



 

BITS AND BOBS FROM THE JUNIOR SCHOOL


IMG_5965.jpgWATCH THAT WEATHER!

It has been incredibly hot over the past few weeks and as a school, we have encouraged our students to drink a lot of water - not juice. It is important to stay hydrated in this season, as they rains seem to be delayed.

We would like to use this opportunity to remind all members of the CIS community, to put on sunscreen and sun hats when walking outside. Most of our little ones love to run around, even in this heat, and so we will keep our playtimes open, permitting the students who are hot to sit in the shade instead. Please send water bottles with cold water, not lukewarm water.

VISITS TO THE NURSE
An increasing number of students have been visiting the nurse, particularly on Mondays, due to a number of ‘mysterious ailments’; primarily headaches and tummy aches. We have observed this behaviour over time and have noted that after the students drink some cold water and rest their heads for a little while, they are ‘fine’. We would therefore like to suggest the following:

  • Please ensure your children go to bed on time on Sunday nights, so that they are able to wake up early enough, and energized on Monday morning.
  • Please also minimise the amount of sweets (sweet treats and sugar) your children have on Sunday night, as these can keep them awake for much longer than usual; resulting in the-bags-under-the-eyes on Monday morning.

CITIZENSHIP
We would like to encourage our families to have our students take on personal responsibilities (such as a few chores at home, responsibility for personal property, tidying up living spaces, etc.) in a bid to promote independence. There are a number of our students who still struggle with picking up after themselves, tying their shoelaces, packing up their school bags in the mornings, and with completing their homework independently. We will continue to work with you and support you, as your raise responsible young adults, and this is just to bring the issue of citizenship to the front burner.

Warm regards.
Joy Isa
Assistant Headteacher
(Junior School)

From the Teachers

From French (Junior School)


photo.JPGBienvenue chers parents! Welcome back to the final term this session. There will be lots of revisions on topics and mini assessments over the next few weeks that will cover their speaking, listening, reading and writing skills in French. I encourage you to please remind your child to log on to the French Edmodo page where all online links on topics taught are uploaded weekly.

There are lots of learning sites and apps that can be used by your child to help improve their language skills. One that I highly recommend is “DUOLINGO”. It's a fun, easy and a mentally challenging language learning app available for all ages. I see the evidence of students who use this app in their vocabulary and confidence when participating in the classroom. Once your child is signed up, please have them send me their Duolingo username on EDMODO so I can follow their progress and reward accordingly.The student who maintained the  highest score in the last two months was KELECHI ONUOBIA in YEAR 4. He was awarded a certificate and a gift from the French department.

This term Year 6 will be learning how to talk about their daily activities, hobbies,food and drink  and places in their environment. They will be learning how to use irregular verbs in speech and writing. These topics are certain to prepare them for French in Senior School.

Year 5 will be learning about sports activities, clothing and shopping. They will also do some revisions on topics taught in the last two terms in preparation for Year 6 where they will be expected to have had a good basic foundation in speaking and listening, as we will be lifting the bar as best we can to a standard that can compete with any international school in the world.
Year 4 will be learning how to use singular and plural words in French, using phrases in the negative and ordering food at a cafe. Lots of role plays  in the classroom on this one! 

photo 1 (3).JPGkelechi Onuobia.JPGphoto 2 (2).JPGphoto (2).JPG

Here are links to some French learning sites that your child will find helpful and also the French group Edmodo codes.

https://www.duolingo.com/, http://www.french-games.net/ and http://www.bbc.co.uk/schools/primarylanguages/french/

Kind Regards

Mlle. Feigne Suinner



 

From the School Library

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Dear Parents,
Welcome back to the final term of this school year. I would like to start by thanking you all for your support prior to and during the school’s 2016 Literacy Week. We are proud to say that all the hard work, planning and various events that the Student and Staff Committee members put together went towards giving us a successful week.

The link below will take you to pictures, videos clips, drawings and feedbacks from various students and the visiting authors. http://www.cislagos.org/news-events/events/literacy-week/

Many of the books seen at the book fair are still available for sale in the School Library, we also have copies of the books written by our very own CIS students (KS1 - KS3) called - An Anthology of Stories and Poems, Written by Students. Do visit the Library to have a look through our selection and buy for your children, friends and extended family. 

This term we will be having our annual Book Swap, more details will be made available in the near future.

 

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Remember the Library is open to all members of the school community, so do come in and familiarise yourself with all that we have available.

Warm regards, 

Morenikeji Rhodes Plumptre
Head of Library Services

 

From Year 1

Did you know?

Dear Parents,
It was Queen Elizabeth’s 90th birthday on the 21st of April, 2016 and as an approved British School Overseas (BSO), we at CIS decided to felicitate with her. Even though we could not talk to her or share a cake with her it felt like she was right here with us. The feeling across the school was that of merriment. It felt very right that we celebrate with this great Matriarch. The colours, the fashion, the food and of course the “Tea Party”.  We had a wonderful time at CIS.

In Year 1, our theme this term has been Leadership and it was fortunate that the Queen’s birthday falls within this period. She is a great leader who is gentle, compassionate and very hard working. She believes that:

  1. Appearance is important.
  2. What you say and how you say it matters.
  3. Whatever happens, you have to show up and do your best.

The children know this and want to be good leaders too because, we believe there is a leader in all of us.

Happy 90th Birthday Queen Elizabeth II! 

 

To be or not to be? That is the question – Plants et al.

Plants! Plants! Plants!

I guess that’s all you have heard from your children these past few weeks. Well, we have come to the conclusion that they are really very important in the scheme of things. It was surprising to learn that some children didn’t know where plants (fruits and vegetables) such as bananas and carrots came from. One child very happily told us, “From a supermarket,” but truly can we blame the children? The most some of them have ever seen of a plant growing is probably an orange or an apple tree.

In Year 1, we decided to change that perspective and to open our children’s eyes to the beauty of nature. We learnt about different types of plants: edible and non edible plants, the importance of plants, how plants grow (we even made our own garden). We used a big word “Pollination” which the children can now spell; we can name a few common garden plants and label the parts of a plant.

To help with our learning we decided as a team to open a plant shop so that the children could see and identify a variety of plants both edible and non edible on display.

Don’t be surprised that when you go shopping, the children would tell you what part of a plant you just bought. ☺

 

 

From the Design and Technology Department.

Year 11 have been as industrious as ever and have completed their products for the Design and Make Activity section of their GCSE exam.

All the students have come up with individual ideas, designed them, modelled them, modified them and constructed them. Well done to all and good luck when you sit the final entry written exam in June. 


Francis Okezie-Ajaero rotating shoe tidy.


Kachi Nwosu and his chair/storage design for younger children’s room. Could be useful in the new boarding school.

      
Leo Woolhouse with his reception area table design complete with metal structures.

 

D/T club have been keeping the department on their toes with the construction and assembly of some steady hand games and introducing the students to a simple system and control example. The club has restarted and students are welcome to join, Thursdays 3-4pm. 

Year 8 and 9 completed their Desk Tidy project and to celebrate, they made a small exhibition outside of the D/T workshop for fellow students to comment on and see their work.

Planning ahead, with an eye on the future, the Art and the Design & Technology departments are aiming to produce a collaboration of learning activities with Mr. Amrit Flora, a visiting lecturer of architecture from Middlesex University in London. 

Kind Regards,
Mr. French and Mr. Benjamin.

 

From Art (Junior School).

20150828_151814 (2).jpg  Year 6 – Have been studying the Tudors, predominantly Henry VIII. Using pencil and oil pastels they have created realistic looking portraits of Henry and his six wives as part of our portrait learning.

 

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Year 5 – Are well into their portrait learning now and have been using drawing materials to create self-portraits and portraits of their peers.

Year 4 – Are studying the Romans and the art of mosaics. Using pencil, coloured papers squares and glue, they are creating their very own Roman mosaics.

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Year 3 – Have completed their study of the Ancient Greeks and have all created Greek vases decorated with traditional Greek pattern. They used card and marker pens to create and complete this work.

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Year 2 – The children have now completed their bright and beautiful ‘Spring Flower Project’ works. They are now learning about the Indian festival of Holi. Using drawing materials they have drawn an image of an Indian elephant which in the comings weeks they will decorate and fill with Rangoli patterns.

Year 1 – The children have now completed building and constructing their 3D recycled sculptures. They have also been creating simple images of the sun using ‘warm’ coloured paint and tissue papers. They are now beginning to look at pattern and the effect of repeated pattern over a large surface area.

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Reception – The children have completed their jungle masks of Lions and Giraffes. They have also been learning how to draw fish and have all created their own underwater scenes using drawing and colouring materials. They will now begin to look at simple 3D sculptures of programmable toys.

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Warm regards,

Mrs. Olga and Mrs. Hayley

 

From Year 2.

As a team, we have been very impressed with the way in which the children have settled back into routine and with such positive attitudes. This term, we are encouraging the children to take more responsibility and ownership in their learning to ensure we are aiming high and being our CIS Best!

In Literacy, we will be learning about extending and adapting stories by significant children's authors. We are looking forward to reading a large range of their stories and acting some out in some role play sessions. By the end of this school term, we will have written our own adaptations and extensions of some popular stories.

Alongside this, we will be investigating different materials and their properties, identifying objects that are made from various materials and why they are the best options for making each item explored.

We are already exploring the best ways to show respect to others and accept other people's views and opinions without losing our own perspectives. 

Endeavour to read with your children. This practice, ideally daily, is vitally important for your child to develop into a confident and fluent reader. If you are having any difficulties with reading you may find it beneficial to ‘debug’ the reading book by reading it to your child first. It can be just as important for your child to hear an adult read the story; it helps to improve their fluency and expression.

In Numeracy, we’ve been rounding up and rounding down. It was a fun activity and the children enjoyed making up songs and slogans to help them remember the rules for rounding up and down. We are now moving on to solving word problems using RUCSAC method.

We have designed our own coins to commemorate the 90th birthday of the Queen of England. Some children wrote birthday wishes on scrolls, some designed birthday cards… It was indeed a memorable day as we enjoyed, picnic style, a lovely tea party and a pretend 41 gun salute, Hyde Park style.
 

   

Best regards,
Miss Ojeiku.

 

From Year 5.

Dear Parents,
Since I last wrote here many events, activities and much learning have taken place in Year 5 and elsewhere at CIS. I have been very happy to have been part of this plethora of valuable experiences and to share them with our students.

For me, the most inspiring and enjoyable experience has been in our “process based” approach to the teaching and learning of Science. I began my career as a Science teacher, teaching Science to Grades 3 to 7 in a fully equipped Science lab in a school located in the east end of Vancouver, British Columbia, Canada. It was a rough neighbourhood but the excitement of discovery captivated the student’s imaginations and motivated them to produce their very finest work. And I discovered the true joy in a teacher’s life resides in seeing his/her student’s faces light up when they learn something, either through experimentation or through practical analysis. Unfortunately, because of cutbacks to the education budgets in Canada and elsewhere, Science specialization in terms of “process based learning” was curtailed and Science labs gave way to Computer labs where students watched Science unfold.

I am pleased to report that “process based learning” in Science does, indeed, take place at CIS.  Our students in Year 5 were reminded of the “Scientific Method” as the basis of pursuing their inquiries and experiments during Science discovery periods. Together we learned how to develop a logbook to record our investigations during the process.

Our students learned how to identify and clearly state a “problem” without any hint of ambiguity. They then learned how to formulate a hypothesis which could be tested.  Following this very important step they assembled their apparatus and materials and began their tests During this process they learned how important it is to measure the quantity of variables used in any experiment as this could affect the outcome and influence their conclusion. They learned about variables and constants and all of the factors which could influence an experiment. Our students learned to use graphs, charts, dioramas, rubrics and other forms of representation to illustrate their findings and conclusions. Finally, they learned how to state their conclusions in a cogent and coherent form which would reflect upon their understanding of the “Scientific Method”.

As a teacher you can’t ask for more. This is learning at its best and most intrinsic. Simply put; to see your student’s faces light up with the joy of discovery is to understand why some people decide to become teachers. There is nothing else quite like it. 

Thank you. 

Best regards, 
Mr Bavin.




From the Computer Studies Department.

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 This term, our Year 7 students are working on a project titled Amanda Fashion, that will require them to create and manage a database. Before the end of this term they will also work on another project that will make them learn simple functions and formulae in spreadsheet.

Year 8 students are working on a fantastic project “All About Me” that will require them to learn and use the following Serif applications:
  • Serif WebPlus
  • Serif MoviePlus
  • Serif DrawPlus
  • Serif PagePlus
  • Serif PhotoPlus

I know that the students would love to learn how to use these applications for this project. I can’t wait to see how this will turn out.

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Year 9 are now working on BTEC Level 2 Unit 3 (Computer Systems). This unit will broaden students’ knowledge on:

  • Common components of computer systems
  • Different uses of computer systems
  • Computer hardware connections
  • Configuration of computer software

This unit activities include: role plays, peer assessments, group discussions and presentations. This session ICT is an optional subject but from next session it will be a part of the core subjects. However, it comes with three options i.e. IGCSE ICT, Level 2 BTEC IT and ICDL.

KS4
Year 10 students are presently working on the practical aspect of the IGCSE ICT which includes:

  • Word processing
  • Desktop publishing
  • Web authoring
  • Presentation software

I am sure they are enjoying their learning as well as the BTEC students. Year 11 students are through with their syllabus and they have written series of tests that would prepare them for the IGCSE ICT exams starting by the end of May 2016.

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Best regards,

Sharafa Monsur.

 

 

From the Music Department. (Senior School)

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Dear Parents,

We continue with our instrumental practices and ongoing skills in stylistic performance and rendition.

Added to this:

Year 7: Are studying medieval music about the times in which medieval music was developed and how a medieval piece would have been performed; we are learning about the influences on medieval music the typical musical devices of the period such as plainsong, parallel motion and melisma. At the end of the half term we will be able to understand how medieval musicians composed music and will develop our compositional techniques.

Year 8: Are looking into “Night music”; we will learn how composers have used musical elements and devices to explore the theme of the night. We will create and perform music in the style of nocturnes and also reflect on the key characteristics of nocturnes. We will explore programme music and use music to paint pictures and tell stories.

Year 9:  Will be looking at “music for special occasions”. We will learn about fanfare, the harmonic series for brass instruments, and music for funerals (with particular attention to Funeral music of Queen Mary).  Wedding music of course will not be left out we will study the Bridal march from Wagner’s opera Lohengrin and then compose our own fanfare to be used at assemblies and other school functions.

Year 10: Are studying music from the common practice era specifically looking at Mozart and Chopin. We have explored minimalist music and how to compose using electronic and ICT devices. Our performance is getting better as we have now intensified our practice and attempting more challenge repertoire.

Outside the classroom, the music department has qualified to perform in a music festival at MUSON centre on the 26th of April and 27th of May 2016. It will be fun to attend because it will be the first time the Senior and Junior school will be performing as a ‘one-unit’ outside of school.

The music department also had a short lunch show in the music room where the CIS senior school band featured Destiny Fraser singing “The house of the rising sun” to some students and teachers during break. Comments from teachers indicated that they want more of such short performances during school hours it helps them to relax.

We will have a mini concert to show the talent of our students from the whole school just before midterm (information will be passed on shortly)…… Watch out. 

Regards,

Korede Omopeloye
HOD Music


 

 

From KS2 Music.

Dear Parents,
All of the Key Stage 2 students are given the opportunity again to show their musical talents in our classes; every student is given the opportunity to shine in music. We continue with our ongoing skills of learning the clarinet and the guitar for the lower and upper Key Stage 2 respectively.

In addition to this, Year 3 have started to identify descriptive features in art and music; they analyse and comment on how sounds are used to create different moods, they will also be learning how to recognise and explore different combinations of pitched sounds; they will also explore different combinations of rhythmic sounds and compose music to describe a picture in groups of two or three. They have also started playing their clarinet with musical notes. Most of the children can now identify the letter names of the treble clef and also play it out using the clarinet. Year 4 students start to identify different sound signals and play them by ear; they also discussed signals used in the community and perform rhythm patterns following a musical signal. They will also be showing their creativity in inventing suitable lyrics for a verse of a song. They have started playing simple melody on the clarinet with music notations; they can also identify accidental notes on the musical staff.

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Year 5 has started to identify how a mood is created by music and lyrics; they also learn part of a new song quickly and sing it confidently from memory, they will also be playing accompaniments with control and accuracy, using notation as a support. They have also started reading musical notes on the treble clef with knowledge of accidental notes. They have started playing chromatic notes on the first four frets of the guitar. Year 6 started learning different families of the orchestra instruments; they also learn how to read musical note on the staff and sight play with the guitar. They are also learning how to play the chromatic scale on the guitar.

 

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Kind regards,

Seun Oluwabusuyi
KS2 Music Teacher

 

From KS1 Music.

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How time flies! We are already almost at the end of the school year. Children have learnt so much and there is still a lot more to discover during the last term of this school year.

Year 1 children are going to continue exploring elements of music. We will be learning to discriminate between higher and lower sounds and to create simple melodic patterns. Every child will be given opportunity to play tunes on glockenspiel, keyboard and piano. At the end of this unit,  ‘Jack and the beanstalk’ story will be performed in groups using instruments, vocal sounds and movement. 

In Year 2 the main focus is to further develop recorder skills with emphasis on tone production and note reading. The pupils have presented several recorder performances at assemblies and their recorder repertoire is expanding. A number of very able children are already showing dexterity and great enthusiasm in this area of practical music. We are looking forward to present some of our favourite recorder pieces at Music department’s annual concert of vocal and instrumental music coming up next month.  Mr. Korede, the Head of Department will be providing full details very soon about this. 

As you can see on the attached photographs, children are having lots of fun singing and playing classroom percussion instruments. When they make music together, they find friendship and happiness. 

Kind regards,

Mrs. Ludmilla Oresanya (KS1 Music)
 

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 From African Studies.

We have been up to an exhilarating start in African Studies this term. Last term was a fun filled learning experience for us and we promise it will be a BLAST this summer term. A sneak peek into our activities this term: 

In Year 1 the children have begun to explore the concepts of ‘fighting a good cause’ and ‘never giving up’ through the eyes of Nelson Mandela. In order to understand democracy and equal rights in South Africa better, the children have located South Africa on the map and also checked out different cultural groups in South Africa. Finally, the children will create a Nobel Prize and present to their own hero.

The Year 2 children have kicked off the term by understanding who a citizen is and that a country consists of its citizens and a government. The children have a clear understanding of civilian and military government in Nigeria. We are presently comparing previous Nigerian governments, analysing if they were ‘democratic’ or ‘undemocratic’. Finally, the children will create their own newspaper article to report the events of May 29th 1999 that took place in Nigeria.

In Year 3, the children have begun to wade through ancient and modern Egypt. They have been introduced to the type of government ancient Egypt operated, how the people saw their kings (Pharaohs) and how they lived. The children saw different ways by which Egyptian history was preserved; they used papyrus, palette and Rosetta stones to keep records. We also explore the use of hieroglyphics in writing our names and other simple words. The children will also learn about ancient Egyptian pyramids. With these, the children will come up with an information pyramid, which they will present at the end of this term. 

Students in Year 4 made an inquisition about the legend of Sundiata of Mali, through the use of griots, which were groomed to tell traditional stories. The student came up with a role play, demonstrating the life of Sundiata, the first Emperor of Mali and grand-uncle of Mansa Musa. More so, we will focus on the eventual creation of Timbuktu by Mansa Musa where the first university in Africa was built. At the end of the term, the students will be able to review their learning by using mixed media to create legends of Mali kingdom. 

Making enquiries into the spread of Islam in Africa is our focus this half term in Year 5. The students have been able to trace this spread to some of the ancient empires in Africa. We have also examined the influence of Islam on Hausa culture in Nigeria and the man who facilitated a jihad that led to the change in the Hausa culture- Uthman Dan Fodio. The students will be taking a glimpse on the creation of the Sokoto Caliphate and they will illustrate an organogram, representing the structure of the Sokoto Caliphate. 

Our Year 6 students carried out an investigation about the Zulu people of South Africa, their history and culture. The students identified the life of Shaka Zulu and how he reformed the fighting strategy of the Zulu people. They will explore their oratory skills by staging a debate title ‘Shaka, a tyrant or a visionary?’ The students will write an argumentative piece at the end of the term.

  

Year 1- Democracy and Equal Rights

Year 2 – Democratic and undemocratic system of government

Year 3 - Used hieroglyphic (Egypt ancient writing) symbols to write their names and some simple words.

Year 4 - A role play about Emperor Sundiata of Mali

Year 5 - Locating Geo-political Zones in Nigeria

Year 6 - Giving a talk about Shaka Zulu of South Africa

 

From Year 6.

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Do all 10 and 11 year olds have the same heart rate?
The Year 6 students went on an investigation in search of their pulse and luckily they were able to find it!  In learning, one of the things they found out was that the heart is a muscle which pumps blood around the body through arteries. They also found out that they can feel the blood pumping where the arteries are close to their skin; this is called your pulse.  You can find your pulse in several places. Here are two of the easiest places to find it.

 
To find your pulse in your neck

Put your index and middle finger of your left hand onto your throat.

Feel gently to the side of it, and you will find your pulse beating.

Or

To find your pulse in your wrist

  • Gently place 2 fingers of your other hand on this artery.

  • Do not use your thumb, because it has its own pulse that you may feel.

  • Count the beats for 30 seconds, and then double the result to get the number of beats per minute.

 

The students were put to the test to find out what their heart rate is while resting and while being active.  Upon their observation, the students discovered that the heart rate at rest and active were not exactly the same and that the heart rate when active is much higher than at rest.

 

        

They were also able to observe that not all 10 and 11 years have the exact heart rate, but were able to understand that most 10 and 11 year old’s heart rates fall within the same range.

Here are the steps Year 6 used in finding their analysis:

 

1.     Purpose

2.     Hypothesis

3.     Materials

4.     Procedure

5.     Observations

6.     Conclusion

By using these simple steps to a scientific observation, the students were able to state their purpose for completing the investigation, carry out and observe their study and come up with an outcome.  These steps can be used with any Science Topic.

Kind regards,

Mrs Curbie Ibrahim
Year 6B Teacher.




 FROM THE PHYSICAL EDUCATION DEPARTMENT


Dear Parents,

I would like to start off by thanking you all for your continued support during our various sporting programs and this is the motivation that we really need. It is in fact very encouraging that the students are now very involved in wide range of sports and games competitively.

For this term, we have started off with Cricket and Rounders after which Badminton, Table Tennis and Gymnastics will also be taught during curriculum time. We will also be working at training athletes who will be representing our school at AISEN competitions in Swimming, Badminton, Tennis and Table Tennis.

The department have also organized the Swimming Gala which is centred at showcasing the various swimming techniques under a very competitive atmosphere. The event did also give parents and well wishers the opportunity to see the potentials and great talents in our school. At this year’s event, old records were broken and new ones were set.

 

 

   

 

    

 

   

 

  

 

    

 

      

 

  

Regards,

Coach Payne



 

From the Science Department.

Greetings from the Science department. We are glad to have everyone back with us for term three. During this Easter break, some of our students in Junior and Senior school went on a school trip to Orlando Florida. They had a fantastic time visiting the Orlando Science Centre, the Astronaut Training Experience, Kennedy Space Centre and several Universal theme parks. They met a real astronaut, launched and landed a rocket safely and received a certificate duly signed by the astronaut.  Below are some of the comments with pictures by the participating students.

"My Orlando, Florida School Trip" On the third day we went to ATX (Astronaut Training Experience), where we learnt how to be a true astronaut. We went on a mission to launch a rocket into space and succeeded. We also did zero gravity. It was so amazing - all of it. We even got to meet an amazing astronaut. My favourite part of the trip was the space mission because we got to experience how astronauts lived in space. At the end everyone was awarded certificates and badges, signed personally by an astronaut.                                                                         by Onamma Maduewesi Y5.

"My Fantastic US Trip". The experience to ATX, United States of America was phenomenal; it was the most intriguing experience that I have ever had throughout my 11 year old life. All the theme parks and famous educative locations were really cool and mind-blowing compared to what I've seen before with family! It was a balanced trip: three days of education, three days of fun and rides.                                                                                                                                                       by Pradyumn Mishra Y6

“My Amazing experience during the US Trip”
“I was so excited during the trip. We visited different theme parks and best of all, the mission to launch and land a rocket.  We actually met a real astronaut and were given a certificate he personally signed. I even got a voucher prize as the best behaved student during the trip. I am glad I was part of this trip”.
                                                                                                                     by  Sai Sriyaa Y7

In our lessons we are equally having a great time as we treat various topics.

Our Year 7 students have just concluded discussions about circuits and are presently studying the different energy resources.  A debate was held and the students had the opportunity to argue for or against the use of nuclear energy as the source of energy in Nigeria.  Also, why solar power may not be the most suitable source of energy in the UK.  Below is a cross section of students during their debate /tug of war presentation.

Year 8 students are discussing sound and hearing.

Year 9 students are treating thermal decomposition of different chemical compounds; while Year 10 general science students are treating electricity generation and respiration during their extended biology lessons.

Year 11 science students have since completed their controlled assessment examination with very good grades.  Particular focus is being placed on improving their question answering skills so they can achieve very high grades in the written exams. They are looking even more closely at the syllabus specifications as well as examiner reports for the past papers for additional tips that will enable them achieve their best in the May/ June IGCSEs.

We wish them success in the written papers.

Regards.

Miss Mordi

 

From the Humanities Department.

Dear Parents,

We hope everyone enjoyed the Easter holidays and the glimpses of sunshine. Our students have returned refreshed and ready for learning as we embark on this busy summer term.

This term we will continue our focus on active and interactive outdoor learning, citizenship, educational visits and community events.

It is interesting to note that within one week of returning the Year 7 and Year 9 students have commenced their Humanities-led cross curricular projects on Defence and National Security, and Coastal Management Strategies respectively. They are expected to draw curricular links from about five to eight other subjects to enrich their research and skill knowledge. These projects will last for six weeks and the relevant documents with details of objectives, outcomes and activity tracker (checklist) have been uploaded both on Edmodo learning platform and the Student Area of the school’s intranet for easy accessibility. We have equally mailed similar documents to parents of Year 7 and Year 9 to both inform and assist in monitoring our students. We are confident you will lend your usual support to enable them produce high standard reports, models, videos and posters as required.

Secondly, Year 8 and Year 9 students will embark on an educational visit to the Nigeria Conservation Centre, Lekki on the 5th day of May 2016. This is in furtherance of their study of ecosystem, environmental sustainability and biodiversity interaction. We have already sent out mails with details of the visit. Our Year 10 students are prompt to demonstrate the usefulness of their Work Experience as already being exhibited in Business Studies lessons. They are equally keen to extend their learning outdoors as witnessed in their study of deforestation and desertification environment.

Our Year 11 students have started their community action in fulfilment of the Global Citizenship curriculum specification. They chose their theme for research and decided to extend this through an awareness campaign on the recently launched United Nations’ Sustainable Development Goals for the CIS community.

This campaign is to be assessed and awarded 20 marks of their total Global Citizenship mark for IGCSE examination. Hence they have been working round the clock to ensure they obtain the maximum score. This project is expected to be concluded within three weeks and their undivided attention here cannot be overemphasized.

To this end, we will be inviting you shortly to come and support our students as they present their final message to the school community with regards to how everyone can and should enforce the realisation of these environmental, social and health sustainable goals.

Regards and best wishes,

Mr. Manafa and Mr. Pope.

                                        

 




From Modern Foreign Languages Department

“Education lives beyond the walls of the classroom!!!”

Once again the MFL Department successfully organized a residential trip to Switzerland and France during the Easter holidays. The group of students led by Mrs McGuinness, Mrs Idowu and Mr Grebe left on Thursday 18th March and came back to Lagos on Saturday 26th March. During those nine days, students were exposed to some cultural and historical visits, such as a visit to the Eiffel Tower, Disneyland Paris, the Water Park and the Triangle Museum and the Château de Chillon. Students also had the opportunity, during their time in Geneva, to visit the Cailler Chocolat factory and educate themselves about the history of chocolate and the lives of the founders of top brands such as Nestlé.

This was truly a great opportunity for our students to be immersed in the language they have been learning. Students were able to practice their language skills and they also had French lessons at the Haut Lac International Centre (Switzerland).  All students thoroughly enjoyed the trip.

As a teacher I value the contribution of educational trips and understand the importance of learning outside the classroom. Students are given a wide variety of opportunities to practise their skills and embrace the culture of some countries that speak French.

The students’ behaviour was outstanding and praised by the teachers, the hotel management and the coach company.

 Feedback from students:

“I was very pleased with the trip because we were able to go to remarkable places the Eiffel Tower, the Cailler Chocolate factory and others. What really fascinated me was that I found out how fresh their dairy products were made. In my opinion the trip was extremely astonishing.”

                                                                                                                         Omololaoluwaola O. 7A

  “The France and Switzerland trip was amazing! We got to do so many things. We spent three days in France and eight days in Switzerland. In France, we saw the Eiffel Tower, the Triangle Museum and we went to Disneyland. After that, we went to Switzerland, we went tobogganing there, visited a school and a Water Park and we had language classes. We did a lot of cool things in both places, including shopping. But my favourite was Disneyland and the Water Park. It was a trip I will never forget.”                                                                                                                                    Morojurereoluwa B. 7B
 

Mr Clement Konan
MFL Department



 

From Primary Computing Department

Welcome back to term three for an introduction and thrilling experience with the world of coding and programming learning.
In relation to the technology world we live in and how important it is for our students to be prepared for all the challenges and everyday use of technology we have in our curriculum programming, coding, controls, machines and robots as part of our lessons for this summer term.

Foundation Stage - Children are introduced into the world of control, machines and robots and will learn to give instructions in a sequence form to arrive at a relative and correct result.  Children will practise giving instructions to themselves role playing robots and how instructions need to be correct and precise to achieve the desired result.

Key Stage 1 - The children in key stage 1 will learn to use different programming educational softwares to practise commands, instructions thereby relating some of this instructions to other subjects such as numeracy when terms such as angles and values are used in relation to giving instructions to a floor turtle to achieve a desired result.

Key Stage 2 - Our older students in key stage 2 will have the experience of using educational programming softwares such as scratch and python to leverage their ICT skills to the programming level where they will have opportunity through projects and class work to create games, apps and learn how mobile apps are created.

At the end of this term all the students in CIS across all board will be able to independently talk about and explain what programming affects and how important it is for instructions to follow a sequence to enable us achieve desired results.

The school took delivery of Bee Bot robots to enable our foundation stage and key stage 1 students ample practise time and hands on experience with the robots in learning how to give instructions that follow the proper order in sequence form.

Arogundade . A. Abimbola



 From the Art & Design Department

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" I don't want life to imitate art. I want life to be art!" - Ernst Fischer

"Creating is the essence of life"-Julius Caesar

"Art can only truly be Art by presenting an adequate symbol of some fact in the interior life."--Sarah Margaret Fuller

" Art is the proper task of life"--Friedrich Nietzsche

"Every breath you breathe is more paint on the canvass of this life you are creating. You cannot say that life is pointless because art is never pointless."- Teal Swan  

Welcome back to our last excitingly creative term!

Our young artists ended last term on a really big high! We sent a delegation to participate in the recently held AISEN Art Competition at Supreme Education Foundation which had 15 schools in attendance. Our delegation comprised of 4 students, two from each key stage, and it gives me great pleasure to announce that they gave their competitors a good artistic fight and came out meritoriously.

The breakdown is as follows:

  • Key Stage 3 Digital Graphics: Yousaf Khan--1st Position
  • Key Stage 3 Non-Digital Graphics: Oreofe Akinyemi--2nd Position
  • Key Stage 4 Digital Graphics: Zachary Omitowoju--4th Position
  • Key Stage 4 Non-Digital Graphics: Daniel Adeola--4th Position.

The Art Department would like to thank the school authorities and our dynamic parents  for all your assistance in helping these young artists  achieve some measure of recognition for their talent, it is highly appreciated.
Building up on the momentum created from that victory, another group of very dynamic artists entered in another high profile contest as part of the MUSON CENTRE'S Children's Day Festival  and were shortlisted for the finals taking place shortly. These outstanding young ladies, namely Serene Soyannwo, Jade Mkparu and Olivia Woolhouse all painted characters from popular musicals and produced stunning short videos as they worked which positively wowed the judges.

One of the major takeaways from  all this ties into my personal philosophy which is that our lives are actually inseparable from art in all its dimensions and genres. I constantly encourage our young artists to let loose and allow their vast creative juices flow through their chosen mediums of choice and fortunately they are responding well to my "creative gospel". During the course of this term we will have ample opportunity to showcase this through our chosen theme for this term which is Fashion Illustration in all its facets which will prove to be very interesting. We are drawing our creative inspiration for this from famous celebrity fashion designers/illustrators Gert-Johan Coetzee, Hayden Williams and Lanre Da Silva Ajayi (LDA) so watch this space.
Added to this, the Art & Design Department along with the DT Department, will be having a series of workshops with a guest lecturer Mr. Amritt Flora. He is an architect from Middlesex University, London and this area of collaboration will definitely impact on our young artists positively and productively.
I will end with a quote from Edward Morgan Forster which I love and serves as a beacon for our young artists, "Works of art, in my opinion, are the only objects in the material universe to possess internal order, and that is why  though I don't believe that only art matters, I do believe in Art for Art's sake."

 

** Below are pictures of our artistic ambassadors at the various competitions.20160408_095954.jpg20160408_100103.jpg

 

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Warm regards,
Jay Elone-Nwabuoku: Head, Art & Design





From the Drama Department.

IMG-20130513-00986.jpgHello Parents.

Welcome to term 3. Our term 2 was simply amazing, it was a huge hit, as we had our literacy week. The students performed to great acclaim in the literacy week drama production. The students had series of rehearsals and trainings, especially because total theatre is a form of theatre that has to do with songs, dialogue, acting, dance, props, set, costumes and makeup. After rigorous rehearsals, they all came out of their shells to perform using their artistic skills and talents. The drama production was a success and this made the students realised that they all have potential but have been hiding them. Our literacy week production was “Much ado about nothing” by William Shakespeare. Much Ado about Nothing is one of Shakespeare's most frequently performed comedies. As our thespians performed, the audience had lessons to take home from the production. Many thanks to Parents for their support and encouragement to the students.

Creative performance at the literacy week production in term 2 – “Much ado about nothing”. Here are few pictures:


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The production was fantastic. All thanks to the students.

Drama this term is more challenging  because we are learning on how to be a director. Each student in the class gets the opportunity of directing the class. This is challenging because it is a tough task to direct your mates but the students are actually working hard on that. Directing is not what one can play or joke with and due to this facts, the students are more committed and focused.

Kind regards.
Olayinka Adelakun
Drama Teacher

                                                                                                                                          


From the Mathematics Department

me2.pngIt’s been an exciting year for STEM (Science, Technology, Engineering and Mathematics) all over the world including our school  – Tim Peake, a British ESA astronaut has flown to the International Space Station, gravitational waves in the fabric of space have been discovered, giving evidence for the collisions of black holes…and the summer is set to be filled with even more highlights. A handful  of teachers attended a pilot workshop powered by SHELL Plc called NXPLORERS. It was inspirational and definitely a project we shall be developing over
the course of the year.
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One event I’m looking forward to this summer is the Rio de Janeiro Olympics in Brazil. Think of the million and one jobs that go into preparing for the Olympics and how many of them are STEM related: the sport scientists understanding how to achieve peak performance; the engineers designing the innovative new stadiums, packed with swimming pools, running tracks and velodromes; the designers reducing every last millimetre of drag from the design of bikes, dinghies and helmets. Then there are the software designers creating websites, apps and booking systems for visitors attending the games; the technicians ensuring that all the sporting and broadcast equipment is working so we can see the action. Even the pilots and aeronautical engineers creating and flying the planes that will bring athletes and visitors from across the world to the Games. With new technology and new discoveries being developed all the time, who knows what the Olympics of the future will look like, and which of our students will be involved? As the world changes, one thing remains the same – the constant need for every country to inspire its young people in STEM so they have the skills to deal with an increasingly technological world and, for many of them, to become those advancing science, technology, engineering and mathematics for everyone’s benefit.

It’s predicted that over 14 million jobs will need to be filled between 2012 and 2022 in the STEM industries, so there is plenty of opportunity for all. So let’s embrace these exciting events, and use them to help our young people understand the possibilities that pursuing STEM subjects can open up for them.
The curriculum reforms in mathematics impact all key stages, making the curriculum more challenging. At key stage 3 the major change is the emphasis on fluency, mathematical thinking and problem solving. These themes continue at IGCSE where only 40% of the marks at higher level will be awarded for using and applying standard techniques, 30% for reasoning, interpreting and communicating mathematically, and 30% for problem solving. Our students are confident  applicators of Science and Technology in problem solving due to our cross-curricular approach.
Some of our cross-curricular projects have focused on Scientific methods and strong references to Design and Technology. However, this term we are working hand in hand with the Music department. Students will learn about the relationship between pitch, frequency, and period. Students will then apply their knowledge by constructing their own pan pipes. Project documentation is available on the student Intranet (students.cislagos.com) to enable you support your child at home.flute.jpg

 

 

From the English Department

Welcome Parents,

Time waits for no man and it only seems like yesterday that I was writing the last newsletter.  At this rate the harmattan winds will be reaching us in no time.

And it only seems a little while since we had a Literacy Week with Andy Seed, Judy Waite and Adisa performing and reading in front of our students.  I think Adisa really inspired students with his passion for performance poetry.  Curiously, I was contacting an old friend who said he had seen him perform in North London some years ago and my friend believed it was for the Black History Month celebrations.

These celebrations started in America in the 1920s when Segregation and the Jim Crow laws together with the Klu Klux Klan were doing their worst to the black population there.  I think Marcus Garvey helped to make people aware of their history, culture and identity - and so at CIS I feel it is important that we think about the sufferings and creative spirit of black - and other oppressed minorities - during Black History Month.  

Teaching John Agard's 'Checking Out Me History',  a poem written in Caribbean patois, I was reminded of a time when it was considered acceptable to teach one version of history - that of a dominant ethnic group.  I can recall reading as a child about David Livingstone as a "saviour" to Africa and now I very much doubt the missionary-explorer would be seen the same way today.  I think our students are fortunate to learn in an environment where we have multi-cultural values and tolerance of minority groups.

On the subject of tolerance, it has been pleasing to see that students have been in recent weeks creating things in teams - posters, items to attach to the walls.  I've had - as a Form Tutor - paper plates decorated, papier mache and origami works pinned to my classroom walls and I've seen other such objects around the school.  However, one thing has been lacking a bit.  I'd love to see more poetry - the sort that uses free verse, figures of speech, inversion, enjambment or caesura and the sort that expresses rich ideas.  

  We live in a world full of change at the moment.  A nurse who was infected with ebola and survived last January, has been readmitted to hospital with ebola again - the virus seems to reappear, contrary to the latest scientific opinion.   Current climate change in the Sahel is turning it into desert.  And there are fears that another gigantic tsunami is heading towards Europe.  Surely these are topics which could be best expressed using the form of poetry.  

And I would be really grateful to pupils to submit poetry to me or any other member of the English Department ( Mrs. Abisola Idowu, Mr. Michael Delvin, Mrs. Ireti-jabar Ghateka or Miss Vivienne Ndem) where it could be shown on the school walls - or printed in the next newsletter! 

Stuart McGuinness
(Head of English)

 

From the Drama Department (Junior School)

Dear Parents

Attending a live theatre performance is always an exciting experience that parents want their children to have and being a part of such is an experience that children want to have. Once they’re involved, they put in their very best to ensure they exercise the various acting skills and techniques needed to achieve a successful performance.

Our children have been empowered to understand that it is not just about being a part of a play production, but it is also about agreeing to play a role and go through a “process” of thinking and responding in that role, to share and declare their knowledge, conviction and advice in a dramatized circumstance. They have also learnt that the great thing about the stage is when it’s live and they’re up in front of an audience; anything can and does happen such as dropped lines, missed entrances or malfunctioning props requires them to improvise while maintaining their cool. In this case, the children have learnt to focus, think quickly and make do while giving the impression that they’ve got it all in control.

Looking back on Literacy week; last term our KS2 children played it all right in their performances:

A Recital on “The Life and times of William Shakespeare”   performed by Year 5. And

Lessons learnt from” William Shakespeare’s Macbeth and Hamlet”   performed by Year 6.

It was indeed a success!!! Thanks Year 5 and 6 thespians for putting up a really good show. Your hard work was all worth it.

Rehearsals.......                         

Performance……..                 

This term

Key Stage 1
The children will go through the following:

  • Lots of Pantomime and Improvisation exercise designed to teach them to think on their feet: The essence is to help the children (young actors) explore the imaginative use of five senses in creating the environment of a role, with this; they will learn to focus their sensory and emotional selves in role through speech, verbal and non-verbal communication, narrative pantomime and mime to music, playwriting, storytelling, snippet actions and lots more.
  • Children will touch stories based on cooperation and communication which is a great way to stimulate creativity
  • Puppet Acting

 

Key stage 2

  • Our activities this term, while enjoyable and valuable will address curriculum goals and standards; listening, speaking, reading and writing objectives.
  • The children are to think and work like actors who take the text on the page and present it on stage.
  • Studies of dramatic works and literature will be infused.
  • Drama activities will go beyond reading and discussing into lots of physical action and practice: The essence is to add more energy and originality technique to the children’s acting.
  • Paying close attention to this term’s production- “ANNIE”; the focus study will be based on the visualization of stage setting, stage space, Props, blockings (positions of actors on stage) and all the necessary actions required.

“Most people have the mistaken impression that

acting is just all about pretending and being “fake” in

a strange way in front of others. We are not strange,

we are dramatically different “

                                     

 

We look forward to a successful turn out by the end of this term…Kind regards.

Joanah Onasanya
Drama Teacher (Junior school)



 

From Year 4

It’s been a fantastic summer term since we resumed.

It’s so lovely to see all the children back to school with so much enthusiasm for learning.

Towards the end of Spring term, our children learnt how to plot a story with Mr Andy Seed, one of the visiting authors during the Literacy week.

Following this, we began the Summer term with persuasive texts. The children explored features and elements of a persuasive text. In doing this, they all had an exciting and challenging time designing and creating an advert of their chosen products ranging from technology to fashion and even food! Guess what? They created nice adverts with catchy words, beautiful logos and colourful pictures.

Children relinquished their creativity when they planned and dramatised a commercial advertisement persuading others to buy their product, it was amazing listening to lovely jingles and songs produced.

Bringing Maths alive has been key for the children in Numeracy lessons. Excitedly, children practically found the perimeter of the classroom floor by measuring the distance around with a meter rule. Our children can now find the area of rectangles and squares and understand that area is written in square units.

Back to our world of experiment, exploring “SOUNDS” was fun! fun! fun! Children explored how the ear works, how vibration produces sounds, different states through which sound travels and how it can be muffled. Surprisingly, they realised that sound travels faster in solids when they made a string phone with two plastic cups, and a yarn.

Are you looking for a nice place to visit in Nigeria? These wonderful children will give you some ideas of fantastic places to visit. In topic lessons, our children have learnt different tourist attractions in Nigeria, their location and features.

  

Mrs Onwukwe
Year 4C


From Pre-school

This week was a very important person’s Birthday; can anyone guess whom that might be? YES you’re right it was Queen Elizabeth’s 90th birthday. So in pre-school to celebrate this wonderful event we had our very own, very British, traditional Tea Party with all the trimmings and more. Here are some pictures to show you how much fun we had during our tea party:
Look how well we all sat at the table.                 Look at us holding our tea cups so independently.
            
HAPPY 90TH BIRTHDAY YOUR MAJESTY!

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Children's International School · Funke Zainab Usman Street · Lekki Phase 1 · Lagos 105102 · Nigeria

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