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Table of Contents

From the Headteacher

Dear Parents,

Welcome to the second newsletter of this Term.

Thank you all for your attendance at the numerous events recently - Primary & Secondary coffee mornings, Parent - Teacher brunch, Parent - Teacher conferences, after school and Saturday morning clubs, sporting fixtures and your positive feedback and commentaries in general day to day moments when we see each other. My thanks as well to those of you who attended the PTA General Meeting last week. It certainly promises to be another exciting year as we move forward together for the benefit of our students, your wonderful children. Your feedback and comments are important and we pride ourselves that we listen, discuss, reflect and take action where and when necessary.

I hope you enjoy the half term break. It's quite a scary thought that in 6 weeks we will be finishing for the Christmas holiday. In the meantime, we look forward to local field trips to a bakery, a motherless babies home, a farm, a newspaper and a formulating plant. We will also be eagerly anticipating the VOLT club photography exhibition, One Voice Council Yard Sale, assessments and mock examinations for Key Stage 3 and 4 students, our annual Foundation Stage and Key Stage 1 Christmas production and the Inter House Choir Challenge and Carol Service.

Safe travels go out to Mr. Bimbo (Primary ICT) and Mr. Manafa (Secondary Humanities) who will very soon be heading off to Mount Saint Mary's College in England to spend two weeks at this fantastic school. Later next month, two teachers from MSM, as it is known, as well as their Headmaster and a member of senior staff, will be joining CIS for a two week period. We hope that this inaugural exchange programme goes well and that many more will follow.

We will also be remembering all those who have fallen in wars and conflicts on Remembrance Day, the 11th of November, may their souls rest in peace. Each year the British Deputy High Commission in Lagos arranges for the collection of monies for the Poppy Appeal for the British Legion, who use these funds to support those who have been hurt in conflict around the world and to financially help their dependants and arrange for their remembrance. We at CIS fully support this and hope that you and your children will too by purchasing a Poppy from Mr. Michael, although this is strictly speaking a donation and there is no fixed price. We also hope you will join in with our planned one minutes silence at exactly 11am on Wednesday 11th November. The significance of this eleventh hour, on the eleventh day of the eleventh month is to remember the ending of the hostilities at the end of World War 1, The Great War.

As you may be aware we have had 'Visitors' this week. They are in fact Inspectors who have been with us to compare our self review of the very many aspects of CIS life (with evidence) against what they actually see 'on ground', as it were. The Inspectors represent CfBT Educational Trust, a leading education consultancy. They have a significant profile worldwide in the fields of school improvement and assuring school quality. The company is one of three strategic partners of OfSTED in the UK and on their behalf is responsible for many school inspections.

The Inspector's aim this week was to see if we can meet the standards of a British School Overseas, BSO, (this can only be awarded by the Department for Education - DfE - in England). These standards are based on and closely resemble the standards used in the inspection by OfSTED of independent schools in England. The judgements are made on a four-point evaluation scale:

  1. Outstanding
  2. Good
  3. Satisfactory
  4. Inadequate

Additionally, our visiting Inspectors have been looking if we can receive an additional accreditation, ISQM, International Schools Quality Mark, at either Gold (all outstanding standards), Silver (all good with elements of outstanding standards) or Bronze (a satisfactory standard) level.

CIS has been working towards this week from 2012 and both the accreditations will provide a means by which parents and students are assured that the school has been judged by independent evaluators to meet rigorous quality standards.  At the same time they will support CIS in the school's continual development and improvement.

We are very optimistic that we will achieve a 'Good' award of accreditation in both areas, ISQM & BSO, and once we have confirmation in writing from CfBT, I will be sharing this news with you all. This may approximately be three to five working weeks from now.

I hope you have a very restful and safe half-term break and I look forward to seeing you all on Monday 2nd November.

Regards and best wishes,

Mr. Mark

 

From the Assistant Headteachers

 

me.jpgMeasures of Success

I remember listening to my PGCE Tutors of old as they emphasized the importance of assessment in the learning cycle. There was mention of formative and summative assessments, checks for understanding, rubrics versus checklists, and more. Although I paid attention and took away what I could, it didn't click until I was faced with more authentic circumstances.

More recently, in my academic study I was asked to examine the relationship between progress and attainment and I considered using our school, CIS, as a case for my research; how well do children progress and achieve at CIS?

The school believes students should make good progress in learning every lesson, every day, every week, every term and every year. We know that when students make steady and even progress they are more likely to continue making good progress beyond secondary school.

Additionally the school also believes that the process of collecting data is not an outcome of a process but the beginning of many processes. It is what is done with the data that really matters.

Now I know that enough has been written about academic assessment to fill a library, but when you stop to think about it, the whole enterprise really amounts to a straightforward two-step dance.  We need to collect information about how students are doing, and then we need to share that information (along with our judgments, perhaps) with the students and their parents.  Gather and report — that’s pretty much it.

Why tests are not a particularly useful way to assess student learning (at least the kind that matters), and what thoughtful educators do instead, are questions that must wait for another day.  Here, my task is to take a hard look at the second practice, the use of letters or numbers as evaluative summaries of how well students have done, regardless of the method used to arrive at those judgments.

Student achievement is judged in two ways:

  1. Attainment – this refers to what National Curriculum levels or I/GCSE grades students are. Please see Table 1 for an overview of expected levels at Key Stage Three.
  2. Progress – this refers to how well students have progressed in their learning from their starting point. Please see Table 2 for details on percentages of students exceeding their predicted grades.
     

Table 1: National Curriculum expected levels at Key Stage Three.

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This topic of discourse may prove to be more pertinent at end of Key Stages where there is high-stakes assessment. Particularly so at the end of Year 11 where the all important I/GCSE and other Level 2 examinations are taken.
 

Table 2: Percentage of students exceeded CATs (Cognitive Ability Tests are standardised tests taken in majority of UK schools) predicted grades.

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I refer to my question posed earlier: how well do children progress and achieve at CIS?

Your judgements are welcome. For similar data on previous years’ cohorts please go to http://www.cislagos.org/cis-secondary-school/assessment-exams/examination-results/

Kind regards

Esther Anozia
Assistant Headteacher (Secondary, Academics)



 

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I have been doing some reflection over the last few weeks about the direction of the school, what are our strengths, the opportunities out there for us as a school and areas where we need to improve. I have also gathered some candid insight into the views of a selection of students, parents and teachers. However, to help me contextualise these views and perceptions, I had to look at the vision of the school even more critically. Please indulge me as I share the vision of CIS, I know you must have seen and read it on our publications.

“At CIS we are committed to delivering a fully inclusive education through quality learning, teaching and assessment. We will provide a sound educational programme using the best practices.

A school where every child and member of staff is passionate about learning and all are given the opportunity and encouragement to achieve their full potential.”

I would also like to share the views of a student that joined us recently from a popular school in Lagos. I wanted the views of somebody new to the system, to see if our vision can be “felt”.

“Good evening Mr Chidi,

My name is …………. , I'm in year ….... We met earlier today during second period in the ICT room.

I'm really enjoying CIS . The students are very friendly and the teachers are very encouraging. I like the fact that CIS is multicultural . I think it helps students respect other people's views and their culture. I also like the way the lessons are taught . How they are focused on both visual and audio learning.

However, I find that we get a lot of homework and research work . This is a good thing as in my opinion I think it is preparing us students for what to expect in university but it’s quite a lot and deprives me of my sleep .

I've met a lot of students who like me for who I am and I feel free and relaxed when talking with them.They respect my views and encourage me when I'm afraid to do something. They also cheer me up when I'm down.

So far I really like CIS and I'm glad to be a part of this wonderful community”

As I continue on my “SWOT” journey, please send me an email or just stop me when we cross path in school and share your thoughts with me.

“A mission statement is not something you write overnight... But fundamentally, your mission statement becomes your constitution, the solid expression of your vision and values. It becomes the criterion by which you measure everything else in your life.”

Stephen Covey

“Be stubborn about the vision, but flexible with your plan.”

John C. Maxwell


Please familiarise yourself with the Complaints Procedure recently added to our website.

Kind regards

Mr Chidi Nwankwo
Assistant Headteacher Pastoral

 

 

 

22 Oct 2015 09:33:09.jpgHomework

I read this article that I thought was brilliant and I can’t help but share. Most of the suggested tips will work (for some parents) but you can all find at least one idea to implement, which could support you with managing your children’s time after school.

This is a long read, even though I have edited it slightly, but it is well worth it. The link to the full version is available at the end of the article.

Enjoy!

Joy Isa
Assistant Headteacher (Primary)

 

Homework and Bedtime Arguments: 8 Tips for Calmer Nights with Kids
By Dr. Joan Simeo Munson

I’ve found that the most effective plan for eliminating homework/bedtime woes starts as soon as your child gets home, not at the end of the day when everyone is tired and probably not at their best.  Here are eight tips to help you create your Calm Evening Plan. You can try all of them or pick and choose.
 

8 tips for calm evenings—after school through bedtime

  1. Hold a Quick Family Meeting.
    Begin the process on a weekend by calling a family meeting.  Let your children know that after school time, right up through bedtime, is going to run differently from now on.  Keep it simple and let them know the goal: to get as much completed before bedtime with as little stress as possible. You can say, “We’re going to try something different starting tomorrow after school so things work better for all of us.”
  2. Set Expectations and Consequences.
    Establish rules for what has to get accomplished as soon as your children get home from school.  For kids of all ages, this can include putting shoes and jackets away, emptying lunch boxes and water bottles, and setting up their homework at their study space.  Tell them ahead of time what the consequences will be if they don’t do their chores, and be sure to follow through. Setting some simple ground rules can keep chaos from erupting after school. If your child complains about homework after school, point him back to the ground rules and consequences.
  3. No Screens.
    Watching TV or playing video games when first arriving home from school make it difficult to begin homework or chores and should be eliminated from the afternoon ritual.  So does having access to other electronics (phones, tablets, etc.); have a basket handy where all electronics go as soon as your child walks in the door.  When you want your child to have their electronics returned or to be able to watch TV is a personal choice.  Just be clear that permission to use the phone during a break involves a specific time limit and then the phone goes back in the basket.
    But what should you do if your child needs his laptop or tablet in order to do his homework? One solution is to have tablets and laptops parked in a visible place and allow your child to "check them out" in order to use them for homework. This means they alert you that they need them, what they are using them for, and the length of time they will be used.
  4. Allow Decompression Time.
    Allow your kids a certain amount of time to decompress, but make sure the amount of time is decided upon prior to when “down time” starts.  If your child has a lot of energy, a 15-minute bike ride can help release it.  If your child is tired, a snack may be the answer. Just remember to stick to the agreed upon time limit.
  5. Divide Homework into Doable Sections.
    Homework should begin after decompression time so that it doesn’t interfere with bedtime.  For kids of all ages this tends to be a challenge, so breaking homework up into doable sections can help.  Some parents find it helpful to have their kids divide their homework into sections:  what they want to start on immediately after school, what they wish to work on after chores or dinner, and if necessary, what to finish up later in the evening, after they shower or complete an extracurricular activity.
    Some children need breaks in between assignments.  For younger children, set the timer (15 minutes is usually good) and explain that once the timer goes off, they have to sit back down and continue.  Older kids can set their own breaks, but make sure that break doesn’t turn into an hour on the phone. Let them know how they can access you for questions; for example, what’s a good time to call you at work?  For younger children and middle schoolers especially, determine how you’ll check in on their progress.
  6. Set up Mom or Dad’s “In Basket.”
    Have another basket or a small area set aside for kids to put anything that has to be turned in the next day or later in the week.  All permission slips, envelopes for money for field trips or the cafeteria, notes from teachers or coaches, or information about upcoming events get placed here.  After dinner each night, review what’s in the basket and organize accordingly with each child. This will help ward off frantic early morning searches for that note from the teacher.
    Consider also using a long-term planner. Each child has their own slot in which long term paperwork goes, like rubrics for long-term projects, reminders for picture day that’s not for another month, outlines for book reports, or sports schedules.
  7. After Dinner, Focus on the Morning.
    If homework still needs to be completed, continue enforcing the “no electronics, no distractions” rule.  For younger children, it may be time to start getting ready for bed.  But no matter what, for everyone it’s time to get ready for the next morning.  Completed homework goes into backpacks, along with school books, signed permission slips, snacks, water bottles, and gym/sports gear.  Once these are in order, backpacks get placed by the front door.
    For children ages 8-12, have them create a checklist that gets kept in an accessible spot (say, the refrigerator).  They can use this to help them get organized in the evening and as a double check in the morning.  Teens can be as spacey and disorganized as toddlers.  But, this doesn’t mean that you should treat them as you would a toddler!  On the contrary, teens need to focus on getting more organized the night before in order to prevent lapses in the morning.
  8. Establish Bedtime and “Get Ready” Time.
    Devise a nighttime sleep plan that you commit to adhering to each school night. This includes setting an expectation about what time is bedtime, and that getting ready begins around 30-45 minutes before your child is in bed.  (Any shorter and your child will feel too rushed; while any longer invites stall tactics.)
    For younger children, this routine might include bath time, getting pj’s on, and a few stories before they are tucked in.  Kids this age also enjoy picking out what they will wear the next day, which prevents early morning hassles for you. If your child has trouble falling asleep, stay calm and stick to your plan, telling them that you expect them to go to bed and stay there.  For teens, set an expectation about their bedtime by saying something like: “I’d like to see you in bed by 10:30.  Let’s talk about how much homework you still have to finish up.”

Conclusion
Consistently following a calm evening plan for your family may seem impossible many nights, and truthfully, some nights you won’t be able to follow every expectation you set for yourself or your children.  But having a plan is the key to reducing the stress and disorganization that most parents experience during the school year.  Remember that it doesn’t have to be perfect, just reliable, realistic, and in place.

Read more: http://www.empoweringparents.com/fixing-nighttime-routine-kids.php#ixzz3pHYvLmw3

Best regards
Joy Isa

From the Teachers

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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: we have been trying to recognize and explore how riffs fit into a song, describe the structure of a song using appropriate musical vocabulary such as: Riffs, intro, hook, outro, middle 8, chorus, instrumental riff, solo section bridge, verse. We have started to write our own lyrics and very soon we will be able to set memorable melodies to our own lyrics, and eventually create a good riff as a hook to our songs.

Year 8: we are looking at reggae music and the culture that it comes from it by exploring the different layers of sound that make up the texture of the music. We will apply our understanding of reggae music to our composition and gain experience of performing music with others. Understanding the culture behind reggae will help the students to see how the music has been influenced.

Year 9:  we have been listening to, performing and composing using a range of different types of chords from jazz music. We have performed the well known jazz chord progression called the 12-bar blues and a walking bass line-performing a melody that is based on notes taken from a chord progression in a traditional swing jazz style and recorded them using the AUDACITY software. Yes! We enjoyed performing “All That Jazz” from Chicago the musical. We now know the difference between common chords, 7th chords and added notes chords.

Year 10: We have been using unfamiliar instruments to practice ensemble improvisation using the blues scale and 7th chords. It was really interesting to find out what other instrumentalist feel like when they play a different instrument other than their primary instrument. We have been studying music from the common practice era but mostly the baroque and classical era composers, we also touched on jazz and analysed some of Miles Davies’ performances in preparation for GCSE coursework. We are studying theory of music extensively as we need to start writing music musically.

The music department presented a very mini musical display to parents and teachers at the parents’ teacher brunch earlier this month. One can see that the students even the little ones have started developing more confidence on the performance stage- our aim in the department is to make our students fantastic performers and virtuosi as the case may be.

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


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Kind Regards,
Korede Omopeloye 
Head of Music
 

Music in Key Stage 2Pics 1.png

Year Three students can recognize how musical elements are used and combined to describe different animals. They learned how to set up the clarinet.  Proper posture and holding of the clarinet was also introduced leading them to play the notes E, D and C. Their finger coordination is becoming much better and they are learning to use the right hand to hold the clarinet as well. Their music reading skills are improving daily as well as their sound. We have started playing simple pieces with the three notes learnt. 
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The students now have the knowledge of the letter names of treble clef lines and spaces. They now understand the different note values of the whole note, the half note, the quarter note and the eight notes in music. They also understand how this could be linked to literacy. Well done Year Threes. Keep up the good work!

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Year Four students were taught repeated rhythmic patterns. The students used their Numeracy skills to understand and use the note values. New students in this year group were introduced to the clarinet while the returning students revised what they already knew using the ongoing skills to play simple melody together in the class. Some new musical vocabulary like Dynamics, Presto and Largo is well understood by the student. Their music reading skills are improving daily.

Year 5 students began to explore the cyclic pattern (a cyclic pattern is a melodic or rhythmic pattern that is repeated over and over again). The students were introduced to the guitar, the basic posture of playing, the care of the guitar, the string names, note values and how to count the pulse while playing.The students now have the knowledge of the letter names of treble clef lines and spaces. The children now understand that their Numeracy skills are vital for music: they were made to do some division and addition in counting the note values of dotted notes and tied notes in music. We learn how to work together as a team to create music, as well as how to shape our own individual voices and talents.We have started exploring two-part singing techniques and instrumental accompaniments, giving the more musically-advanced children an opportunity to be challenged. All students are encouraged to give their best and to contribute to the group, and we take pride in our performances and our teamwork.

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Year 6 students have started to explore beat and syncopation through song and body percussion; they have started developing co-ordination and rhythm skills and also performing a rhythmic sequence to a piece of music. We also had the opportunity of changing our learning environment by taking our lessons out into the field.We have learned to sing together as a team the song “We are in it together” and “It’s good to be me”.  The children learned about the different types of human voices and then discovered what parts they sing. They then went on to research on great singers who sing the same part as they do.

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CIS Woodwind Orchestra
Learning an instrument requires a lot of dedication. In order to prepare adequately and to deliver good performances, the students come to the music room twice a week in the mornings from 7 o’clock to twenty five minutes past seven,  as well as two or three times during their second break between ten past eleven and ten minutes to twelve.

We have had five performances this half term: a solo presentation on curved soprano saxophone by Aiyeola Ayodeji playing March from Scipio by G.F. Handel; Greensleve, an English traditional; “Ode to Joy’’ and Nigerian National Anthem at the Independence day assembly together as a group and it was well received. Other performance includes solo by Aditya on the guitar playing on my way, Nyoreme played Fur Elise by Ludwig van Beethoven on the Piano and Darsh Gupta gave an amazing piano performance on the piece Amelia.

Clarinet and saxophone players learn to play a variety of pieces and styles in small and big ensembles. The children will also be introduced to examinations set by The Associated Board of the Royal School of Music(ABRSM) next year. For these students, the Music Department will offer extra saxophone and clarinet practice through after school activities.

Warm regards
Mr Seun Oluwabusuyi
KS2 Music Teacher

 

WP_20150120_003 (2).jpgMUSIC IN KS1
What an exciting time we had in music during our first half term. Children were able to learn several new songs and perform them with a clear understanding of chorus and verse structure. Our music focus was duration. Children have developed the ability to discriminate between longer and shorter sounds and to use them to create interesting sequences of sounds. They enjoyed making new verses to songs. Working in groups, they all practised composing percussion accompaniments, using classroom instruments.

Year One pupils have been introduced to recorder playing and they are making a steady progress and show a lot of enthusiasm. At the end of this week they will take their recorders home to practice the acquired skills over the half term holidays.

Year Two students are working hard to begin to read music from formal notation. Some of them had an opportunity to perform recorder pieces to a large audience at the PTA brunch earlier this month. They have been given several recorder pieces to master as their homework.

Music lessons are always fun at CIS, while the children gain broad and balanced musical education.

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Best wishes
 
Mrs. Ludmilla Oresanya
Music teacher KS1


 

 

From the Early Years Library

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Dear Parents,

Welcome to the Early Years Library, a magical place for imagination. At CIS we believe in lots and lots of reading. Research has shown that reading is one of the best activities to provide the foundational language that young children need to succeed.  The children (including our youngest ones in Preschool) get to visit the library at least once a week to borrow books and also get involved in lots of fun-filled activities such listening to stories, colouring, drawing pictures and watching videos.

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The Year 1 children are particularly excited because they now get to choose not just one book but two books from a different section in the library (Key Stage 1 section).  Children in Years 1 and 2 are allowed to choose a fiction book and a non-fiction book.

Year 2 have been learning about ‘Characters in a Story’.  The children are able to describe their favourite character from their favourite stories and why that character is their favourite.

Remember you are always welcomed in the Library to return or borrow books for yourself and the children. We look forward to seeing more of you, our parents.

Enjoy the half term break.

Cheers

Mrs. Olajumoke Ejaife
Assistant Librarian

From Pre-School

HANDA’S SURPRISE

Over the last few weeks in pre-school we have been learning all about ourselves. What we look like, our likes and dislikes, and how to keep healthy. The children have been learning about different types of fruits and vegetables that help us grow and stay healthy, we used the story Handa’s Surprise as a springboard that would help us explore different types of fruit we may find in our environment. Here are some pictures that show how we did this.    

We listen to the story Handa’s surprise, We went outside and picked some fruits.


 Look at some fruits we picked.

We carried the basket of our fruits on our head just like Handa did

Look at us dressed like Handa did in the story.

With Love from

Pre- School .

 

 

From Nursery A:

station.jpgThe use of ”Learning Stations” is a fun way of doing various activities simultaneously. Learning Stations encourage social skills, hands-on learning  plus provide an opportunity for active engagement.  Young Nursery children pick up the idea that it’s ”Game time’’ as most of the learning stations provide fun activities like water play, mini-games, painting and stamping or shaping and molding.  At station time we aim to stimulate different types of learners like audio visual, kinesthetic, auditory, tactile, sensory or analytical types. So if you are an active learner this will prove interesting.  The small work ratio in each station enables the learners to all have a go at speaking and sharing ideas.
At the end of the specially fun activities we all share the significant insights from our experiences at the different stations.  In child speak language, “I caught a fish” from Mayowa.  “I molded bread” from Jonathan.  

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Kindest regards

Vee Esguerra
Nursery A

my photo.jpgFrom Design and Technology

Welcome to Newsletter 2 and more news from the Design and  Technology department. We have started our D/T club and are busy constructing our first project, a wooden wheeled toy car. The image shown below is only an example and we look forward to having a whole garage full of toys later on.We will be using very distinct, tightly focused practical sessions during our time in club to produce good quality practical work.All club members will benefit by increasing their practical abilities using the tools and equipment available to them in this well equipped school workshop.Club members will have the chance to work with wood, metal and plastic over the course of the year.

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As promised the Year 10 coin table football project is coming along and will be featured in a newsletter in the future. Mr Benjamin and myself welcome the new Year 7 students to D/T and know they will benefit from their experiences in this subject area.

Regards,                                                                                                        
Mr French and Mr Benjamin.

 

 

From the Humanities Department

 You are most welcome to the humanities department, our esteemed parents. We believe in the department that recognizing, rewarding and celebrating achievement are important in terms of raising attainment since they increase students' self esteem and create a climate where excellence is admired and desired. Our definition of success in the humanities department includes the whole range of achievement: academic, social, spiritual, cultural and personal and covers target and improvement.  It follows that we constantly seek to create a wide range of opportunities within and beyond the classroom in which students may succeed, and we look too at ways of recognizing students' skills and achievements outside school, as a way of showing that we value the whole child. It is also our intention that students learn to value themselves and they should be given opportunities to reflect on and record what they have achieved.
So have you heard about the speaking wall? Speaking wall is simply defined as start-up that helps people to connect with what they are passionate about through self expression and most times in poster style. Our theme for some weeks now in the humanities is to propel students to radiate the uniqueness of their individual speaking walls.

The walls are designed to facilitate learning for our students thereby enhancing the culture of curiosity and accomplishment. Please join us to celebrate some of our students’ works and do encourage them when they come back home with assignments that involve self expression and research.  Bien venue!


Thank you. Mr Manafa and Mr Popoola on behalf of the humanities department.


 

From the Science Department

Our science geniuses are at it again. We have been busy in the last weeks.  Our students are learning to be more and more independent and organized with their work whilst discussing the various concepts lined up. They are also learning to better demonstrate the various skills they have learnt in science. Year 7s just concluded a unit lesson on cell structures and functions. The unit focused on the structural differences between plant and animal cells; the different organelles in a cell were described. Furthermore, we looked at the different specialized cells in plants and animals with their functions as well as the levels of organization in living organisms. The students were given a project to build a model of either the plant or the anima cell. We have received amazing projects and one is from our Sciencezooka Louis Jordaan. His model of the animal cell is a masterpiece. He appropriately represented each cell organelle with an excellent application of the skills he acquired from Art, D&T, Mathematics and Science.  This is a project fit for a museum display.


Louis Jordaan.

 

Our GCSE and IGCSE students have just concluded work on Biological molecules with a Biochemical test for the presence of simple sugars, starch, protein and fats in simple everyday foods. They now have an understanding of how quality control is maintained.  QT Agencies have unique quality assurance checks carried on edible foods to ensure they contain the stated nutrients.

Year 8s are working on food nutrients and the effects of cholesterol on the heart functions. View the students below during their “Giant heart game”.

The year 10 physics boys below are at work doing a circuit competition; let’s see who connects the most complicated but working circuit. It’s interesting to see how speed and accuracy applies in physics investigations.


Next we see Year 11 physics have been working on heat transfer while the Biology students are having a most interesting discussion about reproduction in living organisms; Genetics and variation.

Finally, our Year 11 psychology students have just finished learning about phobias and they did an interesting survey around the school to find out what really shapes our fears. They looked at some very interesting questions. Are we afraid of snakes because our ancestors were afraid of them and they passed on the ‘fear of snake’ gene to us? Why are we not scared of pens, paper, cars, etc? Is fear cultural? How can we treat those who have phobias? Next topic up for them: Are criminals born or made? It promises to be a roller-coaster of fun debating the psychological and biological causes of criminality.

Year 10 psychology students have just completed learning about the how the brain gets deceived and ends up perceiving something that is in conflict with the actual reality.

 
 
This is what we call 

Here are some examples, what do you see?

For us to be able to make sense of these figures; we use the Gestalt principles that were coined by the German Psychologists who basically surmised that: the brain tries to make good form, it tries to make sense out of what the eyes see. This is best summarized by Aristotle’s famous quote:

Best wishes

Miss Mordi V.N.
Science Teacher.


 

 

 

From Year 6
Learning, Working and Achieving Together

‘Working together’, ‘Collaborating’ ‘Working in Pairs’ or ‘Teaming Up’ either sounds and feels more alive in all our lessons. The children do understand what these terms mean and can easily relate with them. Having the understanding of shared benefit on a particular goal and knowing that the reward of achievement goes to all is one of the driving force I have observed in the past seven weeks amongst the children. This feels really great because the children are beginning to take more ownership of their learning while I am seen more as their facilitator rather than an instructor.


 

This ‘Working together’, ‘Collaborating’ ‘Working in Pairs’ or ‘Teaming Up’ works hand in hand with SMSC providing the children the real basic tools necessary for their learning. The children are:

*Self aware- they recognise and identify their own interests and strengths as well as those of others without not leaving out their areas of improvement.

*Self regulate - they manage their own feelings and are able to persevere in achieving their goals.

*Able to build and maintain better positive relationships with their peers.

*Thinking and making choices that serve them best.

Overall, they are beginning to see how  ‘Working together’, ‘Collaborating’ ‘Working in Pairs’ or ‘Teaming Up’ contributes to themselves, others, their school and the world at large.

 

Both from their feedback and my observations, ‘Working together’, ‘Collaborating’ ‘Working in Pairs’ or ‘Teaming Up’ has greatly increased the children’s active participation in class and caused rapid engagement in learning thereby making the children to be more motivated, manage their time wisely and extend their ability to reason more with their peers.



Kind Regards

Abimbola Dosunmu (Mrs.)
Year 6C

 


 

From the PE Department

SAM_0094.JPGRegular participation in physical activity as a young person contributes to healthy bone, muscle development, reduces feelings of depression and anxiety, promotes psychological well-being and reduces risk for the development of overweight among children. To this end we at the Physical Education department have ensured that a balanced programme of physical education is created which would be enjoyable, vigorous, purposeful and regular. This is aimed at providing positive experiences, a lifelong interest in physical activity and developing the competitive spirits of our school teams.

In the past weeks, we have focused on ball games (Football and basketball) with the aim of making our children well grounded with the basic skills which we believe will transcend in the development of competitive school teams. We have also gone a notch up in our aim 0f ensuring that we satisfy the interest of every student by organizing a Cricket Exhibition game which allowed the abundant talents at CIS to feature in a match between the CIS Cricket Eleven (made up of Students, Teachers and Parents) against  a Lagos State Cricket Association selected side.

We have also attended the AISEN Football Competition for Secondary which was an eye opener because we couldn’t go beyond the group stages but it gave us the much needed boost to host Edgewood College Lekki Football team at CIS and defeated them 4-0.

Our esteem Swim Squad also took part in the just concluded AISEN swimming at Grange School Ikeja and came 2nd overall to the delight of everyone present. Soon to follow will be Swim meets with various schools to keep our competitive edge intact.

Our plans are also in top gear to put Athletics in the front row with series of competitions lined up for our students and this will also be communicated as it unfolds. Furthermore our Basketball teams are warming up for friendly matches soonest.

Lastly we will like to thank all the parents for the support we are getting at all times and we hope to continue striving in ensuring that CIS remains a formidable school in the sporting arena.
 

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Warm regards

Olugbenga Payne
 

From Primary Computing / ICT

As the countdown to Computing continues all over the education world, CIS without relenting on quality delivery of education and future building continues to invest, support and maintain all the necessary resources to deliver top notch education through the integration and delivery of Computing in both the Primary and the Secondary departments.

The core principles of the ICT curriculum now is so broad and enriched with lifelong skills.

Digital Literacy

Digital Literacy forms the backbone of the ICT curriculum at Children’s International School. Children will develop ICT skills that can thoughtfully be applied in a range of different situations with children developing increasing independence in the choices they make over which technology to use to help them reach the desired outcome.

The development of digital literacy is underpinned through expectation that ICT skills and objects area is applied across all curriculum subjects.

 

Skills

Children should be provided with the opportunity to learn, refine and improve their digital skills across the range of ICT curriculum areas outlined across all curriculum subjects.

 

Autumn Term………….so far….

We have had a very busy term at the Primary Computing Department this term as delivery of netbooks and laptops have been met before the end of the first half of the term, specialist classes for the Foundation Stage and Key Stage 1 are going on without hitches and our pupils now have broader knowledge about the word Digital Literacy which embodies all there is to know about word processing and publishing.

Our Foundation Stage pupils have started learning the proper use of different parts of the computer such as the mouse and keyboard as against the use of touchscreen actions ‘swiping’’.

They can now independently click, double click, click and drag etc making them more adept at individual activities on the computer during lessons.

Our Key Stage 1 pupils (Years 1 & 2) have developed a more broader knowledge of the use of a word processor learning how to type appropriately with the aid of the typing tutor and learning how to become more adept at their individual typing speed.

Year 1 pupils are learning how to combine text and graphics together to create labels and will further design post card and birthday cards as the term progresses.

Year 2 pupils have become more adept at their keyboard use learning different shortcuts and keyboard skills in the course of the term. Students have been given homework and time to practise and discover different shortcut keys, learn how to type a document with ease, editing such as changing fonts, font styles, alignment etc.

Best wishes

Abimbola Arogundade
Primary Computing Curriculum
Foundation Stage
Key stage 1
Key stage 2 - Foundation Studies

 

From Reception

Experiential Learning in Reception A.     

The Reception curriculum is based on the Early Years Foundation Stage. The guiding principles of the EYFS are centered on the uniqueness and individuality of each child with focus on the importance of provision for the learning and development of children of different age groups, learning needs, ability, race and culture, through creating a nurturing and stimulating learning environment. According to the EYFS Developmental Matters 2012, ‘The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and supports the child to remain an effective and motivated learner’. Through themes which are divided into units, the practitioner is allowed the flexibility to work in collaboration with the children, in planning and engaging in practical activities linked directly to the children’s ideas and developing knowledge about themselves, their environment and the world. In this regard, children are not only recipients of information but facilitators of their learning experiences as well.

For this purpose, Learning centers and resources are set up around the classroom for child-initiated play and theme based learning reinforcement. Children are provided the opportunity to link their learning to real life experiences with a strong dependence on parental involvement to inform, support and reinforce learning.

For this first half of term, the children in Reception have had a lot of fun learning about themselves and their peers through themes which are catered towards helping the children learn about themselves, their family and their place in their community and the world. The uniqueness of each child’s country and culture has been celebrated, with the understanding to respect others’ culture and uniqueness.

It has been a fun and rewarding learning experience with the children this first half term and I am looking forward to an engaging second half, with activities which are relatable to the children’s real experiences and their developing knowledge of themselves, their immediate community and the world.

     
Independent learning in the numeracy corner         Developing Creative skills in the Creative area.
   
Developing mouse control skills in the ICT area.                ICT at the centre of learning
  
Linking our learning about shapes to our environment. Strong Parental involvement in our learning.



Warmest regards
 

Mrs Njoku

Reception A

 

From Year 2

It has been fun, fun, and excitement all the way from day one. Year Two is indeed an exhilarating class. I am glad to be a part of this bunch of young intellectuals who are always hungry for learning. Being my first year in Year Two, my expectations have not fallen short as the children’s energy boosts mine and keeps me going.
We made sandwiches following instructions then wrote recipes for our yummy sandwiches for others to try out. It was indeed a fun, hands-on unit. The children thoroughly enjoyed it and basked in the glory of independently making their own sandwiches.

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Some sandwich recipes from Year 2 C


Some sandwich instructions from Year 2 D

 


 

 

We are indeed money spenders! We have been learning to recognize British coins up to £2 and Oh, did we shop? We enjoyed role playing in our little shopping corners with a wide array of goods set out with different prices and we had some shopaholics with basket full of items. We were also able to identify the correct coins to pay for our shopping.

Money Spenders display from Year 2 B

 

  Super Shoppers from Year 2A

We have also been learning the importance of exercise and keeping fit. We had a few fun activities to highlight the importance of having a healthy body and were able to record our observations.

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This is just the beginning of a fun-filled year for us in Year 2. We have many more fun learning activities in store. Watch out!

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Best wishes

Miss Ojeiku
Year 2 C.

 

From Year 3

The month of October has been quite an exciting month.  The Super Champions started the month with the Celebration of Nigeria’s 55 years of independence. Year 3 pupils found the history and timeline very interesting. Our presentation during the CIS celebration was a play, scripted by Ms. Obehi and Mrs. Iyiola.  We also had our first birthday party at school - very yummy! Samirah turned 8.  

The Champs focused on handwriting and we have seen much improvement.  Yet we’ll try even harder for ‘practice makes perfect’. During Numeracy our topic Shapes (2D and 3D) proved what fun learning really is.  We enjoyed quadrilaterals and made some on our new pegboards with elastic bands.

 

 

But Numeracy also led to a ‘field-trip’ around the school yard for observation, ‘field-notes’, and some fresh air… between showers.

Mr Bones also joined our class and soon became the centre of attraction … well he did have some competition from the Lenovos.  And then to his dismay, the puppets also arrived.

One of our other highlights during the past weeks, was a visit by some dentists, Dr. Fadi Nader and his colleague. The champs took notes and chatted much about brushing their teeth the correct way.  All children also had a quick, standing check-up!

 


And now we have arrived at the half-term of this academic year....just in time as we round off with our first Parent-Teacher Conference.

 



Kindest Regards

Mrs Ann Mans
Year 3C

 

From Year 4
It’s Our Responsibility

The Year 4’s have been exploring the topic ‘’Environmental Pollution’’, they have researched on different ways to dispose wastes and have concluded that the best way is by recycling. The Pupils have also recycled some items from disposals around them.

The pupils have investigated and discussed water and air pollution. The causes and effects of pollution on organisms and the environment. The pupils have also collaborated on the different ways to prevent or minimise both water and air pollution.

Linking their learning in Topic and Science, the pupils have proposed ways by which our habitats can be preserved for future generations. They have realised their responsibility in having a pollution free environment and have resolved to play their role.

Pollution is dangerous to all living things, let’s join hands to make our environment POLLUTION FREE AND ENVIRONMENTALLY FRIENDLY!



Best wishes

Mrs. Ajimuda
Year 4A

 

 

 

From Primary French

Jusqu'ici tout va bien!- so far so good!
The students have brought in a lot of enthusiasm so far this term and this has brought out the best in their language acquisition.

Year 1 have been learning how to hold simple conversations stating their name, age and birthday. They have also gotten used to understanding some classroom instructions.

Year 2 have been learning how to describe objects using colours and the French alphabet! I dare boast that most of them can spell colours they've learnt and spell their name!

Year 3 have been learning how to use possessive adjectives with objects used in the classroom. It has not been easy but most have pulled through and can identify which objects are masculine and feminine!

Year 4 have been learning the numbers 20-50 in French with some Jamaican rhythms. And using their numeracy skills to do some math,say their age and birthdate.They have also improved on their speaking skills by performing short role plays in class.

Year 5 and 6 have been reading and translating short stories in French. Using adjectives to describe family, friends, and pets. They've also begun teamwork skills in speaking,using regular verbs  and watching short French skits on various topics such as La Famille, Les Quatre Amis etc.Watch out for la petite France à CIS!

Des photos.

 


Merci!

Mlle. Feigne
French teacher.

 

From the Art & Design Department

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"Recycling turns things into other things. Which is like magic!"

"I always find beauty in things that are odd and imperfect-they are much more interesting"- Marc Jacobs

"To invent you need a good imagination and a pile of junk"- Thomas Edison

Welcome to our newsletter for October!!! It has really been creatively interesting in so many ways for our young artists. This month our area of focus has been on recycling, but with an artistic twist. We have started a series of projects spanning Key Stage 3 to Key Stage 4 aptly titled "Jewels from Junk!" , with the major objective being to transform what would ordinarily be described and viewed as junk into desirable works of art fit to be displayed and admired as creative masterpieces.

The range of resources and raw materials we are using for this spans from the most common ones, like plastic (pet)bottles, newspapers, cartons, and sand to the more unique ones like exotic cloth, leather and even stones. The young artists are becoming aware that when you combine artistic license with any material you will create astounding work. The key is to just let loose and allow your vast creative juices flow.  Please watch this space as more will be seen on this very fun and inspiring ongoing project. I end with a quote from Seth Godin which says, " An artist is someone who uses bravery, insight, creativity & boldness to challenge the status quo." This I believe will set our young artists positively apart.

 

***Feast your eyes below on the creative process in action!!! Lots more to come next edition!!!

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Warmest regards

Jay Elone-Nwabuoku
Head: Art & Design

From Year 1

Numeracy in Action 

Numeracy in Year 1 so far has been fun and very involving for the children. We incorporated direct instruction, strategy instruction, and inquiry learning through action-based tasks. As such it can be said that we take a ‘balanced approach’ to the teaching of Numeracy, with students given the opportunity to build on the skills and strategies taught in direct instruction lessons through open-ended, student-centred activities. While focusing on the basics of numeracy and building on our knowledge of numbers we as a team help to make learning purposeful and meaningful.

As a year group we provide analytic, problem solving and decision making skills across the curriculum. A few of the topics we have covered are Number sense, 2D shapes, sorting using different criteria, Position and Direction, Simple addition, Money, Estimation, Patterns, problem solving, reasoning and we haven’t even began to scratch the surface.


Quiz Time: Can you work this out?

A jar contains some buttons.

  • Four people estimate the number of buttons in the jar.

  • Their estimates were 21, 28, 31 and 15.

  • One of the estimates was ten out, one was six out, one was seven out and the other estimate was exact.

  • How many buttons were in the jar?

Can you tell me how did you work it out?

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Simple addition of 1 digit numbers
Estimation

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Warm Regards

Mrs. Tolu Okieimen
Year 1D


 

 

From the Mathematics Department

On September 30th 2015, Mathematics, Design and Technology with PE collaborated and hosted a coffee morning for parents. The event was attended by some parents where they get the chance to ask more questions, access our resources and discuss their children’s progress. Some of our student’s work was displayed to ascertain how well we challenge and extend students. The session of interaction and good feedback were taken into consideration. Parents questions were answered and more direction on how to get the ‘Programme of Study” for each class was further reiterated. The whole essence of the event is to know more of what we are doing with our students, share best practices, see and appraise standard of work and promote effective communication between various stakeholders for our children total education.  Take a look at some of our resources that were on display on that day.

 

 

Many thanks,

Mr. Anumokwu.
Maths Department,
CIS, Secondary.

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KS3

Many thanks to Parents for attending the ICT and MFL department coffee morning. It was a great medium to interact with Parents and share numerous ideas to further support learning.

This term, the Year 7 students have completed an interesting project titled “Fashion Store” that enables them to learn how to use Microsoft Publisher. During this period, they have learnt different techniques on how to produce professional standard publications. They are now working on another fantastic one titled “My Presentation” that would provide them the opportunity to learn how to use Microsoft PowerPoint for their presentation.

year 7a.jpgyear 7b.jpgAlso, Year 8 students have completed a lovely project that enables them to learn how to use spreadsheet functions and formulae such as: Conditional formatting, conditional and combined conditional statement. Now they are working on control devices used in controlling and monitoring systems (control applications). It is such an exciting real life events such as how traffic lights are controlled, how Washing machines works, sprinklers system, etc.The students have started to simulate different real life situations. I am looking forward to seeing how these would turn out.        
year 8 b.jpgyear 8a.jpgYear 9 are working on Level 2 Unit 1 (Communicating in the IT Industry). It is a very interesting unit as it provides the students with useful information about life at work and the types of jobs that would be available for them in the future. This unit’s activities include: role plays, peer assessments, group discussions and presentations.

After completing this unit learners would: 
  • Be able to communicate information to suit audience, purpose and content.
  • Be able to use IT tools to communicate and exchange information effectively.
  • Understand the impact of IT on individuals, communities and society.

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KS4

At KS4, ICT lessons are divided into 2 parts: IGCSE and BTEC.

The Year 10 IGCSE students are using the Edexcel IGCSE syllabus and they have covered the following:·         
  • Hardware (including input and output devices)·         
  • Backing storage and memory·         
  • Software·         
  • Word processing and desktop publishing
  • Now working on presentation software (PowerPoint).

The BTEC students are working on IT Btec Level 2 Unit 4 (Business IT Skills). They need this skills because today businesses face many problems, from effective launching new products to updating office computer systems. They often want to think about alternative solutions to problems before they choose one that is most suitable.After completing this unit learners:
  • Understanding the requirement for solving  business plans
  • Know how to find information to support business solutions.
  • Be able to use spreadsheet models to supports  business solutions
  • Be able to present business solutions.
  • Be able to evaluate business solutions.
Year 11 are preparing for their IGCSE examination. We have covered the syllabus and currently consolidating on previous learning. The practical aspect of the qualification (database, word processing, PowerPoint, Spreadsheet, etc) weights 50% while the theory aspect also weighs 50% of the total marks for the course. The students have been sitting short practical mock examination in readiness for the December Mock examination. They are currently working on the theory past papers using a wide range of resources to reinforce previous learning and improve their examination techniques.

Kind regards

Sharafa O. MonsurKS3 & KS4 ICT/
Computer studies Teacher.

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 where it could be shown on the school walls - or printed in the next newsletter!

Warm regards

Abisola Idowu
(SENCO, English Teacher)

Stuart McGuinness
(Head of English)

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It is certainly amazing that the half term is already upon us! It appears we are gradually getting to the end of the term.  The last six weeks have been amazing for the students as well as for us as teachers. The Scholastic LitPro test has been a huge success and the students -now aware of their reading levels and ‘Lexiles’ - are much more eager to take on more reading books in the bid to improve their levels. In key Stage 3, the Year 7s are currently reading the book Why the Whales Came by Michael Morpurgo. First published in 1985 by William Heinemann (UK) and Scholastic (US) and set on a small island called Bryher in 1914, on the verge of the First World War, it explores such themes as Fear, Friendship and Bullying. On the other hand, the Year 8s are exploring the book Anita and Me by Meera Syal's  debut novel, first published in 1996. The book which is a semi-autobiographical novel, also elaborates on some of the topics they have treated these last weeks including the use of WEBAID, FASHPHOME and FANBOYS.


Note that the ‘WEBAID, FASPHOMA, FANBOYS’ are not the names of characters in a movie or a musical group, but key mnemonics that are integral to the creation and development and of sophisticated and exciting sentences. Our students are now able to translate this knowledge into achieving different styles of writing, ranging from Formal writing to Informal writing. They have shown this knowledge in tasks that test their ability to reproduce journal/diaries. In addition, some have written congratulatory letters to the Queen on her birthday, as well as designed posters to advertise an exotic location with the help of different descriptive and persuasive languages.

Again, the KS3 students have gained more confidence in creating imagery using the 5 senses as well as different elements of the figures of speech. It would be no surprise, if during the half term, you hear the students describing items around the house, or things in general in extremely detailed style.

There is no doubt these last 8 weeks have been a truly wholesome and interesting journey, and although we are excited about the short respite of the half term, we highly anticipate our return to the second half term, where we hope to explore more depths in English.
 
Kind wishes
 
Miss Vivienne Ndem  & Mrs. Ghatekha-Ogbomo Iretijabarr.
 
 

 

 

From Primary Art 

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We learned how to use shading techniques to create still-life 3D objects by Y5 & Y6

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We used collage and printing to create beautiful autumn landscapes by Y4

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We used dot painting to make Aboriginal patterns by Y3

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We created mixed-media collage inspired by Reggie Laurent by Y3

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Year 2 have been painting Butterflies to learn about symmetry and printing. Also creating Flower images to learn about simple line drawing and cool and warm colours.

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Year 1 have been creating Gingerbread Men to practice their tracing, cutting and drawing skills. Also starting a new project on safari mammals, looking at pattern.

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Reception have been learning about many different types of lines and using them to design their ‘flower pot’.

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Warm Regards

Mrs. Olga & Mrs. Hayley
 

From MFL Department

VIVE LES LANGUES!!!!!!

The future of our community will someday be passed on to the students who grace our hallways. Just think about that for a minute- what a huge responsibility that you as parents/guardians and us as a school teachers have. When you stop to think what our world will look like in ten to twenty years it can be overwhelming to think how we can prepare our kids for the future. There are a few things I want you to know as we progress through the school year.

First, we are continually working hard to support our students and give them the tools to become successful in languages. Think of it like this: in order to read some people need glasses, in order to touch the rim of the basketball hoop-some jump, some use a ladder-but we can all touch the rim and read if given the right tools and support. As you can imagine the right glasses and ladder is different for every student. Also remember that when you get glasses to finally be able to see it takes some time to catch up. We are working hard to support and find the right tools for our kids. It is a work in progress we will not give up so you shouldn’t either.

On that note it gives me great pleasure to inform you that the Modern Foreign Language trip to France and Switzerland will be from Thursday 17th to Saturday 26th March. The trip includes the following:

-          Return flights from Lagos to France and Switzerland (and airport               transfers)

-          Accommodation in France and Switzerland

-          Health insurance

-          Cultural and historical visits such as a day visit in Disneyland Paris and main attractions such as la Tour Eiffel, le Mont St Michel, le musée du Louvre , muse d’Orsay {famous Renaissance and Impressionist art work in both galleries).

-          20 hours of Language lessons at the Haut Lac International centre (AM Monday to Friday)

-          Cultural and historical visits such as Gruyere Chateau and Cheese Factory, the Chocolate Factory, the Montreux Chateau de Chillon and Aquaparc , visit to the High Ropes Adventure Park and a variety of other activities.

-          All meals - breakfast, lunch and dinner

The full cost of the trip will be N850000 (Naira) per person which will include visa fees. Parents are responsible for any spending money that they may require for souvenirs whilst in France and Switzerland.

Please allow your son/daughter to attend this trip: It is a lifetime experience.

Kindest regards

Jean Claude Grebe 

 

From the African Studies Department

We are halfway in our term of discovery and as well as having come away chock full of knowledge, the children are demonstrating the acquisition of some key skills.

In Year One the children are picking up speaking and listening skills as they learn about the distinctive dress styles of different ethnic groups in Nigeria. They are showing that they can clearly express their ideas through speech as they answer the question: “How can you tell that this person is dressed like a Yoruba woman?”

 

Year Two pupils were eager to exhibit their geography skills—showing that they can read a map by writing about how the symbols, positions and colours on the map of Ghana tells them what the capital city is, where the coastal cities are and which are the big cities. Art and design skills have also been harnessed in understanding the significance of the colours of the flag, and using a collage-type technique to make replicas.

Year Three Pupils improve and enhance their language skills in our Hausa lessons. We have watched children go from being able to simply provide the correct single-word response to greetings to being able to make entire sentences without translator support!

In Year Four, speaking and listening skills are also being honed. This time, the children perfect the art of speaking in role play. Using a large amount of information gathered about the San people of the Kalahari Desert, children pretend to be part of this ancient culture and give a detailed introduction of themselves as though one of San.

In Year Five, writing skills are called upon and developed through the creation of tourism brochures informing and persuading about Kenya. Children must determine what information is relevant, how to deliver the information to suit the purpose (convince tourists to visit Kenya using your travel company’s services), and to choose the correct vocabulary to ensure their message is clear. Geography and design skills are also necessary to successfully complete this task.

Year Six pupils develop their history skills as they continue their research on the background of the Nigerian Civil War. They have not simply armed themselves with dates, names and details of events; they are also learning how to fit events in a chronological framework and how to gather information about the past from multiple sources.

We are pleased with the children’s progress and are always excited to see that their learning in African Studies is inextricably linked to their learning across the curriculum. It makes our term of discovery all the more dynamic.

Warm regards

Princess Akin-Olugbade and Chisom Owoseni

 
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