TABLE OF CONTENT
From the Headteacher
From the Assistant Headteachers
From the Teachers
From The English Department
From the ICT Department
From the School Library
From MFL Department
From Nursery B
From Reception A
From the Humanities Department
From the Music Department
From the Art & Design Department
From the Design & Technology Department
From the Junior School Computing Department
From the Science Department
From Year 2
From the Junior School Drama Department
From Year 6
From Year 3
From Year 4
From Junior School French
From the Physical Education Department
From Mathematics Department
From Year 5
From Year 1
From the Headteacher
Hello and welcome to the second Newsletter of this Lent or Spring Term.
I wish to share a personal issue with you - being a Headteacher is very rewarding (no real surprise there I hear you say) but the rewards often come in the most unusual of ways. Let me expand further. As a Headteacher, one is required to make numerous announcements and provide clear, concise and timely information to a variety of audiences. Most of the time, there is very little feedback from the recipients of such information, so the Headteacher sometimes remains unsure how things have been interpreted or even received.
A classic example is this monthly publication you are reading. Last academic year, approximately 33% of parents ‘opened’ (or to be correct, ‘read’, seeing as it arrives already open on devices) the monthly newsletters. This has often left me pondering why? However, now is not the time to dwell on this. Meanwhile, back to my “unusual” rewards, as mentioned at the start of this article. My announcement at Sports Day, regarding the Boarding Residence (which is very visible from the Sports Field) and the fact that it will be open to Boarding Students from August 29th, was met with an incredibly positive response, not just by the Sports Day crowd but through emails and telephone calls over the half term holiday. The response has been so overwhelming that not only are the places in the Boarding Residence rapidly filling but places in the Senior School at CIS are also increasing at a pace! Please see Mrs Anozia’s and Mr. Chidi’s articles in this Newsletter.
I trust you all had an enjoyable week with your children? We are now looking at four weeks of school left until we break for the Easter holiday on March 18th. As usual, there are many activities and events going on that will fill the time and sometimes even stretch it to the point of asking the question “How can we fit everything in?”
Next week is Numeracy and Science Week, the highlight for me is observing the students Pie (pi) Eating. Also next week, Class and Form Teachers will be holding Open Classrooms and Student Led Conferences on the 1st and 2nd March. Please support these events; students are incredibly proud of their work and achievements and quite rightly want to show them off to you.
Our Annual Fun Day is taking place on the 12th of March and as always a great day is planned by the combined powerful forces of School and PTA.
We finish this term with Literacy Week, which this year has taken on a great theme - “What if Shakespeare could rap?” I hope you read Mrs Plumptre’s article in this newsletter and make sure you order your T-Shirts and student anthology publications.
As always, my very best wishes to you.
From the Assistant Headteachers
Senior School Boarding and Scholarship
Come August 2016, CIS is going to open her brand new boarding facility. This facility is situated right inside our Lekki Phase 1 campus and will provide the best possible boarding infrastructure that is safe, stimulating and fosters independence. This facility will provide:
- An environment where pupils eat, sleep, work and live; where their most enduring relationships with peers and members of staff are born; a secure, stable base within the busy life of a boarding school.
- A boarding school run by house parents, under their expert care where pupils will be encouraged to develop academically, socially, artistically and musically and in all aspects of their extracurricular holistic life.
- An inclusive lifestyle where students are seamlessly involved in communal activities such as sporting competitions, drama productions, fundraising events, leadership programmes etc.
- More personal living space than any other boarding school in Nigeria, so all our senior students are housed in single or double rooms with en-suite facilities.
- Access to the school’s secure IT network, so boarders can use our safe and monitored internet connections to keep in touch with family and friends back home. The school also has WIFI coverage in key locations around the campus.
- Access to all the various sporting facilities on campus such as the football field, tennis courts, basketball court, swimming pool etc.
- Full and weekly boarding for our students.
- A wide range of activities on offer including weekend excursions and educational visits that provides ample opportunities for boarders to further develop their musical, artistic, drama and sporting pursuits.
- An opportunity for boarders to further develop their soft skills such as Leadership, Empathy, Teamwork, Self Regulation etc.
- Structured time to consolidate on skills, knowledge and understanding acquired during lessons; supported by collaborative learning with peers and guided by house parents.We promise to provide a 'home-from-home' for our boarding students, both in terms of comfort and academic rigour.
On a similar note, we are very pleased to offer academic scholarships to our existing and new students. Please see the publication below for further information.
These are exciting times for CIS as we continue to improve provisions for our students, parents and teachers.
Assistant Headteacher Pastoral
Following on from Mr Nwankwo’s article on the much anticipated Boarding House, I have compiled 20 questions that could help provide more insight into what is to be available.
Boarding FAQs and Answers
- What type of boarding is available? Weekly (Monday to Friday) and full time (students only leave boarding house for half term, full term holidays and exeat requests).
- What are the fees? Details are available upon application.
- Where is the location of the boarding house? When facing the front of school, it is in a north-western direction, to the right of the sports field. There are signs directing to the boarding house as you leave the school car park by the correct route around the back of the campus.
- What security is in place? Our current security company, Halogen, along with our armed police will provide security. The school’s visitor policy will apply to the boarding house.
- What age range is boarding open to? 11 to 16 years at the moment but should the school expand with Sixth Form (A levels), boarding would be offered to 18 years of age.
- What are the total numbers of boarding spaces available? 30 for boys and 30 for girls.
- How many boarders share accommodation? Maximum of two per room
- What amenities do they have in their accommodation? Each boarding accommodation consists of comfortably furnished bedrooms, at least one ensuite bathroom, and a spacious living room. A communal dining room also serves as a large common room for leisurely activities. A laundry, sick bay and outside leisure areas which include a football field, tennis courts, basketball and volleyball courts, a swimming pool to name a few are also provided.
- What are the bedtimes in the boarding houses? These vary depending on key stages. Key stage three boarders would be in bed at 8.30pm and then have a quiet reading time until lights outs at 9.00pm. In Key stage four lights out is at 9:30pm.
- What ICT access is provided, and how is it monitored? Wifi access is at fixed times during the day. The School uses an Internet security and monitoring software called Forti Client. Boarders will not have access to social networking websites.
- How is work supervised? The boarding house has allocated evening prep time, where students work at a table. Members of the teaching staff are on duty in the evening and visit each student, offering help with any difficulties and ensuring an appropriately studious atmosphere. House parents are also present.
- What pastoral support is provided in the house? There is going to be a Matron who will be responsible for the health and well being of the boarders. She will also be in charge of all the logistics required for the day to day running of the facility. Apart from the Matron, we will also have House Parents who will function as Loco Parentis for the boarders. The House Parents will be the boarders first point of call for any pastoral issue.
- Are boarding students required to have a guardian? Boarders whose parents do not live in Lagos are required to have a nominated guardian. Email addresses and telephone numbers of parents and guardians are required.
- What are the catering arrangements for boarders and can they bring their own food into the boarding house? All meals are taken in the dining room. All boarders must attend every meal at the times specified and the house staff also eat in the dining room at breakfast and supper so they can observe eating habits etc. No food is allowed in the dorms. The boarding house also provides snacks (fruit, biscuits, bread, toasted sandwiches, tea etc.)
- What happens at weekends? Boarders participate in extra-curricular activities as well as academic enrichment programmes.
- What are exeat weekends? These are weekends in a year where there are no extra-curricular and academic enrichment activities. Boarders go home to parents or guardians on the Friday night, to get a well-earned break.
- Are boarders allowed to go out with friends and relations outside school? No.
- What arrangements are made for any health and medical requirements? There will be a dedicated boarding house matron, who will be a qualified nurse. She will have an appropriate sick bay and consulting/treatment room. Should any student boarding require additional treatment we use the school’s preferred clinic and hospital - Q-Life and Reddington.
- Are parents allowed to send things to their children by delivery? Yes, through the Boarding School Office.
- Is there a uniform for after school hours to be worn by boarders? Yes, Full details will be provided upon application.
Assistant Headteacher, Senior School Academics
Teaching Our Junior Students To Take Responsibility
We have found that our students have mixed levels of ability when it comes to taking responsibility. Our lost and found box (for instance) tends to become a
mini-shopping centre towards the end of each term. We are constantly reminding them to pick up litter, pencils, bags, books, etc., and we are often amazed at the strange looks we get from some of them. You can almost hear the silent, ‘We have cleaners, why do I need to pick that up?’
We encourage you to please remind your children to pick up after themselves, so that they get into the habit; thereby reducing the cost of and the burden of replacements. We have found laptops, recorders, brand new school shoes, and even school bags. A number of our parents do insist on accountability for school and personal property; one mum in particular sent her child back to school in socks because he ‘lost’ his school shoes after changing for club. Of course we ‘found’ them immediately.
Agreeing on rewards and consequences for school and personal property would be a positive discipline strategy to apply in this regard. This will guide the children as they take responsibility for all school and personal property.
The article below is one I found instructive with regards to children’s ability to take responsibility; I hope you find this excerpt from the ‘center for parenting education’ useful.
Mrs. Joy Isa
Assistant Headteacher (Primary)
How High Self-Esteem Leads to Responsibility
It has been shown that children with high self-esteem tend to be more responsible. They are better at:
waiting for what they want – they believe that with persistence and practice they can reach a goal
acknowledging their mistakes and learning from them
sticking to a task
being willing to ask for help
being clear about their strengths and weaknesses
taking risks and trying new things
believing that they can solve problems they encounter
So how can parents instill a high sense of self-esteem in their children?
Self-Esteem consists of two essential components:
Children feel lovable when they have a sense of worth, when they feel appreciated and loved for who they are, regarding themselves as important and worthy of being loved. When we send “Being” Messages, we are telling our children that they have our unconditional love. For example:
“I will always love you,”
“I am so glad you are my son/daughter,”
“I love spending time with you,”
Children feel capable when they have a sense of power, competency and control over their lives, believe that they can handle challenges and that they are able to make a contribution to their environment, and when they feel pride in accomplishment. It is the capable part of Self-esteem that most ties in to the Executive Role of parents and that fosters responsibility. When children feel capable, they are more likely to meet their obligations, sign on for new tasks, try their hardest and feel good about what they do. All of these things will increase a child’s responsibility.
By sending “Doing Messages”, you can increase your child’s sense of responsibility by helping them to feel that they are capable. They refer to all the things our children can do, their special areas of talent, and also to their potential and their growth. For example, you can tell your child:
“You were so thorough in doing your research paper – you did a great job of planning in advance how you were going to tackle the project.”
“Thank you so much for setting the table – it helped me a lot, and I see you put everything exactly in the right spot.”
“I know you can do this.”
“You are practicing your backhand so persistently. I bet you will really improve by the class next week.”
“I really appreciate that you took out the trash without my having to ask you. That’s what I call being responsible.”
“I can see that you really are concerned about Grandma – you sent her the get-well card and even called her yesterday. I’m sure that made her feel better.”
To read the full article, please use the url below:
From the Teachers
From The English Department
We are fast heading towards the last third of the school academic year and the eternal examinations for Year 11 students, and perhaps this is a suitable time for reflection, and even for telling an odd anecdote. Many students ask me to define an anecdote, and so I thought I would tell one – about a former student who struggled with English, writing stories that made any sense, reading examination questions, thought processes, organization, walking and quite possibly, dreaming.
The eminent statistician Sir Claus Moser wrote to me a quarter of a century ago and said that he had watched a film about a particular event and sat down in a quiet corner to recall its details and tried to rifle through the filing cabinet we call the human mind - only to find that the light bulb inside in his head barely gave a hazy glow (I’m paraphrasing his words). I feel I had one of those “Sir Claus Moser” moments recently when my daughter asked me to recall a former pupil from Nigeria called Modupe. I wracked my brains and the light bulb only started to glow a little when she described Modupe in unflattering terms...
...She was tall, gangly and had eyes resembling those of the British comedian Marty Feldman. Ah, I thought, that was Modupe whose lack of sense of direction (she once walked straight into a lamp post) matched her shaky grasp of grammar. My daughter jabbered as we nattered on the ‘phone: “She gained an A* in her IGCSE English, and she thanked you because without you, it wouldn’t have happened”. The memory of her walking straight into the lamp post became a tad more vivid, and I pondered how she had – 12 months after I left the school where I taught her – achieved the seemingly unachievable.
I’m telling this anecdote because it makes me realize how students can and do achieve the seemingly impossible, and how we should always have a “can do” attitude. The “Modupe syndrome” is proof to me that the glass is half full, not half empty, and that prayers uttered in the most peremptory fashion can be answered. And for anyone who identifies with Modupe, I can only say that they should not stop believing in themselves.
I’ve selected a couple of works from our Anthology, to be published soon, to showcase the work of our students below – one from a Year 7 pupil, the other from a Year 9 student. I hope they show the standards that many of our pupils are currently achieving.
Stuart McGuinness (Head of English)
Abisola Idowu (SENCO)
Iretijabarr Ghatekha-Ogbomo (EAL Teacher)
Bad Part of Town
So, we’re walking home from school when the wind picks up and it starts to rain. Its freezing and I know that in approximately two seconds I’m going to catch the worst cold of my entire life. The twins live in the bad part of town, so the sidewalk is grassy and cracked. On either side of the road are derelict buildings with broken windows and chipped paint.
“We need to get out of this rain!” the twins shout in tandem. “C’mon!” Nikolai runs across the street towards the old hospital. The walls are dingy and brown with age. The red paint of the cross has faded and is dripping onto the door.
“Isn’t it locked?” I ask. In response, Nikolai wrenches the rusted handle away from the doorframe. “Not anymore,” he says. “I’m pretty sure that’s against the law,” Nat mumbles, pushing his wet hair away from his face, but he follows us. He always does.
Somehow it’s just as cold inside the hospital as it is outside. The place looks like a bomb site and I wonder how long it’s been closed. We’re in a big room with a desk in runt of u. The wood is splintered and cracked down the middle. I lay my hand on it, thinking.
“Don’t touch that!” Nathaniel screams, and I tear my hand back as if burned. “What? What, why not?” I yell. “There are probably germs on it. I mean, we are in a hospital.” Nikolai punches his brother in the shoulder as I sigh. “C’mon,” I say, “I want to explore. Let’s go upstairs.”
The elevators are out of order, obviously, but the stairs are still there. They’re covered in dirt and grime and more than a few of them are missing big chunks of marble. Nathaniel looks like he’s about to pass out and for a second I feel bad. I know he has problems with dirt and for a second I almost decide to take my chances in the rain, but I catch the look of pure excitement on Nikolai’s face and the feeling disappears.
The second floor is actually lit by a strip of flickering lights that run down the middle of the ceiling. Every few seconds lightning will crackle outside and the power will short out for a few seconds.
“Hey,” Nikolai says, “come look at this.” He’s staring into an empty doorway. The door lies splintered at his feet and I notice that a few of the splinters are stained with blood. “Nathaniel, can you go downstairs and see if the rain’s stopped?” I ask. One look at that door and he’ll drop like he’s been tasered, I know. He practically runs down the stairs and I walk to Nikolai.
The place is trashed. An IV lays on its side near an overturned file cabinet. The bed is bent in the middle and a few of its metal posts have been crumpled. The room is filthy, with brown walls and a cracked window. Nikolai puts his hand on one of the metal bedposts. There is a clear imprint of a hand there, like someone with small hands had grabbed it there. Lightning crackles, throwing the scene into sharp relief and I scream. A single, bloody arm sticks out from behind a partition curtain, and away from it is a trail of red footprints, leading out into the hall. They’re very faint, but I can see that they’re a child’s.
I grab Nikolai’s arm and try not to panic. “We have to get out of here,” he whispers. “Let’s go find my brother.” At that moment, Nathaniel’s scream, high and keening, fills the hallway before cutting of sharply. My knees give way and I sink to the floor. “Stay here,” Nikolai says with terror in his eyes, before rushing out of the room.
I sit on the floor for a second, trying to catch my breath, before standing up and examining the footprints. They’re barefoot, and for someone around the age of five. A scalpel gleams under the fluorescents and grab it before heading out of the room.
I head for the staircase, straining my ears for anything besides my own breathing. My mind is on fire with half-thoughts and my heart pounds.
Then Nikolai runs up the staircase in front of me, panting, and grabs my sleeve, pulling me along with him. That’s when I hear the lighter, quieter footsteps behind him. They sound like bare feet. Child’s feet, I realize, and I try not to scream.
We run up three flights of stairs before we get to the highest floor of the hospital. “C’mon,” I say, running past a broken window. I skid to a stop in front of a random door and rush inside, Nikolai behind me. The door doesn’t lock from the inside, so we push a rotting desk up against the door, not really knowing what we’re doing. “Where’s Nat?” I ask. In response, he buries his face in his hands. I sink to the floor and let my head hit the wall behind me. I told him I wanted to explore. I told him to go downstairs. I try to cry as quietly as I can but I know I’m inches away from hysterical so I cover my mouth with my hands.
I can hear the footsteps, feather-light, outside the door. They get louder and louder before finally stopping at our door. My hand tightens over the scalpel and I feel it break the skin. A drop of blood runs down my wrist. Then the door crumples like a playing card and flies backwards, opening a long gash on the side of my head.
There’s a little girl standing there in a hospital gown. She’s got scraggly blonde hair, matted with dried blood, and is wearing a hospital gown. She looks five years old or younger and for a second I wonder I’m going insane before she tilts her head up and I see her eyes. They’re black, no whites, no pupils and I freeze. She rushes at me, impossibly fast and I backpedal before standing and jumping back. The girl drives her nails into my ankle and smiles as blood soaks through my sock.
Nikolai grabs her wrist and she hisses, showing sharp white teeth. I hit her in the shoulder and scream. Her skin is hard and I feel a few of the bones in my hand break. I run out into the hallway.
I know that she’s faster than me on the stairwell and there’s nowhere else for me to go before my eyes fall on the window. I break a few of the bigger pieces left in the window frame and stick my head out into the rain. There’s a red awning three floors down below the window and I crawl out the window and crouch on the sill.
The girl has her nails stuck in Nikolai’s shoulder and I throw my scalpel at her in desperation. The little blade lodges in her eye and she screams. Nikolai shoves her and takes off towards the stairs. I overbalance and fall backwards off the sill, screaming as I fall. Then I hit the red awning and roll off the side.
My left wrist is broken, I can tell, but I watch the entrance, waiting for Nikolai to run out, the girl right behind him. Nobody leaves. I wait and hour in the rain before I take off down the street, away from the hospital.
“The play ‘Macbeth’ shows how a great man is corrupted by ideas of leadership.” Written By Torera Ilori
In many ways I believe man can easily become corrupted by leadership. This can be shown in the play ‘Macbeth’ written by William Shakespeare. Throughout the play, Macbeth gradually becomes blinded by the idea of leadership - becoming king. He does many things to achieve his goal and believes in the wise words of the three witches. In the beginning of the story, Macbeth is introduced as a loyal nationalist who believes in and fights for his country. He follows the king’s words alongside his friend Banquo. As they walk home one day they encounter three witches who prophesize that they will receive what any man wants most in life- power.
Lady Macbeth and Macbeth are so intrigued by this idea that they go through great lengths to make sure that Macbeth becomes king, even if it means killing his own friends.
Later in the play we discover that Macbeth and his wife have framed the guards after killing the king in an attempt to receive his title faster. However once he claimed his title Macbeth still wanted more and an assurance that he would be the only one with power in Scotland, These actions are what caused him to capture Banquo, his best and most loyal friend and Banqo’s son - Fleance. Macbeth attempted to kill him but failed.
In the end all of the prophecies come true, but not in the way that Macbeth believes. We find that the witches have somewhat tricked him and made him believe that he will receive all that he has ever wanted.
In conclusion I believe that ‘Macbeth’ is a play that deeply describes the extent man will go to for leadership and power. It is written in great detail and can be labelled as one of the best plays to be known.
From the ICT Department
This term, the Year 7 students have completed an interesting project titled “Logic gate design” that enables them to learn how electronic circuits are designed. This will equip them for next term design and technology project cross curricular project. They are now working on another fantastic project (introduction to programming using code.org) that will enable them learn the basics of programming and create their own games.
Also, Year 8 students have completed a lovely project that enables them to learn the basic components of computer system, basic input, output and storage devices. Now they are working on computer networking and later datatypes. It is such an exciting real life events such as how network components are connected to allow communication. The students have started to assemble network components. I am looking forward to seeing how these would turn out.
Year 9 have completed work on Level 2 Unit 1 (Communicating in the IT Industry). It was an 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. Now they are working on Unit 3 (Computer systems)
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: Spreadsheet and modelling, Database and Web authoring. They are currently working on Application and Effects.
The BTEC students are reviewing their IT Btec Level 2 Unit 27 (Spreadsheet modelling). They need these skills because spreadsheet are widely used in businesses, sciences and other areas to create models
After completing this unit learners should:
- Know what spreadsheets are and how they can be used.
- Be able to develop spreadsheet models
- Be able to test and document spreadsheet models.
Year 11s 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 full practical mock examination in readiness for the IGCSE examination. They are currently working on the theory and practical past papers using a wide range of resources to reinforce previous learning and improve their examination techniques.
Senior School ICT/Computer Studies/BTEC
From the School Library
I hope you had a restful half term. I need to start this by thanking you all for your support throughout this session towards the upcoming Literacy Week. As we start the second half of Term 2, we, the members of the Literacy Committee are now getting to the point where we are winding down on all our many plans and preparations for the highly anticipated Literacy Week.
In the last couple of months we have had a Movie day, the Walk-a-thon, and a Senior School Disco. All these were aimed at raising funds towards bringing to our school from the UK, the four Authors who will be facilitating workshops for the students and the Teachers, we even have invited students from our neighbouring school to be part of this our exciting week by allowing them to take part in workshops and planned invitational events.
This half of the term comes with so many activities, these are: Numeracy and Science Week, Fun Day and finally Literacy Week. We have the T-shirts, this will has been ordered by many of the students as we speak and it will be available for them to wear during the Literacy Week where the Authors will be able to sign on them so that the children can have a keepsake of the week.
The best of this is the Anthology collection. This is a collection of poems and stories written by the students (whose work was put through) from Key Stage 1 - 3. This book is unique and is a limited edition, best of all two of the authors, Adisa and Andy Seed have written a foreword in the book which will be available for sale during the week at the book fair, where the authors will be holding a book signing session for those who purchase these books.
Finally, remember March the 18th is Dress-Up Day and the theme this Year is ‘What if Shakespeare Wrote Rap’?’. This said, the children will be expected to dress up in Shakespeare themed outfits. Suggested themes are: magicians, minotaurs, queens, kings, princess, prince, merchants, ladies in waiting, court jesters, fairies, magicians, animals, unicorns etc. Do be encouraged to research.
We look forward to seeing you during the Literacy Week and at the book Fair (this will be opened all week). The Library will be closed during the Literacy Week as all Library staff will be at the book fair.
Thank you again.
Morenikeji Rhodes Plumptre (Mrs)
Head of Library Services
Literacy Centres n Pre-School
Literacy centers are designated parts of the class for activities designed to develop children’s speaking, listening, reading and writing.
Here are a few of our designated areas in Pre-School:
Our centers are made attractive for our young learners. Here a telephone box with a cordless receiver (Cordless, for safety issues) is set up with paper and crayons. We listened with amazement as telephone calls were made to Mums, Dads, Shops and friends round the world. At this stage, some writing may appear as little scribbles but targets are achieved. The children speak extensively, they are also encouraged to begin to make marks and as a cross curricular activity recognise numbers from the phone box.
Dress- Up Corner
From Pirates to Doctors, Chefs etc, the children get the opportunity to be who they want. What better way to improve language as these roles are played out and with support from Teachers; vocabulary to support the roles are developed. What would you like to be?
Using our local currency, a range of healthy fruits and vegetables are sold and orders were taken. The shopping cart was full and we did not forget to pick our receipt from the cashier!
After all the shopping, time to cook! ‘Is the food sizzling hot? What a nice aroma!’ are some of the vocabulary that is encouraged. The children shared all they cooked. They were excited at the opportunity to pretend to do what ‘grown ups’ always seem to do, so explaining what it is they are involved in is done with great pleasure.
The Class Library
Good old books! At this age, most Pre-Schoolers cannot read. We have a range of exciting and famous authors from Eric Carle to Julia Donaldson. The children are allowed to ‘pretend’ to read and make up their own stories from these books, handling of books properly are also explained. Pre-Schoolers also get to understand the role of Authors and Illustrators! Questions directing at Characters, Setting, Problem and solutions are broken down to the understanding of our young learners and if left, they often build their own story mountains.
In Pre-School, we appreciate Literacy as an integral part of learning and development. We take pride in our ‘deliberate planning’ which promotes continuous enjoyable experiences in our literacy centers.
From MFL Department
Writing In Today's Classroom
Writing helps communicate thoughts, complete tasks and demonstrate the mastery of a skill. It is an integral part of every elementary school student’s education. Writing is not an easy task for all students. For many struggling writers, these assignments and assessments may leave students frustrated and discouraged. It is challenging to put thoughts into words on a page in an organized manner. Parents can support and enrich their children’s writing skills in the home environment. This support may help make the task of writing easier and more enjoyable for students.
Tips for Building Writing Skills at Home:
- Provide a variety of materials for writing. Fun pens and pretty papers can be a great motivational tool.
- Create a space in your home for writing that is free from distractions.
- Choose strong vocabulary words to learn at home for the week. Use these words in your daily oral vocabulary and written work. Words such as “obstacles” and “curious” are a great start.
- Integrate core academic area writing at home. Do a science project together and then write about the process or results. Or write a full holiday account in French or Spanish.
- Encourage writing for a variety of purposes. Your child could make a shopping list, write a fictional story or send a letter.
- Use technology to improve writing. Encourage your child to send an e-mail to a friend or publish a story online with a program such as Little Bird Tales.
- Allow your child to observe you writing on your own. Be a good role model and smile while you are doing it, too! Take time to share your writing with him or her and talk about how you use writing in your personal and professional life. Show a variety of different written work such as a written letter, business communication or journal page.
- Connect writing with your child’s passion. If your son is interested in the Magic Tree House series of books, encourage him to write a letter to Mary Pope Osborne. If your daughter is interested in mysteries, have her create a scavenger hunt with written clues to find a hidden treasure.
- Celebrate writing in a variety of ways. You could:
- Take turns reading poems or stories written by family members out loud.
- Do a happy dance together with your child when a completed writing project comes home from school with a positive note.
10. Last, but not least, it is important to provide time to write daily. In order for writing skills to improve, students must spend time writing. Add it to your family’s daily routine and build it into the schedule. This will help your writer to practice and gain confidence in his or her writing.
On a very different note our trip is being finalized and we are taking a group of students to France and Switzerland next month as part of our cultural and language immersion program. That will include writing using the target language of the full account of the trip.
Jean Claude Grebe
From Nursery B
Our theme for the first half of this term was, ‘Transport’. The children, through the 7 areas of learning in The Early Years Foundation Stage, covered all aspects of learning with regards this topic. They learned about different forms of transport, looked at reasons why we travel /why we travel in different vehicles etc. They got to use their knowledge of shapes in their environment to make models of vehicles, counted wheels, passengers, made guesses as to how many will fit into vehicles. Here are some of the activities that brought our topic to life.
Sit tight, fasten your seat belts and off we go! Peep, Peep! Honk, Honk!
Choo! Choo! Choo! Hop on the numbers train, we’ll go round and round again!
How many vehicles?
Working together. How many frogs will the boat hold before it sinks?
How far will it go?
Fixing up the road! Colourful wheel patterns.
10,9,8,7,6,5,4,3,2,1 blast off! Off to space see you next time.
From Reception A
Collaborative Learning In Reception
A growing body of research demonstrates that students learn more deeply if they have engaged in activities that require applying knowledge acquired from the classroom to real-world problems. Like the old adage states, "Tell me and I forget, show me and I remember, involve me and I understand."
Similarly, studies also show the widespread benefits of cooperative learning, in which small teams of students use a variety of activities to deeply understand a topic.
In Reception A, this practice has been adopted and has proved very effective as each member of the class is responsible not only for learning what is taught but also for helping his or her teammates learn, passing on and sharing existing knowledge and experiences in all areas of learning, which enables all learners to develop in a supportive learning environment.
What follows is a foundation for both inquiry-based and cooperative learning.
Fixing Puzzles Sorting animals into different categories
Writing and grouping Tricky Words Creating a painting of a Jungle (1)
Creating a painting of a Jungle (2) We can write words with the ‘d’ letter sound
Creating a painting of a Jungle (2) We can write words with the ‘d’ letter sound
A team of minibeasts investigators Playing cooperatively with Sea animals
We can measure the length of different items in class using non-standard units
Mrs Pretta Njoku
From the Humanities Department
WELCOME TO THE HUMANITIES DEPARTMENT
What can the humanities offer students in the 21st century? Is it merely the possibility of teaching them to pay attention, to contemplate, to appreciate beauty, to experience awe and wonder, to think with depth and sensitivity about life, and to know there are values beyond profit and self-interest. Well, the humanities offer more than these; they teach students the habits of critical thought and the historical perspective necessary for citizenship in and out of democracy, as well as help them to think about how to use technology to make the world a better home for humanity.
This is not meant as a rallying cry for educational Luddites or to deepen the divide between the world of science and technology on the one hand and the humanities on the other. But it is meant as a reminder that the classics, from the ancient to the contemporary, became so because they endured, and they endured because their greatness in form and content transcends their time and place and thus speaks to everyone. The humanities speak to us, but the responsibility to listen is ours, and it is our responsibility to lead students into such listening.
The question begging to be answered is: should the two roads -- STEM subjects and the humanities--merge in education for the 21st century? The answer is an unequivocal yes! The good news is that an inseparable merger is already being forged at CIS with our students already engrossed in numerous cross curricular activities from History, Religious Education, Business Studies to Geography and Global Citizenship, and they love it. You will practically perceive the Sciences, Design and Technology, Mathematics, Art and Design, ICT and aspects of Modern Foreign Languages in the humanities.
In the classes, our Year 11 students have continued their comprehensive revision in all humanities subjects through peer teaching and learning, presentations and reviewing of past examination papers while the Year 10 students have already covered between fifty and seventy-five percent of their curricula specifications with an assimilation level of about ninety-five percent and seventy seven percent respectively.
KS3 students have been re-energised and re-engineered with the exciting inclusion of 3-dimensional student-centered presentations which are expectedly encouraging students to think creatively and ‘out-of-the-box’ while resolving challenges. We are happy to attest that some of our young learners are starting to find their voice and with regained confidence are able to engage peers in mentally interactive discussions.
Anshuman (Year 9) explaining his coastal wave action model to peers.
Xavier (Year 9) impressed his peers by delivering a well thought-out presentation on coastal wave actions.
Zaynah (Year 10) explains ‘London: my favourite place’ to her classmates during one of our numerous peer teaching and learning sessions.
The pictures below show our Year 8 and some Year 11 students in outdoor learning experience during our recent visit to Nigerian Meteorological Agency and Training School (NIMET) Oshodi, Lagos. They as expected outshone all other schools that visited the same facility with their comportment, in-depth questions and answers and pure demonstration of intelligence.
Our students asking interesting questions and giving useful answers to questions at the welcome arena and the observation enclosure at NIMET, Oshodi.
NIMET lecturer explaining some key features of soil thermometer.
Students taking note of the evaporation meter.
Our students listening with rapt attention while NIMET lecture explains how the digital weather station works.
Students keenly observing the rain gauge Alex (Year 8) releases the hydrogen weather balloon
Finally we cannot over emphasise the benefits of outdoor learning to all our students and to this effect, we will like to remind our parents that there are still spaces available to those who are interested in the educational visit of five UK cities (tagged: The Quest) from May 6th to May 14th 2016. As mentioned in the initial letter that was sent out to parents, we will like intentions to be made early to enable seamless logistics to be set up. The first deadline has already elapsed and the second deadline is almost here with us. A reminder letter will equally be sent to all parents soon.
On this note, I will like to leave you with this quote from Mark Twain (an astute humanities educator) who said: “Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover”.
If you require further clarifications regarding the trip or about the department please send an email to: firstname.lastname@example.org.
(Head of Humanities)
From The Music Department
Welcome back from the half term and we assure you that we have a lot to learn and explore musically for this of the term.
Year 7: Will be exploring rhythms from the Nile by learning how Egyptian music serves a variety of purposes linked to specific occasions and has been shaped by traditional Arabic and Western influences. We will explore music for special occasions; characteristic instruments; cyclic and polyrhythmic drumming textures; free and metrically organised rhythms and melodies; call and response rhythms.
We will be:
Listening: to an Egyptian wedding chant (‘Halawaya’), a drumming piece (‘Zahrafat al as’id’); a piece for nay and drums (‘Ansam’); extracts to show west–east connections.
Performing: a traditional Egyptian rhythm and a version of Halawaya.
Composing: based on Egyptian ideas explored in class.
Year 8: We will take a trip back to 1920’s and explore the Jazz Age. We will be learning about the key characteristics of jazz music, and how to compose and perform jazz music using improvisational techniques consistent with the genre. We will focus on: pitch (modes, call and response); rhythm (syncopation, swing); texture; and structure (frameworks for improvisation and composition) as our musical ingredients. We will also explore swing and modal jazz; the centrality of improvisation; developing jazz compositions which include improvisation within them; and musical conventions such as call and response, scat singing, ostinati and the Dorian mode.
Our skills will be further developed by:
Improvisation: we will learn a range of strategies for improvisation, including the use of a modal framework.
Performing: we will learn to perform swing rhythms.
Listening and appraising: develop an ability to identify the musical devices used by jazz performers and arrangers such Duke Ellington, Louis Armstrong, Miles Davies.
Year 9: We will continue to compare concepts; we spent some part of this term to analyse the differences and similarities between organization and improvisation. This time we will be looking into polyrhythm and Minimalism. We will start by learning about the characteristics and features of polyrhythmic music and making connections with contemporary minimalist styles.
We will explore the way African drumming music uses cyclic patterns and polyrhythms; the use of different polyrhythmic textures and musical conventions by minimalist composers; the use of repetitive and changing rhythmic and melodic motifs in different styles of minimalist music.
We will link this to our on-going skill by:
Performing: cyclic rhythms and polyrhythmic textures with motivic transformation, group and class ensemble work.
Composing: creating a polyrhythmic drumming piece, a minimalist clapping piece, and a polyrhythmic piece including motivic transformation.
Listening: identifying features of traditional African music and minimalist music, recognising aspects of motivic transformation.
Year 10: We will start to listen to analyse the music of the common practice era i.e. the Baroque, Classical and Romantic periods. We explore the harmonic structures and compositional devices of these periods. We will explore both sacred and secular forms such as the Oratorio, Symphony, Sonata, Suite and Concerto.
The Senior School Brass Band will commence rehearsals very soon; we will keep you posted as soon as we can. If you require more information about the Music department, please do not hesitate to send a mail to:
From Key Stage 1 Music
Year 1 and Year 2 pupils are making steady progress in their recorder playing and they are having great fun performing together.
- The smallest recorder played is the ‘Sopranino’, which is usually 24cm long. The largest is the ‘Contra Bass’, which is often 152cm.
- The largest fully functioning recorder ever made was 5m long. Each hole was 8.5 cm wide and it was created from specially treated pine. The finished product was as tall as a giraffe!
- Learning to play the recorder is very popular in schools because it teaches children about coordination.
- The first English reference to the word recorder meaning a musical instrument appeared in 1388, when it was spelled ‘Recourdour’.
- One of the oldest surviving wooden recorders is a 14th century renaissance descant recorder found in Holland.
- The Italian word for the recorder is ‘flauto dolce' which translates as ‘soft, sweet flute’.
- King Henry VIII played and collected recorders; he had 76 in his collection when he died.
- Shakespeare used a recorder to produce incidental music for ‘Hamlet’ and ‘A Midsummer Night’s Dream’.
- Musicians Paul McCartney, Dido and Bruce Spingsteen can all play the recorder.
- 3.5 million plastic recorders are produced each year.
KS1 Music teacher
From Key Stage 2 Music.
Year 6 will be exploring singing a traditional Ghanaian song devising rhythmical actions to the music. They will also be improvising descriptive music and singing a traditional children’s game song from Ghana. They will also explore playing rhythm cycles by combining rhythm cycles in a percussion piece. Singing call and response songs and developing a descriptive composition will also be explored. They will also continue on the ongoing skills of chord changes on the guitar to accompany a simple song.
Year 5 will be exploring how to identify how lyrics can be used to convey mood, attitude or tell a story; they will be able to recognise that lyrics reflect the time and place in which they were composed and also recognise how lyrics often have cultural historical and social meaning. The children will be able to identify how repetition can make the words and melody easier to remember; they will be able to identify song structures. They will also continue on the ongoing skills of chord changes on the guitar to accompany a simple song.
Year 4 will be exploring how to identify descriptive features in music and analyse and comment on how sounds are used to create different moods. They will select instruments and create sounds to describe. visual images and choose instruments on the basis of internalised sounds; they will also analyse and comment on the effectiveness of the sounds and instruments selected. They will explore how to create textures by combining sounds in different ways and compose music in groups to describe a picture. They will be learning how to play the middle register on the clarinet and play a simple tune on the instruments
Year 3 will be exploring how to identify pentatonic scales in songs and improvise simple tunes based on the pentatonic scale. They will perform together keeping a steady beat and create a class song and accompaniment to the song. They will also continue on the ongoing skills of proper blowing of the lower notes of the clarinet.
KS2 Music Teacher
From the Art & Design Department.
" Paintings are but research and experiment. I never do a painting as a work of art. All of them are researches. I search constantly and there is a logical sequence in all this research."--Pablo Picasso
"Research can be undertaken in any kind of environment, as long as you have the interest. I believe that true education means fostering the ability to be interested in something."--Sumio Iijima
"Research is formalised curiosity. It is poking and prying with a purpose. It is a seeking that he who wishes may know the cosmic secrets of the world and they that dwell therein."--Zora Neale Hurston
" No poet or artist of any art, has his complete meaning alone. His significance, and his appreciation is the appreciation of his relation to the dead poets and artists."--T.S. Eliot
" Art is research into the unknown, adding a little to the fund built up by earlier generations. This is the task of the artist."Olle Baertling
Welcome to this month's newsletter. This month in review has seen our young artists engaging in a lot of research. We have been looking intently into art history so as to build up our own confidence in our own artistic expression.
Some of the key assessment objectives of the IGCSE Art & Design curriculum is the research into artists and the images they create. The thrust being to teach the young artists how to develop their ideas through investigations informed by in-depth contextual sources demonstrating analytical and cultural understanding. This is art history at its best. We have learnt not only about the artist's upbringing but those interesting things that inform his work, his chosen artistic genre, his use of media, and why he does what he does.
We have also laid emphasis on another critical assessment objective in experimenting with various media. The aim of this is to help our young artists refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques, and processes. So, one topic or theme can be rendered using different materials. This helps the artist learn what material they are more comfortable using while helping them test other materials. This in turn leads to vast creative incorporation. With each assignment done this way the young artist is emboldened more, which in turn leads to more experimentation. This leads to a more audacious artist, producing work that makes everyone take a second look.
In this light, I have chosen some inspirational artists for the students to not only research, but to experiment using their techniques of creation. Painter Leonid Afremov known for his brash use of colour served as research catalyst for the Year 9's, while the Year 8's used Nigerian mixed-media artist Peju Alatise as their muse, while the Year 7's have focused on Brazilian pop-artist Romero Britto.
Their research findings and resultant artwork will be seen here shortly. For now, please enjoy the first part of the Year 9's take on Leonid Afremov's style which has begun by their using dry media for this part and will progress into a painting using acrylic paint.
I will end with a quote from another of our sources of inspiration, a genius who also greatly influenced artistic thought , Albert Einstein who said, "I have no special talents. I am only passionately curious." If I can get my young artist to think this way then we should all watch out for a virtual creative deluge.
Head: Art & Design
From the Design & Technology Department
Welcome to Design and Technology.
Year 7 are busy constructing their Gift in a Box Project, everyone engaged in learning the correct way to use the hand tools, the power tools and different types of materials, whether they be natural woods or manufactured boards.
Year 8 are starting to make their tea light/candle holders out of metal. Some interesting designs have materialised during the modelling stage and we will have to see what the final outcomes will be.
Year 9 went across to the Reception classes and have taken some Anthropometric data which will help them in their individual prototype pull along toys they are about to to to make.
KS4 Are in the throes of busily constructing their final projects ready to be submitted to the exam board. Testing times for them trying to keep to deadlines and producing quality work under pressure.
Design and Technology club are using some electronic kits designing and making a whole series of steady hand games.
Mr French and Mr Benjamin.
From the Primary Computing Department
The Junior School of CIS will be rounding off their second half of this term with some more computing lessons, skills building, hands on practise, presentations and feedbacks.
The Foundation Stage children will be introduced into the proper use of navigation through different applications, typing skills, e-safety etc.
The KS 1 pupils will further their computing learning with the use of a presentation application - Microsoft Powerpoint. The students will learn the use of presentation applications, use of the tools associated with presentation and introduction into digital media editing and will finally learn how to use audios and videos as part of a research to create an interactive presentation for intended audience.
E-safety is a major learning point this term and as SAFETY is one of the strongest point of our great school, our students will learn how to use and manage their use effectively on the internet - understanding the positivity and negativity of using the internet.
As a further preparation for our programming lessons for the summer term, the operating system and office applications are in the pipeline for upgrade to enable us achieve optimum learning and output whilst learning with robotics, logo software, programming software such as scratch, kodu, python, online programmin sites like Yoyo Games (http://www.yoyogames.com/), www.codeacademy.com
KS 2 students will have the opportunity to use programming and coding to create games and learn to edit programmes to achieve desired tasks.
Our whole-school programming strand might look something like this.
Year 1 Solving problems with Bee-Bots
Year 2 Turtle graphics on the floor and screen
Year 3 Scripted animations
Year 4 A maths quiz
Year 5 Computer games
Year 6 Developing applications for the mobile phone
Looking forward to an E-safety rest of the term and a programmable summer term ahead.
Primary Computing Teacher
Foundation Stage / Key stage 1/ Key stage 2 (Foundation Studies)
Students Devices Support
From the Science Department
One of the wonders of this world is the ever-changing parameters that we are seeing in our everyday lives. From mobile phone technology to global climate; from air travel to food technology; from snail mail to whatsapp; from facebook to Instagram. Our methods of delivery of education is also changing with the way our children adapt to these changes. But we are not really doing anything new, we are just reinventing the wheel.
In science, without putting it in print, we are focusing on developing the child using the 5Es. This instructional model is grounded in educational theory and has a growing base of research to support its effectiveness. It has had significant impact on science education. The 5E approach helps students develop an understanding of the nature of science, and practical and teamwork skills. But what are the 5Es. They are summarised below:
- Engagement: students’ prior knowledge accessed and interest engaged in the phenomenon
- Exploration: students participate in an activity that facilitates conceptual change
- Explanation: students generate an explanation of the phenomenon
- Elaboration: students’ understanding of the phenomenon challenged and deepened through new experiences
- Evaluation: students assess their understanding of the phenomenon
The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students. I hope you will all join us as we keep embarking on this exciting journey to mould our young ones into the scientists of the future.
The Science Department is happy to announce the Science and ICT trip to Orlando, Florida on the 18th of March. This promises to be an exciting and adventurous educational trip for those who have signed up. Look out for more exciting trips in the coming year.
The Science Department and the Mathematics department are joining hands to run the Science and Numeracy week from the 29th of February till the 4th of March. You are all invited to come and enjoy the different activities that will be on show during this week. We would like to urge our parents and the community in general to support us with any donations or sponsorship in order to make our week a success.
I never think of the future. It comes soon enough (in the next minute). Albert Einstein
From Year 2
We are delighted to welcome our students and parents back from the well-deserved half-term break. The children had an exciting yet educative first half of the Spring Term and this second half term will be equally productive.
This second half term, children will be exploring the concept ‘Leadership’. Thus, they will explore its social, moral, spiritual and cultural influence; capacity building as well as self-actualization. They will consider some of the famous people in Nigeria and Britain, discover their contributions and reflect on how these leaders have influenced people’s opinions and decisions. This will help reinforce the unique qualities that enable them flourish.
Many thanks to Mrs. Dawodu who volunteered and gave the children a talk on making good choices and thinking positively, as it was helpful to the development of the SMSC skill required of every child. To further enhance the children’s social skill, Year Two team had a Friendship Day where the children and teachers exchanged gift items amongst themselves as a way of celebrating Valentine’s Day.
As we continue to develop the children’s SMSC skills, we are looking forward to Mrs. Abayomi Onasanya’s lesson on fables.
Mrs. Dawodu giving a talk to the children about making good choices and the children exchanging gifts on Friendship Day.
Beyond that, the children will continue to explore different poems in Literacy. They have started to learn how to use the dictionary as they have, in previous lessons, predicted the meaning of words using context clues and then checked for the meaning of the words in a dictionary. The children have been exposed to the features of an information book such as glossary, index, content page etc, differentiating it from a story; and they did not only restrict these skills to Literacy, they also linked it to other areas of the curriculum by making an information book on farming.
Check out our non-fiction books on farming and our mini dictionaries.
In Numeracy, the children have been learning about the different standard units of measurements. They have been super excited learning about temperature as they were given the different tools for measuring temperature to make an observation in class. The children used a thermometer to check how cold or warm a cup of water is. This will be further linked to our lesson on planting seeds in Science; we will discuss how some seeds need colder or warmer temperature to germinate.
Again, the children explored multiplication facts for 2, 5 and 10 times table and were able to state other vocabulary for multiplication, writing number sentences using an array.
The children using a thermometer to measure how cold or warm a cup of water is and our board on multiplication facts.
In Science, we have been investigating how plants need water, light and a suitable temperature to grow and stay healthy. We have also begun to observe how seeds grow into mature plants. The children planted bean seeds and observed different types of seeds. They reinforced their learning on measurement by measuring the length of the different seeds.
Children observing different types of seeds and also planting bean seeds.
Thank you for your continued support.
Mrs. Kofoworola Onasanya
For Year 2 Team
From the Junior School Drama Department
Drama classes have been Educative, Exhilarating and Entertaining. The children have moved on to a higher level of improving their various dramatic skills, which is quite remarkable. Hence all efforts made to improve on their skills is indeed highly commendable.
Key Stage 1
Sometime in drama class, the children were asked to express their thoughts and share their feelings on:
“The special me” that is; what makes them feel special? what is it they always love to do that brings out the best in each one of them?
Some replied saying: Every time I complete all tasks given to me in class and my class teacher commends my efforts; it makes me feel special.
Some others: Every time I spend time with my family and friends, it makes me feel special.
Others: Every time I display my gymnastic skills and my parents and teachers are there to cheer me up, it makes me feel special. So much more did the children have to say…
After all this; i thought; It is the feeling the children share and how they share it, that gives you a reason to think about what really makes u feel special?, what is it you do that really makes you feel special about yourself and always brings out the best in you? So let’s ponder on “THE SPECIAL YOU”…
Every child has something to offer, something special to have and share, and when I thought about what that special thing could be, I learnt and realized that every one of these children desire to offer us (both teachers and parents) the very best of themselves, they desire to be effective, creative, innovative, brave enough to take bold steps, well-behaved, make us happy and most of all; defeat failure but aspire for complete success in all their endeavours. I can only say that; this alone is indeed something special enough to hold strong for them. We can give them the best and trust that they will attain a greater level of achievement, as we positively reinforce them in their journey to complete success in life.
The place to be…
Life is a stage and everyone is a character just waiting to express themselves through words, actions and movements…
KEY STAGE 2 IN ACTION
Speech exercise… Movement skills…
WATCH OUT FOR OUR LITERACY Week: A snippet based on;
The Life and Times of William Shakespeare
Lessons learnt from his plays: Macbeth and Hamlet
Drama Teacher (Junior school)
From Year 6.
Learning is inherently a social activity and at CIS, we ensure the best and most equitable use of the technology in making this a reality. Edmodo is one of the ways we have collaborated with technology at making teaching and learning active.
Using Edmodo has empowered the children to become more independent with their learning - boosting their SMSC skills. They care about what they write as feedback either to / from themselves or their peers. They lend a hand and suggest ways of solving a problem to others. They discuss and share their knowledge while reading and reasoning about their peers responses. From these various experiences, I dare say that the children have grown in confidence. While we are forging ahead in learning with technology, we are also still reinforcing the use of ‘pen / pencil’ in sharing thoughts and ideas.
A class discussion on Edmodo at an agreed time at home. Note the ‘40’ replies… This simply gave all the children opportunity to share their learning confidently.
’Confident and Independent learners’...helping each other
...reflection….Self Assessment after the day’s task
...quick written feedback… I am still confident with my learning...
Please, take some time to read through some of the activities on Edmodo as well as in the class exercise books. Thank you dear parents for your consistent support.
From Year 3.
SCIENCE MADE FUN IN YEAR 3: Sundials
Have you ever wondered how people worked out their ideas of telling the time? They used the position of the Sun in the sky, they used sundials .You can tell the time by looking at the shadow cast by the Sun as it shines on the pointer of a sundial. The proper name for the pointer is a gnomon (said 'nom-on')
A sundial works by casting a shadow in different positions, at different times of the day. Year 3B tried this by setting up a shadow-stick on a paper plate. They noticed that at different times of the day, the shadow is in different positions, and it changes length.
Now the children can link Sundials use to the first clocks. Pupils constructed and positioned their sundial. Subsequently at hourly intervals, they mark the position of the shadow created by the stick using a chalk. At midday also they took the ruler outside to measure and record their measurement.
The children also understood that it is very dangerous to look at the Sun. As a cross curricular link to their study in Science about shadows and darkness, Year 3’s also had a resource person pay a visit to the school. He spoke to them about the Braille and its importance to the blind.
Braille is a method of reading and feeling text through touch, rather than sight. It is mainly used by those with impaired vision; however, sighted people can read Braille as well. There are many reasons for this, especially for those with a blind or visually impaired person in their household.
For Year 3.
From Year 4.
HAVE YOU HEARD THE NEWS?
What’s in the news? What’s your perspective? Can children share informed opinion about the constant changes happening around them in particular, and the world around them generally? In this present time, there is a pressing need for our children to listen to the news in order to be familiar with what is going on around them. Parents must choose a time every day of the week for children to listen to the news, read newspapers so as to discuss current affairs intelligently with their peers and adults.
The responsibility should not be left to the school alone. It is very important for children to listen to the news and also offer opinions on the issues going on around them as well as proffer solutions on the challenges different countries in the world face.
‘In the News’ is a concept that has been introduced and will be emphasized on in Year 4.
We have realised the importance of children being able to know what is going on around them. We all have a part to play in making this a reality. Let’s put our hands together to give our children an unbiased view of the world.
From Junior School French.
Bienvenue! welcome back! This month the children have been learning how to use more of their conversational skills in the classroom. Year 1 and 2 have been learning how to use classroom objects in sentences.They have also been learning how to differentiate between masculine and feminine objects with the use of articles “un”and ”une”. Year 3 have been learning how to make sentences with the verb avoir and how to conjugate. Year 4 have been learning how to express likes and dislikes for certain fruits and how to make singular and plural words in French using animals as examples. Year 5 have been expanding their vocabulary reading short texts and games. Year 6 have been learning how to use prepositions and countries in speaking and writing. They are also learning how to tell time. Voici nos photos.
Mlle Feigne Suinner.
From The Physical Education Department
The past weeks in PE was devoted towards preparation of the students towards the Athletics Sports Day. Our focus was to develop the competitive spirits of our students in both track and field events and this was manifested on the Sports Day.
The Sports Day kick-started with colourful parades made lively with melodious sounds and displays from the students and teachers from the various houses. The Foundation and KS1-4 then took the stage, showcasing proficiency and athleticism to the delight of everyone present. The climax of the day was the competitive parents and teachers’ races which generated loud applauses from all the students and invited guests.
The statistics from the Sports Day shows that our school is blessed with talented athletes who can definitely make the difference in competitions with other schools. This will further motivate us in our quest to be ‘a renowned sporting school’.
Regards and best wishes,
Head Coach Payne.
From Mathematics Department
MATHS OLYMPIAD, AMC 10
On the 2nd of February, 2016 CIS Senior School had her first edition of the high school Maths contest known as “American Mathematics Olympiad” –AMC 10. Seven students from Year 10 and three students from Year 11 took part in the event. The AMC 10 is a 25-question, 75-minute, and multiple choice examination in secondary school mathematics containing problems which can be understood and solved with algebra and geometry concepts. Two different versions of the contests are given on two dates, about two weeks apart, in February. Each AMC 10 and AMC 12 contest contains about 12 of the same maths problems.
The main purpose of the AMC 10 is to spur interest in mathematics and to develop talent through the excitement of solving challenging problems in a timed multiple-choice format. The problems range from the very easy to the extremely difficult. Students who participate in the AMC 10 should find that most of the problems are challenging but within their grasp. The contest is intended for everyone from the average student at a typical school who enjoys mathematics to the very best student at the most special school for which our great International School is one. This is also part of routine to make Thinking visible and make students become better Thinkers..
A special purpose of the AMC 10 is to help identify those few students with truly exceptional mathematical talent. Students who are among the very best deserve some indication of how they stand relative to other students in the country and around the world. The AMC 10 provides one such indication, and it is the first in a series of examinations. Another valuable comparison students can make is between their own level of achievement and their levels in previous years. We look forward to seeing how our students will perform and how there will be an improvement in the coming years.
Numeracy & Science Week
Come join us in celebrating our love for all things Physical, Chemical, Biological and all the mathematics in between these and other subjects
Regards to you all,
From Year 5
The Solubility of Matter
Routines exist in all classrooms; they are the patterns by which we operate and go about the process of learning and working together in a classroom environment.
Classrooms also have routines that structure the way students go about the process of learning. One of these routines is the scientific method. The scientific method is an enquiry procedure that aids our children to logically examine and process all information received.
Science has been full of great learning and fun as Year 5B children have been exploring the properties of matter using the scientific method. They tested for the solubility of matter and attempted to tell if there were chemical reactions in mixtures.
On the 10th of February, Year 5B children carried out an experiment on the solubility of matter.
Different groups chose their solute (the substance to be dissolved) and solvent (the one doing the dissolving).
- The “Rock Scientists” chose rocks as their solute and had cold and warm water as their solvent.
- The “Mad Scientists” chose salt as their solute but had the same solvents as The Rock Scientist.
- The “Explosives” had baking soda as solute but used water and vinegar as their solvent.
Each group presented their background researches before coming up with their hypotheses. They organised their apparatus and pointed out the fairness of their tests. They tested their hypotheses, described what they observed using their five sense organs and made charts to explain their findings.
At the end of the assembly, they were able to support or reject their hypotheses. They also came up with a summary of their findings before suggesting ways to improve their experiments. It was clear that learning was progressive when the children started to ponder on the solubility of other matters.
The scientific method has exposed our children to logical ways they can examine and process new and old ideas. They have developed good handling techniques of apparatus and are aware of the importance of safety during experiments. It has enabled them to see the interconnectivity and transferability in their learning across the curriculum: they collect data, plot graphs, measure, summarise, use multimedia to present etc. Their findings are also used to enrich their schemata and can be used as background knowledge in other researches.
From Year 1
CELEBRATIONS AND FESTIVALS AROUND THE WORLD
Part of our SMSC focus under Cultural Development is respecting one’s own culture and that of others. In line with this, the children have been learning to share cultural differences, showing interest in and appreciating how other people from different backgrounds, countries and places, do their own thing.
So we looked at celebrations and festivals all around the world, some of which were: China’s “The Chinese New Year”, India’s “Holi” and Ireland’s “St. Patrick’s Day”. Through these, we could learn more about the culture and beliefs of the countries. More importantly, we learnt the stories behind some of their celebrations and festivals.
Now you can imagine how excited the children were when we invited Mrs. Clare Anderson from Britain and Mrs. Jacqi Showole from America to come and tell us about a special celebration or festival in their country!
The children learnt about America’s Independence - 4th of July and the different ways it is usually celebrated: through parades, picnics, with sparklers and fireworks.
They also learnt the story behind the bonfire night of Great Britain. They particularly loved the fact that Guy Fawkes was arrested and King James (I) was saved, hence the bonfire celebration. Of course the children loved and kept chanting the rhyme, “Remember, remember, the 5th of November” that is associated with the bonfire celebration.
Thank you Mrs. Anderson and Mrs. Showole for making the children’s learning experience memorable; they were, indeed, great opportunities for the children to learn to appreciate each other’s diversity.
Miss Uzoma Uduma
For Year 1