|From the Head of School
From the Assistant Headteachers
From The Mathematics & Computer Studies Department
From the MFL (Modern Foreign Languages) Department
From the School Library
From the Design and Technology Department
From Junior School French Department
From the Music Department
From Year 3
From Year 4
From Year 5
From Year 2
From Junior School Art Department
From the Science Department
From the Humanities Department
From the Foundation Stage
From African Studies
From The Art & Design Department
From the Physical Education Department
From Year 1
From the English & Drama Department
From Year 6
From the Head of School.
In the hot seat, with Mr. Mark.
Please follow this link to a new feature of the school’s newsletter. I hope you enjoy this.
In the hot seat, with Mr Mark
My best wishes to you all,
From the Assistant Headteachers.
Homework - School and Family Lives.
I have decided to dedicate my entire article to this contentious topic. I refer to it as contentious because there are many who stand on both sides of the fence on it’s impact.
For example, read this article I came across the other day:
“Every child’s dream is, it turns out, many New York parents’ nightmare. A public school for primary-aged children in New York has decided to end all homework assignments, but angry parents have responded by threatening to pull their kids out of the school. Teachers at P.S. 116 on East 33rd Street, Manhattan, have stopped asking children to work on maths problems and English essays at home, and are instead telling kids to play outside. The head teacher, Jane Hsu, wrote to parents telling them ….. that the negative effects of homework at a young age include: “children’s frustration and exhaustion, lack of time for other activities and family time and, sadly for many, loss of interest in learning.”
Click here for link to article.
On the other hand, researchers claim that homework helps students develop responsibility and life skills and the ability to manage tasks and that it provides experiential learning, increased motivation, opportunities to learn to cope with difficulties and distractions, and academic benefits (Corno and Xu 2004; Coutts 2004; Xu and Corno 1998).
While many researchers take either a positive or a negative stance on homework, Cooper (2001) takes a more balanced approach, stating, "Research on the effects of homework suggests that it is beneficial as long as teachers use their knowledge of developmental levels to guide policies and expectations" (34). Cooper goes on to explain that homework has both positive and negative effects on various aspects of students' lives.
How much homework should my child be getting?
Our school homework policy (http://www.cislagos.org/our-school/school-policies/senior-school-homework-policy/) sets the following guidelines for senior school children:
Years 7 – 8 Up to 1 ½ hours daily + free reading
Year 9 1 ½ - 2 hours daily + free reading
Years 10 – 11 1 ½ hours on Core courses + free reading and up to 1 hour depending on the number of Option courses taken + free reading
Tips for parents for Senior School homework
The amount of homework gradually increases as your child goes through junior school - but still the amount of homework set in Year 7 onwards can come as a shock. Help your child adapt by helping them plan their homework for the first few weeks using their homework diary. Their homework diary should include their homework timetable for both Week A and Week B. It provides spaces for daily entry of homework given: the description and due date. This must be recorded. Where homework is not given, a reflective statement would be written - what went well, what didn’t go so well, next learning steps etc. The diary should be checked, signed regularly and any empty spaces challenged.
Use the library and other available resources. Our library staff will be able to help your child find the info he/she needs and develop their research skills. Our libraries offer access to computers (installed with curriculum relevant software), Internet access, Britannica online, myimaths, Literacy Pro, e-books and other digital resources as well textbooks and for study, and can advise on links to useful study websites. Parents are encouraged to use the library too!
Senior school students are expected to work more independently (on their own) than at junior school. Homework tasks may include a variety of tasks with different levels of challenge, finishing work started in class or doing extra work like researching information about a topic being studied, continuing project work or coursework, preparing or planning for the next lesson. Ask your child to give you a bit of background on the homework and why they have been set the piece. This should open up discussion and help their enthusiasm.
However tempting it may be, refrain from completing your child's homework for them. Homework is set to help teachers understand how much your child has understood about the subject and what they can complete independently.
Don't get stressed out by homework - if you are, your child will be too. Remember to talk to the subject teacher in the first instance or the Form Tutor if you feel your child has too much homework, or it's not clear, or is taking them too long. Asking for feedback on how they feel your child is doing is also helpful.
With so many factors influencing homework's efficacy in learning, staying informed of the research and making the best decisions possible with available data are the greatest steps CIS takes to help ensure student learning.
Assistant Headteacher (Senior School Academics)
GAINING INDEPENDENCE IN JUNIOR SCHOOL
Welcome to a new school year 👏
I would like to draw your attention to the CIS school motto which has been included in the School Diaries. We have 3 key phrases that summarise our vision, mission and values here at CIS and these are presented in the acronym - C.I.S.
My focus at this point is on the ‘I’ - Instilling Independence.
As it has been a long holiday, we expect that the students would need more-than-subtle reminders of the CIS expectations, especially our little ones in Foundation Stage. We have spent the past few weeks of school supporting all our students as they attain the initial targets we set for them. These targets include academic and non-academic goals.
One of the main targets we have for all our students is to take more personal responsibility for themselves, for their learning and for their belongings. We find that we have to ‘wean’ our students off adult support, as they can be very dependent on adult input after long holidays. This is not applicable to all our students though, because some students are more independent than others. I would like to share some of the available research on children’s developmental milestones for primary aged children. As the children approach the end of Foundation Stage (5 years old), there are a considerable amount of milestones they should have attained including:
Milestones in hand and finger skills
Copies triangle and other geometric patterns
Draws person with body
Prints some letters
Dresses and undresses without assistance
Uses fork, spoon, and (sometimes) a table knife
Usually cares for own toilet needs
Can count ten or more objects
Correctly names at least four colors
Better understands the concept of time
Knows about things used every day in the home (money, food, appliances)
Social and emotional milestones
Wants to please friends
Wants to be like her friends
More likely to agree to rules
Likes to sing, dance, and act
Shows more independence and may even visit a next-door neighbour by herself
Aware of sexuality (gender)
Able to distinguish fantasy from reality
Sometimes demanding, sometimes eagerly cooperative
Culled from www.childmind.org
Our goal at CIS to support all our students on this journey towards independence in every way possible. Our students in Key Stage 1 & 2 are also on this learning journey, and they have their own unique set of targets to reach. I encourage our parents to explore one or two of the links below, read more about children’s developmental milestones, and to support us on our quest to raise students that take personal responsibility for themselves, for their learning and for their belongings.
Assistant Headteacher (Junior School)
Foundation Stage Links
Key Stage 1 & 2 Links
From The Mathematics & Computer Studies Department.
Head of Mathematics
Computer Studies Department
Livingstone Adekunle Mathematics Teacher
Computer Studies Teacher & ICT/IT Teacher (KS3 & 4)
Samuel Odeleye Computer Studies
ICT/IT Teacher (KS2 & 3)
Computer Studies, ICT/IT Teacher (FS, KS1 & 2)
Samson Edein, Learning Support
Peter Amayo, Special Educational Needs Facilitator
Babawole Amogbonjaye, Special Educational Needs Facilitator
Studies in Mathematics and work in Computer Studies have started in the earnest. Our students are full steam ahead. Most are excited about the fun and interesting themes that have been planned into the schemes of work. For a few, what lies ahead is seen as a challenge but one they are confident in overcoming.
Here are some of our young Mathematicians and Computer Scientists:
Maths became a challenge for me in Year 8, but as I have grown, I have become very confident in mathematics and I can tackle almost any topic now!
Year 10 Student
When I started Year 7, maths was challenging for me. However, later on with the help of Mr Livingstone I exceeded my expectations and now that I am in Year 8, I am doing better in my maths classes.
Year 8 Student
Since Joining CIS my maths skills have improved in so many ways. It is now easier for me to comprehend the topics better and also enabling me to set higher expectations for myself. Maths at CIS has had a positive impact on my life.
Year 8 Student
Maths has always been a challenge but with the help from my teachers in school, I have achieved the knowledge and understanding I need to improve in maths.
Year 9 Student
ICT/ BTEC/ Computer Studies
This term our Year 7 students are working on a lovely project titled “Fashion Store” that will require them to produce flyers and posters using design elements and principles. Before the end of this term they will also work on another project that will make them learn and use presentation software (PowerPoint and others) to present their work to a large audience.
Year 8 students have been working on modelling in spreadsheets. They have been learning to use functions and formulas in Excel to add, find averages of large data, find maximum and minimum values in a column. They have also been working on conditional function like ..IF….AND, COUNT and by extension COUNTIF…. They have also started sorting and filtering. The will be working on advanced data analysis and searching using multiple criteria.
Year 9 are now working on BTEC Level 2 Unit 1 (Communicating in the IT industry). This unit will broaden students’ knowledge on:
- How to communicate information to suit audience, purpose and content
- How to use IT tools to communicate and exchange information
- The impact of IT on individuals, communities and society
This unit activities include: role plays, peer assessments, group discussions and presentations.
Year 10 IGCSE students are presently working on theoretical and practical aspect of the IGCSE ICT which includes:
- Input, output and storage devices
- Communication networks and internet
- Desktop publishing
- Spreadsheet and modelling
- Web authoring
- Presentation software
I am sure they are enjoying their learning.
Year 11 IGCSE students are almost through with their syllabus and they have written a series of tests that would prepare them for the IGCSE ICT exams starting by the end of May 2017. While the BTEC students will soon start work on Level 2 Unit 16 (Database system). This unit will broaden students’ knowledge on:
- The principles of database systems
- How to create non-relational database systems
- How to use database software tools
Computer Studies/ICT is now a compulsory subject for all CIS Senior School students except for the present Year 11. With this development the department has introduced more options for students to choose from i.e. ICT, BTEC IT and ICDL. Microsoft Office Specialist Certification is part of our plan which shall start after half term.
In the Junior school this term, “Digital Literacy”is the key word……...moving from paper based writing to typing and learning to use all the functions associated with word processing, graphics design, publishing and presentation.
Foundation Stage students will learn computer introduction, usage and appreciation including learning how to use the mouse and keyboard and moving away from the finger swiping methods they usually use at an early age.
Key Stage 1 pupils will build on their keyboard skills by learning how to use the keyboard for typing and making use of the basic function keys: the comma, caps lock, space bar, shift, arrow keys, and end key. They will be introduced to different methods of typing either with the short cut keys or the mouse and keyboard. Also, pupils will be introduced to the Mavis Beacon Typing Tutor programme to build their speed and accuracy.
Key Stage 2 (Lower - Yr 3 & 4) budding computer users are learning how to use MS Publisher and MS Powerpoint. They will be embarking on various projects for their year group to further consolidate their learning linking Literacy, Geography and Topic lessons for an encompassing learning.
Key Stage 2 (Upper - Year 5) While building on their keyboard and presentation skills, pupils are learning how to use range of different technology to capture pictures, audio and video files and embed them into their presentation. They are also learning to maintain consistent house style (in formatting, editing and layout) of their presentation, They have also started learning how to check validity or otherwise of information they get online, trying to differentiate reliable sources of information and unreliable sources. Our “Do aliens exist?” project is ongoing, this is to allow pupils look for information online and explore other sources of information to arrive at conclusion about any given topic, this will also allow them to judge the reliability or otherwise of some information on some websites and to show that not all information they find online are reliable. https://www.youtube.com/watch?v=9dfWzp7rYR4 is an example of such an unreliable information.
Key Stage 2 (Upper - Year 6) students have continued to build on their keyboard skills, particularly with speed and accuracy, they have been able to work on “A place they visited during Summer” using word processing software and understanding the beauty of consistent house style in a word processed document, using cameras, webcams and voice recorders to record and then embed them in their document. They are learning to check biased opinion when they check online information. Our Macbeth (Shakespeare) comic project is ongoing and they will be able to create comic books on a Macbeth story from Shakespeare.
Watch out for our coffee morning - Friday 30th September in the ICT Room, top floor of the Senior School block. This is an opportunity to meet and chat to us teachers and other parents, have a coffee or tea and some biscuits and to learn about the delivery of the Mathematics, Computer Studies, ICT and IT. Hope to see you then!
The Mathematics and Computer Studies Department.
From the MFL (Modern Foreign Languages) Department.
The Modern Foreign Languages Department works hard to enthuse students, promoting a love of language learning and an appreciation of cultural differences.
All students study French and Spanish in KS3 and chose one in KS4. MFL is a compulsory subject at CIS. All students must continue to study one foreign language for IGCSE.
At all key stages, our lessons aim to develop our students’ fluency, accuracy and global mindedness. We aim to enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read Works of Literature in the original language.
Outside the classroom, we run conversation lessons, French and Spanish clubs and various other initiatives such as the European Day of Languages on September 26th , enrichment lectures, cookery practice lessons. We are very aware of the importance of languages for communication and to this end we also organize trips. Llast year we spend ten days in France and Switzerland. This academic year we plan to travel to Spain and Belgium. The MFL department organises a variety of trips to enhance students’ learning.
We are passionate about our communicative and interactive approach to language learning. Our aim is to enable students to become competent communicators, building students’ confidence and their ability to communicate as global citizens. We equip students with language qualifications which are increasingly seen as essential by employers and therefore improve their opportunities in the workplace and their social mobility. We aim to further students’ skills of empathy and creativity as well as their cultural insight and understanding, and their ability to communicate effectively with a high degree of fluency and accuracy. Our students produce work to be really proud off.
We wish all our students a fantastic academic year 2016-2017
Jean Claude Grebe
From the School Library.
My name is Morenikeji Plumptre (Mrs.) I am the Head of Library Services for the whole school and my greatest joy comes when a child who is lukewarm about books or reading under my watch catches the bug for books, that makes my job worth it. Apart from managing the school library, I also manage many of the school’s e-Softwares such as Britannica, LitPro, eChalk and Vle. I am always available to support and help you towards getting the best out of your children in their literacy.
With me are:
Mrs. Omolola Adaji, Mrs Adaji has a strong passion for reading and I know that she is at her best when she is recommending books to the students, staff and parents, she is truly a fervent reader. She works with me in the main Library (1st floor) and supports KS2 - KS4 students.
Mrs. Olajumoke Ejaife, is our Foundation and KS1 Assistant Librarian, she is a sweet and cheerful person who is truly loved by our younger students, she effortlessly manages the Early Years Library (on the ground floor, between the Sick Bay and the Nursery classes). She works hard to instill the love of reading in our students from their early years.
By now I am sure you would have received our Welcome Letter and the Library Guidelines, I encourage you to read this so we can all be on the same page. Our Library uses an e-based software called Eclipse.Net and it is accessible to all users. Parents I encourage you to please access this, as it will help you see the books we have in how Library and also to see your child’s library account.
See below for how to access this:
You might be asked to install Microsoft Silverlight
Log on with your personal email as your username and cislagos as your password (You must first be registered as a user of the Library; students in KS2 up will have to use their school given email)
Please change your generic password once you log in.
Bookmark this page.
Once you are in please change this password.
There is also an App called 'iMLS', available for iPhone, iPad, iPod Touch, Android & Windows Phone 7. This App can be freely downloaded by going to your App provider and searching 'iMLS'.
Remember, we encourage book donations to our library.
Morenikeji Rhodes Plumptre (Mrs.)
Head of Library Services
From the Design and Technology Department.
Mr. French Mr Benjamin
Welcome back from Summer break. I am sure that we all have tried to have a restful break but now it is time to get back into the saddle and starting afresh for a brand new academic year. We would like to extend a warm welcome to the new cohort of Year 7 students who I am expecting to bring new and fresh designs to Design and Technology.
We have had a very successful intake of Year 10 students opting for the subject, our largest ever intake to date. They are starting the two year GCSE course that will see them through to their final exams in Year 11.
Year 10 with their first D/T project.
Students busy at work.
If you look closely you can nearly see the steam coming out of their ears from all that effort. Well done to them for starting of working so hard and well together. As a department we will also be involved in STEAM learning - this is where we combine Science, Technology, English, the Arts and Mathematics. More to follow on this exciting teaching methodology. Year 8 and 9 are also starting new projects, building up their skills and knowledge from last year’s work.
Mr. French and Mr. Benjamin.
From Junior School French.
”Salut ça va? Ça va, et toi? Ça va bien merci , au revoir!” This has been our theme song some of the children in lower key stage 2 (Years 3 & 4) have been chanting around the school in the last few weeks.
I welcome you all back to another exciting school year. We started off with a historical background of France and it's wonderful monuments, food, culture and fashion. Lots of information about the Eiffel Tower was shared with the children, which has increased their knowledge - of which one was learning that the Statue of Liberty can be seen from the Eiffel Tower in Paris! It was a surprise for them to know that there are miniature statues of liberty in France of which three are home to Paris.
Years 1 and 2 will be learning the basics greetings,numbers,classroom instruction,alphabet sounds,my family amidst songs,arts and craftwork to help the students learn more words in French.
Year 3 and 4 will be learning the use of the articles “A and THE” in French and their uses with objects in the classroom,where we live,the weather,and members of the family.
This term, Year 5 and 6 will be learning to tell time, their daily routine and read simple story books and writing to improve their reading and writing skills in French.They will be expected to use the correct tenses and vocabulary.
Voici des photos.
Please encourage your child to follow up online memory work and assignments on Edmodo to help reinforce knowledge acquired in class.
Mlle Feigne Suinner.
From the Music Department.
A student is almost always motivated to practice if he leaves his lessons feeling capable”. - Frances Clark
Welcome to the dynamic world of CIS Music Department.
My name is Korede Omopeloye and I am the Senior School Music Teacher and the Head of Music Department. As always, I am excited about exploring the concepts of music performance/theory and composition with the students.
I am Ludmilla Oresanya and I teach the younger students in Year 1 and Year 2. I will introduce the students to tuneful melodies on the recorder, as well as simple music theory.
I am Seun Oluwasbusuyi in charge of KS2 music. I have enjoyed teaching the Clarinet to students in Year 3 and Year 4 while I co teach the Guitar to Year 5 and 6 with Mr Korede.
The Senior School students will be in for a really multi-cultural, interactive and informative learning experience—complete with performances of Jazz improvisations, 12 bar blues, drumming patterns of West Africa and Egyptian halawaya. We will be going back in time to the medieval era to explore organum, psalmody, and parallel motion with links to History and Geography. We will also study programme music, baroque music, minimalism and impressionism, and will link this with Art and English (poetry for song composition). We have students taking the GCSE music course, and we also offer BTEC music courses. The students are enjoying the experience all the way.
Brass Orchestra: We have just acquired a new set of Brass instruments; this includes the trombone, trumpets and plastic mouthpiece. We intend to form a Senior School Brass Band to complement the Junior School Clarinet Ensemble. Information will go out to Parents the week before half-term with full details.
From Junior School music:
The first term is promising to be full of music activities. We are looking forward to celebrate Nigerian Independence Day. Children will learn to sing Nigerian National Anthem and explore the vibrant sounds of Nigerian traditional music and acquire some knowledge about Nigerian traditional instruments. In KS1 pupils will learn to play the recorder. Year 1 children keep their instruments in the music room and take them home to practise over the holiday. Year 2 pupils have to bring their recorders on Tuesday and Thursday. They are given recorder music sheets to practise the pieces at home. Year 3 and 4 must attend lessons with their Clarinets and are required to practice for at least 15 mins a day. Year 5 and 6 must attend music lessons with their Guitars.
School Choir: We have decided to make the School Choir a central one this year so we will have auditions from the 4th to the 7th of October, between 3:00 and 3:30 pm on these days.
Performances (concerts); If you attended the Parent-Teacher Brunch, you would have had a taste of what the performances at CIS music department will look like this year. The students are given opportunity to perform as often as possible at the various assemblies, but this year we have we call music afternoons (They will happen just before half-term every term through the school year). The first one is in November, where the music department will organise an afternoon of vocal and instrumental music, featuring some of our gifted and talented young musicians.
Singing at assemblies: All children sing songs and hymns at assembly and we encourage them to perform instruments as well to showcase their skills learnt in music class.
We look forward to seeing you at all our performances.
Korede, Ludmilla and Seun.
From Year 3.
As parents, we give our children their first experiences with maths. Even if you as a parent do not feel confident with maths, you can still make a huge difference to how your child views numeracy and develops confidence and the ability to process maths. For the rest of the term, we will tackle skills to help in solving word problems which are a major challenge for most children, we will look at data handling and measures amongst other areas.
● Be positive about maths. Don't say things like "I can’t do maths" or "I hated maths at school"; Your child might start to think like that themselves.
● Point out the maths in everyday life. Include your child in activities involving maths such as travelling, cooking, shopping etc.
● Praise your child for effort rather than talent this shows them that by working hard they can always improve.
"I Can't Do Maths." If you’re saying it, your children probably are too
Literacy has been fun as all our classes have been interactive and engaging. When writing, children begin by learning letters, then words, and finally sentences. This is why we have progressed to encouraging our students to writing paragraphs by organising their ideas around a topic. We have now learnt that any meaningful paragraph involves writing a great topic sentence, using supporting details as well as finding a strong concluding sentence.
This is why we in Year 3 have linked Healthy Eating in science as one of the resources to help in writing a detailed paragraph as well as improve their writing skills.
The children brought in the recipe for making sandwiches and burgers, took their time to prepare and make them and finally enjoyed the yummy and sumptuous snack. This was the best recipe to producing fantastic paragraphs in class!
The children in Year 3 have learnt about the different Nigerian cultures. They role-played the different aspects of our culture such as dressing, food, greeting, songs and dance. The topic afforded children the unique opportunity to appreciate and learn about different aspects of their culture and the cultures of their classmates. The lesson also reiterated respect and tolerance for cultures and lifestyles different from theirs.
This term, the Year 3 children are going to be learning to develop their Science inquiry skills using the steps of the scientific method which are:
1. Asking questions.
2. Making a hypothesis.
3. Testing the hypothesis with an experiment.
4. Analysing the results of the experiment.
5. Draw a conclusion.
6. Communicating results.
So far we have identified that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; so they get nutrition from what they eat. We have also reviewed the basic food groups and their nutritional values to our body. This has helped us create a balanced diet using the basic food groups.
Our Healthy Living board showing the different food groups.
We have also begun to study the human skeleton. So far we have discovered that humans and some other animals have skeletons and muscles for support, protection, and movement. We are beginning to learn the names of the different bones in our body and that animals can be divided into 2 groups: Vertebrates – animals with a backbone and Invertebrates – animals without a backbone.
Exploring the skeleton and identifying the various joints and bones.
Regards from the Year 3 Team.
From Year 4.
A Growth Mindset.
By trying often, the monkey learns to jump from the tree - Buganda proverb.
Life certainly is full of challenges, therefore making our children realize that facing and overcoming challenges is part of life as a matter of fact, is our collective responsibility as parents, teachers and guardians of these children.
Children must view challenges as opportunities to grow, learn new things, form and build on their character in order to be the best versions of themselves. They must be encouraged to persevere through any task given, exhibiting a ''can-do spirit''; not being quick to give up or to look for an easy way out.
In Year 4, we as teachers are helping the children to harness and develop a growth mindset towards all given task, from the simplest to the hardest. We encourage them to have a positive attitude towards all areas of learning.
Integrating a growth mindset in the classroom will create a positive impact on learning, where the children will move from 'I can't do it'' to ''I will try and keep trying till I get it''. This is important, not just in learning but in every aspect of life. We hope to instill in the children the tenacity to face life's challenges, head-on.
To achieve optimum success, the mindset is everything!
The Year 4 Team
From Year 5.
This term our Year 5 students have been learning about the Anglo-Saxon settlement of Britain as part of our Topic curriculum. In order for it to be effective and deep, learning must be made relevant to the learner. The question confronting us as Year 5 teachers was how can we make this learning relevant to students who live in Nigeria in the year 2016? Timelines look nice but they are far too abstract to translate into meaningful and deep learning; they are more the subject of memorization. During the course of our planning meetings we came up with the idea of asking our students to make models or dioramas of Anglo-Saxon houses and/or villages.
After setting up some guidelines and providing some instruction we set the project as a homework assignment for the weekend not really knowing what to expect. We were mildly optimistic because our students were so excited and enthusiastic but we were not really prepared for what followed on the Monday.
“Lo and behold” on the Monday morning our students came trooping into school with the most amazing assortment of models, dioramas and pictures depicting Anglo-Saxon house, villages and even farms. It felt like Christmas. Our students had used their imagination and creativity to travel back in time in order to fulfill this project.
I am sure that we are all aware of the research which claims that children between the ages of 5 and 8 are at the height of their creative powers and the Year 5 teachers at CIS can confirm and corroborate this research. Our students not only demonstrated great imaginative and creative powers but they also demonstrated resourcefulness, initiative and determination. They used cardboard boxes, toothpicks, glue, paint, grass, leaves, wood, plastic figurines and other items that inspired them to bring to life Anglo-Saxon houses, villages and farms. Some of our students worked in groups, others worked in pairs and a few worked alone in order to achieve their goals. A few of the models were so large it took two people to carry them.
When our students are inspired and understand the relevance of their learning they can perform wonders as we, in Year 5, have seen. Our students have brought the Anglo-Saxon settlements in England some 1400 years ago back to life. Thank you students.
The Year 5 Team.
From Year 2.
Stepping into Year 2, you could almost touch the excitement of the children. After a long summer holiday and growth spurt, the children were eager to learn more about themselves and their peers. So far, it has been a rather enthralling period for the children as they have had to engage in learning activities that have helped them learn more about themselves, their families, cultures, beliefs and their communities. This knowledge has filled the children with the confidence of how special and unique every individual or family is. The children were also prompted to fill a Multiple Intelligence questionnaire, so that we are aware of each child’s learning style, preferences and how we can support learning in such a way to complement their weaknesses and teach them to interact better with others. The theme, Identity (Who am I?)
has not been the only theme discussed in Topic this term; the children are beginning to learn how to recognise and interpret symbols on maps, as well as develop their map reading skills. It has been one amazing learning opportunity after another.
In Topic, there has also been an emphasis on:
Moral development - to recognise the difference between poor and good choices;
Social development - To meaningfully take up the role of listening and/or talking during discussions and group work;
Cultural development - To be able to discuss their own familial way of life;
and Spiritual development - recognising the values of other religions.
The children are developing tolerance and interest in their peers and used these topics to reinforce what has been learnt in Numeracy: order; positioning and sequence; shapes in the school; understand and use positional words. In Literacy, there has also been a deliberate teaching of the use of vocabulary and extension of sentences putting punctuation into consideration.
Numeracy so far has been awashed with fun activities which also foster critical thinking, collaborative learning and creativity. This term, the Year 2 students jumpstarted the term by counting numbers to 100 using a blank grid, 100 number chart and counters. Folabomi Kalejaiye from 2B was open-handed enough to teach her peers a quick method for recognising ‘teens’ numbers like ‘teenagers’. The students have learnt to arrange numbers in ascending and descending order respectively; this was illustrated using an anthill. On the same note, the students linked odd and even numbers to dots on ladybugs which are closely linked to symmetrical shapes and Science.
It was fun having the students recognise patterns in various number sequences when skip counting from any number and ‘0’. 2D shape hunt was a blast! We have been able to find all sorts of polygons in the class looking at the class layout from an aerial view. Can you guess what part of the curriculum we explored aerial view? Watch out for more engaging Numeracy activities as we deepen subject knowledge and skills!
Literacy has been a lot of fun as well. We have introduced the children to the VCOP (Vocabulary, Connectives, Openers and Punctuation) pyramids. The use of these pyramids have been encouraged across all writing activities and there is evidence of comprehension in most of their stories and sentences. Oh, you should read some of the children’s extended sentences! They are really striving to make amazing sentences using ‘WH’ questions(who, what, where, when and why). Their efforts and results have been impressive and we are excited to extend them even further. We had fun role playing “The Tiger who came to tea” and the children enjoyed taking up each character and modifying the lines to suit them. Watch out for our displays! We can wait to show you all our amazing work.
This term, Science has become comely as the children explored how different animals, including humans, have offsprings that grow into adults. The children have been exposed to the basic needs of animals, including humans, for survival. They have worked scientifically by observing and recording the life cycle of a chicken, butterfly, and a frog. It was an enlightening time for the children who were given opportunities to interview two pregnant teachers, Mrs. Emunemu and Madame Abigail and ask questions relating to babies. Through the use of videos and online activities, the children have also enjoyed the different lessons on life cycles: these activities have been very engaging and educative. This has encouraged cross- curricular learning as well. Have you read the story of ‘The Very Hungry Caterpillar’ by Eric Carle? That’s literacy in Science. The children further created a poster on a life cycle of a chicken and designed the model of a life cycle of a butterfly. Can you guess which area of the curriculum that is? We continued to dwell in other areas of the curriculum as the children identified a line of symmetry on a butterfly template, they furthered reinforced their Numeracy skills- counting, by designing the butterflies with dots showing odd and even numbers.
Our Science lessons will continue to build the children’s investigative skills; they will experiment, make observations, record and draw conclusions.
The Year 2 Team.
From Junior School Art.
Welcome to Art in the Junior School at CIS. We hope your children have had a good start to the new academic year. During Art lessons, all children are given the opportunity to develop and express their creativity using various art media and techniques. (Kindly ensure your child has an apron or an old t-shirt and a pencil case as well.)
Year 1 and Year 2 students working on their self-portraits.
Year 3 - creating patterns using printing and collage techniques.
Year 4 students- creating warm and cool coloured pictures inspired by Chuck Close.
Year 5 students - using oil pastels in still-life inspired by Paul Cezanne.
Year 6 students - working on their symmetrical self-portraits.
Mrs. Olga and Ms. Dami
From the Science Department.
The Science Department welcomes you to the new academic year.
In our quest to foster inquiring minds we are ever adapting our teaching methods to make sure that our students get the best. This year are focus, apart from promoting the 5 Es instructional model, will be to embed STEAM (a variation of the popular STEM) into our curriculum. Be on the lookout for the exciting changes that are afloat.
Not all learning happens in the classroom. The Science department has organised fantastic educational and fun (edutainment) trips in the past: Brussels in 2013, Italy in 2014, New York, San Francisco and Amsterdam in 2015 and Orlando in 2016. This academic session we also have some interesting trips lined up in 2017: Los Angeles (first week of Easter holidays), skiing in Bormio and Milan (second week of Easter holidays), Sugar Bay resort in KwaZulu Natal South Africa and Lisbon and Algarve in Portugal. Please make sure you find a suitable one for your child to have an amazing educational experience.
The Year 7s have started the year with a bang. All managing to complete their Safety in the Laboratory induction successfully. They will be awarded certificates and badges in recognition for their progress, dedication and effort. We would like to see this continue throughout the year and in future years. Some of the Year 7s will do their presentations to parents during the coffee morning on Friday the 7th of October 2016.
Year 9s and some Year 10s have already completed their first assessment task for the BTEC Applied course and we would like to encourage all the parents to keep supporting us to make sure they get the best out of the course. Please enjoy the pictures below of some of our students at work.
From the Humanities Department.
It is that time of the year again when we demonstrate true partnership through shared ideas and goals. Welcome parents to 2016/2017 academic year. We have all had a much deserved summer rest though some would wish it was extended but it is better to be back to reality. This is a reality where our students will always consciously dictate their future through careful planning and razor sharp execution. We are already bubbling with excitement in the humanities and our students have already started tasting and experiencing the invigorating atmosphere we have crafted.
We want to use this opportunity to welcome our new members of staff to the department namely: Mrs. Omoyinka Akinleye (from Abuja), Mrs. Rosemary Anang (from Ghana) and Mr. Mark McLuckie (Head of School). We are very fortunate to be working with Mr. Mark who as a seasoned educator has already revolutionized Year 7 History and positively affected our approach to teaching showing us how to keep parents abreast of class activities through collaborative information gathering and sharing. Now meet the full humanities team:
I am Anthony Manafa, the Senior School Head of Pastoral Care, Safeguarding and Child Protection Officer, Head: Humanities department, KS3 and KS4 Geography, and KS4 Religious teacher. Teaching young minds is a task that cannot be taken lightly. It is full of challenges, responsibilities, wonder, joy and fulfillment. I strongly believe that all children are capable of learning, if they have the proper motivation and direction from their teachers.
My pastoral objectives are to ensure that every member of the school community feels valued, respected, nurtured and that each person is treated fairly and well. These invariably will be transformed into helping children grow in a safe and secure environment, and to become positive, responsible and increasingly independent in and outside the four walls of school. My wealth of experience, exposure and training which span for over two decades and my keenness to explore the ever evolving world class teaching and learning strategies make it possible for me to eagerly look forward to every opportunity to interact with learners as a privilege.
My name is Popoola Oluwaseyi and I teach Business Studies and Economics across KS4 and Year 11 Global Citizenship here at CIS. I am excited to be given this responsibility as I am passionate about these subject and enjoy imparting to my students knowledge of the same. I have been teaching over a decade years of experience and I am a certified Economics/Business Studies I/GCSE examiner for more than 4 years.
I considered teaching as my own little way of contributing to the development of my world as I believe that education is one major factor that enables people from anywhere in the world to make good decisions as well improve self-esteem. According to Todaro - a developmental economist - ‘...self-esteem and ability to make a right choice guarantees freedom from self-servitude and ultimately leads to development’.
My name is Omoyinka Akinleye, Religious Education and Geography teacher in the Humanities Department and the Head of Boarding at CIS. I have been previously teaching in Abuja and this is my first year at CIS. I have been teaching Geography and History for many years. I am also interested in cooking and reading.
Apart from teaching, I also believe that education is the key to success and I strongly think that an excellent teacher is the one who has a hook for every student. I do not just want to stick to academics alone. Rather, I am planning activities to develop the creative skills and interests of my students.
I am Rosemary Anang, a History and Religious Education teacher in the Humanities Department and House Parent at CIS Boarding Residence. To give you a brief introduction about myself, I am a Ghanaian and have been working as a Humanities teacher for five years in well known and highly ranked international schools in Ghana.
I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
My name is Stanley Memene. I am currently working as a Special Education Needs Facilitator in Humanities Department. My ability to work as a team has been an asset as I have been working closely with other members of the department ensuring the development of students intellectually, physically, socially, spiritually and emotionally.
My name is Mr. Thomas Abogunrin and I am a SEN Facilitator in the Humanities Department. My journey in the world of Education has taken over nine years, four of which is in CIS. I have worked in different teaching capacities especially with the children who has exceptional abilities and it gives me great joy to see these children excel in their academic endeavours.
My educational background includes a completion of a Master’s degree in Political Science, an ongoing post graduate diploma in education as well as an online diploma in educational psychology. I believe that everyone is special in their own way and as such no child should be left behind in this fast growing world of 21st century, therefore I stand for ‘fairness’ as against ‘same’ in terms of equality in the discharge of teaching and learning to achieve potentials.
See a cross section of our students in action, some almost had their heads chopped off the old English way!
Kindly visit the CIS Senior School Student Intranet to access the Humanities Programme of Studies.
To sign out we leave you with this quote from a great author: ". . the humanities encourage the development of our own humanity. They are our instruments of self-exploration."
Author: Michael Dirda
Head of Humanities
From the Foundation Stage.
Foundation Stage, or Early Years, is made up of children from birth to five years old. Here at CIS, our Foundation Stage includes children from two and a half years (Pre-School) to five years old (Reception).
In the life of every child, effective learning is paramount as each child is born ready, able and eager to learn. We are sensitive to the fact that development is not automatic which is why we have embraced the principles of the United Kingdom Early Years Foundation Stage.
So what are these principles?
The Unique Child: We believe that every child is a unique individual who is constantly learning and can be resilient, capable, confident and self-assured. Therefore, we as teachers value and respect all children, understand as well as observe each child’s development and learning in order to assess progress, thereby providing adequate planning for the next learning steps.
Gloop activity - Adult-child interaction Observation in practice
Positive Relationships: We understand that children thrive in a warm and loving atmosphere where they possess a strong sense of belonging. We are supportive, sensitive and responsive of each child’s own efforts which helps our children to be productive and independent learners.
Library time with Nursery P.E time with Reception B
Enabling Environment: Across Foundation Stage at CIS, we offer stimulating resources that create rich learning opportunities and are relevant to all children’s needs. Through this, children are able to develop well as they are supported in taking risks and exploring. Everyone and all learning is valued, challenging playful opportunities across all learning areas which allows children’s creative and critical thinking is our mantra.
Effective Learning always take place at CIS Foundation Stage as every opportunity is structured and fun.
From the Foundation Stage Teachers.
From African Studies.
In African Studies, we will be learning a lot of exciting topics about Africa. The children are already in the spirit of learning more and soaring high.
In Year 1- the children identified Nigeria on the map of Africa and they were able to differentiate the map of Africa from that of Nigeria. With that, the children learned the different ethnic groups there are in Nigeria. Our focus is more on the Yoruba people: the way the dress, the name of the attire they wear, the way they greet (girls kneel and boys prostrate), we will also learn some simple words, objects, numbers and finally they will be able to tell the difference between a Yoruba name from other names. Later in the term, we will move on to South Africa (the Ndebele people), where they can be found on the map of Africa. The children will learn about the kind of homes the Ndebele people live in (mud hut), which they will compare with other modern homes. However, the features and materials of an Ndebele mud hut will be taught as well. At the end of the term, they will make their own Ndebele mud hut.
The Year 2 children started off with the different aspects of daily life that are influenced by culture (Igbo culture). They have been able to identify Igbo names by the way it’s spelt (beginning with Chi). They have learned the names of different Igbo attire both for men and women, dialogue with a partner in Igbo and are able to interpret simple Igbo words. The next few weeks will be a fun one for the children, as they will be learning the Igbo style of dancing, their delicacies that will lead to them creating picture stories in Igbo dialogue. We will also look at the location of Ghana on the map, why and when they celebrate their independence, know the three major ethnic groups in Ghana and they will round off the term with making their own kente.
In Year 3, the children have been introduced to the amazing culture of the Hausa people, the countries outside Nigeria they can be found, the typical way a Hausa man or woman dresses which they compared with other cultures and were also able to link it to Islamic culture, they have be able to write simple Hausa sentences, using the Hausa/English cards provided. They are too much in a hurry to learn about their food and the events in their festivals. We will be dressing like the Hausa people, share their delicacies by inviting a Hausa mum to talk us through the food. In the next half term, we will move on to another country, Malawi. The children will use the African map to discover where Malawi is, the famine that happened in 2002 and how a boy (William Kamkwamba) helped by building a windmill. They will relate this to electricity and how they can help solve a problem in their various communities by creating a solution.
Students in Year 4 have explored who the San Bushmen are and where they can be found on the map of Africa. They have also learned that the San Bushmen are hunter-gatherers, the San language and how they survive living in the wild. At the end of this half term, the students will create a fact file that compares their own lives with that of the San Bushmen. The most anticipated lesson is learning about the countries in the rainforest region in Africa. They will be able to describe the physical features of the rainforest, using the appropriate vocabulary. They will extend their learning by defining what deforestation means and how it affects the people and animals that are in the rainforest region. The students will cap it up by creating an information poster on how to stop deforestation.
Year 5 students have been able to find Kenya on the map and also used appropriate vocabulary to describe its physical location. They have also outlined the natural wonders in Kenya, the different ethnic groups and the languages spoken. The students will look into the struggle of independence then, compare it with that of Nigeria. There will be an exposition on Kenya by the children at the end of this first half term, which will give details of all learnt so far about Kenya. The students will inquire into the Transatlantic Slave Trade, the continents involved, the triangle trade and how different aspects of the American culture were influenced. Finally, they will trace the origin of the African Americans, researching for famous personalities that were taken to the Americas through slave trade by their forefathers.
The Year 6 students travelled through the regional location of the Nigerian states; they were able to create timeline to mark the events (remote and immediate causes) leading up to the civil war of 1967, the key players and what it lead to. They were able to understand the meaning of the word ‘secession’ and could identify the states in Nigeria that were to form Biafra and also explain the significance of the region. In the next few weeks, the students will examine the reasons the East had to fight and the reasons the Federal Republic had to fight as well. Year 6 will also venture into the Ancient Benin Kingdom. They will be able to interpret the life and culture of the Benin people through artwork. Primary and secondary sources will be used to depict the life of the ancient Benin people. This will be brought to a close by the student performing a skit at the assembly.
Year 1 dressed up as Yoruba women
Year 2 in Igbo attire
Year 3 dressed in typical Hausa attire
Year 4 writing comprehension on the San Bushmen
Year 6 researching and sharing group work on the Nigerian Civil War.
Regards and best wishes.
Mrs Chisom Owoseni.
From The Art & Design Department.
"Mentoring is the last refuge of the older artist. With luck, disciples will keep one's work and one's reputation alive."- Michael Durda
"The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves."- Steven Spielberg
" Mentoring is a brain to pick, an ear to listen, and a push in the right direction."- John C. Crosby
"In learning you will teach, and in teaching you will learn."- Phil Collins
" I am not a teacher, but an awakener."- Robert Frost
Dynamic Greetings to One and All in this brand new session packed with creative dynamism!
From the outset, the plans slated for our young artists were geared to be exciting. All the artists which we have begun studying and using as creative inspiration for our own art projects are well known for their uniqueness. They all have styles and techniques which have set them apart from their contemporaries. The diverseness of our selected artists is geared to broaden the level of our young artist's art appreciation and to show them that they themselves can showcase their own personal styles of art production as well.
Some of these truly gifted artists we have begun to study include:
American Graffiti/Pop Artist, Keith Haring, Nigerian Visual Artist Rom Isichei, Russian-Israeli Painter, Leonid Afremov and Contemporary Nigerian mixed-media artist/ activist extraordinaire Peju Alatise.
To view their work and other visual accomplishments is rewarding in itself, but for our young artists to actually meet and interact with any of them could literally be considered a dream come true. Well, this dream turned into reality for us when we had the great fortune to have Peju Alatise conduct an interactive workshop for several classes of young artists in our school, spanning Key Stages 2, 3 & 4. It was a truly memorable event, which had our students thrilled to see her latest works, question her extensively on her techniques and creative processes, which she answered with much joviality and aplomb. The results of this wonderful experience will be showcased in our subsequent newsletter instalments as inspirational paintings, because our students were truly impacted positively and constructively.
Another major takeaway from this workshop was how it tied into some of our major themes for this session, which include, but are not limited to Recycling projects, major input in our school's STEAM initiative and other avenues for our young artists to showcase their prodigious artistic talents for the greater good of our school community at large.
The successful outcome of this workshop will encourage us to continue with this line of educational upliftment for our young artists. I will end with a quote from our newest artistic mentor , Peju Alatise who said fittingly, " The greatest pleasure I have here is discovering other artists." Her newest discoveries at CIS will shortly break forth!
Jay Elone-Nwabuoku, Head, Art & Design
*** Below are some pictures of Peju Alatise and our young artists during the amazing workshop! Laughter, engagement, selfies & lots of fun! Enjoy!
From the Physical Education Department.
We are welcoming everyone to another sporting year. Our aim remains ensuring every student’s needs in sports and games are met and making available healthy competitions that will help develop the holistic child.
The five S’s of sports training are: stamina, speed, strength, skill, and spirit; but the greatest of these is the spirit. This year our focus is to develop strong competitive spirits in our athletes and ensure that our school is at the forefront among other competitive schools.
We are starting off our year with football in our curriculum overview and programme of study. This will help us towards a successful hosting of the upcoming AISEN Football competition for age 9 and below, coming up on the 8th of October, 2016. The senior school boys and girls teams will also be taking part in the AISEN age 15 &16 football tournament holding at Day Waterman College Abeokuta. We will also be having Basketball, Volleyball and Athletics for Term 1.
Our Cricket team is gearing up for the Cricket Tournament holding on the 15th of October 2016 at Atlantic Hall. The Basketball teams are training for a friendly encounter with Meadow Hall, while the Athletics team is prepping up for the Athletic season. The Swim squad is looking forward to consolidating on last session’s achievement and setting new goals at being the best among our contemporaries. As the saying goes “Winning isn’t everything but wanting to win is”
In line with developing the right competitive spirits in our athletes, the department is organising a Sports Retreat and Training trip for our athletes in the Senior School and this will be holding at La Campagne Tropicana Resort.
We are also looking forward to the COBIS Games (Council of British International Schools) next year for both Junior and Senior Schools, which will open our international account in the sporting world.
From Year 1.
THIS IS HOW WE ROLL…
The transition from Foundation Stage to Key Stage 1 has been one form of experience or another for the children. As you would imagine, for some children, it has been a completely different routine from what they were used to in their former classes; and for some, an entirely different setting and expectations from their former schools.
In the light of these and by way of reminding our parents , we would like to share some of our very important routines in Year 1; we believe that with constant practice and conscious effort from the children, not forgetting to mention our parents’ usual support and encouragement, they will get better settled in.
MORNING AND AFTERNOON ROUTINES: While encouraging the children to unpack their bags by themselves in the morning when they come to school, it is important that they do this well inside the classroom. This means that when they arrive at school, they go into their various classrooms with their fully packed bags; unpack the content (Homework folder, Library folder if applicable, Lunchbox, Water bottle) and then take the empty bag to hang on the hooks provided outside. Some of the reasons we do not encourage the children to do the unpacking outside the classroom is that there is a big chance of dropping an item on the floor and forgetting to pick it up; children sometimes tend to take only their lunchbox and water bottle inside and leaving their homework folders still in their bags; if you have about four or five children unpacking outside at the same time, it looks untidy and they could be blocking the passageway. Similarly, the children are required to pack their bags in the afternoon in readiness to go home.
HANDWRITING EXPECTATION: At CIS, we take handwriting very seriously so getting it right from the beginning is the way to go! For the children to learn proper letter formation and orientation, we use the 2D handwriting exercise book which has been ruled to categorise the letters into short (turtle letters), tall (giraffe letters) and tail (monkey letters). Once the children get used to writing the letters of the alphabet correctly on the line, automatically, their handwriting becomes neater and more presentable. We have shared this expectation with the children so all they need is constant reminder both in school and at home. Consistency is paramount here.
P.E/SWIMMING DAYS: We would just like to point out again that the children can come in their P.E uniforms (from home) on any of these days and can change back to their P.E uniform after swimming.
DAILY READERS: It is important for parents to sign off in the diary to indicate that the book sent home has been read by the child; otherwise we would assume it has not been read and send it back home. Asides signing, we do welcome and appreciate written feedback on the children’s reading experience.
Like we said earlier, we have settled in and have long been enjoying our learning which has been very interactive, engaging and enriching. Now how else would you know this if you don’t see for yourself…
ICT is an essential part of our learning. We bring our stories to life!
We enhance our speaking and listening skills Teamwork and group discussions enrich our learning. during circle time.
Year 1 Team
From the English & Drama Department.
Ms. Anthonia Milorin
Mr. Michael Devlin
Mrs. Iretijabarr Ghatekha-Ogbomo
Mrs. Chioma Isa
It’s all about insight!
The English department would like to welcome you to the academic year of 2016/2017. We begin the year, as we intend to continue, by ensuring that there is a rich variety of routes into studying English at Key Stages 3 and 4.
KEY STAGE 3:
Students in Year 7 are developing their critical understanding of poetry, non-fiction and of course, the Great Bard himself: Shakespeare. Through the study of English Literature, we have explored different areas of the social and historical context during Elizabethan times from fashion to sports, social life to medicine and language analysis through the study of one of the most famous sonnets ever written – Sonnet 18. Through the various research and classroom presentations, which built on key 21st skills such as research, collaboration and critical debating skills, we have been able to identify how this period influenced Shakespeare’s work. These students have also become writers within their own right, crafting beautiful quatrains and sonnets through their evaluation of how language works.
Year 8 students continue to perfect their oratory skills by identifying various techniques they can adopt in engaging their audience, presenting their opinion in a formal speech and persuading their readers by reeling them in, from the very first line. Year 9 students continue on their journey of discovery of the techniques required in analysing poems. They have gained tremendous confidence in picking up a poetry piece for analysis, a feat they thought impossible until Key Stage 4.
All these learning, teaching and engagements in the classroom are all intertwined with the ongoing competitions currently brewing here at CIS. We are providing each student with a good opportunity to demonstrate and apply the knowledge they acquired in class as well as discover new areas of talents and interest.
Year 9 students compose a poem to show how structure can further develop understanding of the main ideas in poetry.
KEY STAGE 4 :
While the beginning of Key Stage 4 takes Year 10 students into the final stage of secondary school education, this cohort have the privilege of being the first group to usher in a new syllabus and grading system. It is goodbye to the ‘legacy’ exams and grading system of A*-G and a warm hello to the 9 – 1 grades. Critical thinking is key, and a strong grasp of English Literature will ensure that students are better prepared for their English Language exams. So far this term, we have looked at a variety of non-fiction texts, exploring a myriad of devices which writers often employ to engage their readers. Teaching at this level is rigorous, ensuring that learning provides opportunities for all students to attain the best of their ability and also compete with their peers globally.
Year 11A and 11B are working hard to achieve good grades in their IGCSE examinations. Yes, sacrifices have to be made and some free time will be lost to endless hours of studying. However, this will better equip students to tackle many of their questions in all your English Language and English Literature exams.
Drama at Key Stage 3 has incorporated a variety of technical skills to build confidence in the students and foster learning in English. Students learn about tragedy, tragicomic genres while incorporating the importance of context in meanings. Students were also introduced to acting techniques through improvisation. They will also learn about the functions of Drama as it relates to their academics, personal interaction and the society at large.
Other students have been introduced to elements of characterisation and character building. They have also been taught how to interject vocal expressions into their characters. While some are enjoying an introduction to the elements of directing, stage presence, presentations, stage geography and working as an ensemble.
We hope that this will garner more interests when students come to choose their IGCSE options.
As a department, we are excited about the new learning that will take place this academic year, we look to sharing more good news with you on the progress of our students’ journey as critical, 21st century thinkers!
English Language, Literature and Drama department.
From Year 6.
What is New?
Everyone loves something new-brand new shoes, clothes, cars even friends. It’s a new session in CIS and there are several new friends we have met and new concepts learnt. We would like to welcome all our new students and staff to CIS. We are confident that they have settled in and found a community where learning is stimulated to its peak.
Ms Luxmoore, Oghenekevwe, Odinakachukwu, Ayomide, Vincenzo and Cameron.
On Thursday, 1st September, there was a Lunar Eclipse. Below is a recount on the event that happened that day by Samriddh Murgai:
On 1st September when the eclipse occurred everyone made pinhole cameras. We made it by drilling a minute hole through a piece of cardboard, putting a paper behind the cardboard and pointing it at the Sun. It was supposed to project the image of the eclipse on the paper!
Although we searched the sky over and over again; we couldn't spot the eclipse in the cloudy weather. Instead, we watched an eclipse documentary which taught me a lot about eclipses. I really enjoyed the experience!
Waiting for the Eclipse
After a few weeks of exposure to the new concepts and self-regulating strategies, our children have been fascinated about what they are learning and have written some reflections :
The Medieval Era
The medieval era also known as the Dark or Middle Ages lasted from 400 AD to 14000 AD. During that time, medieval England was at war because kings and nobles were greedy for land and money, so every now and then there were battles being fought. Due to this, it made it hard to live a normal and peaceful life, this is why it was called the Dark Ages. Many things were created during that time that started to help medieval England build itself back into the strong empire it was. Some of them were the Magna Carta and the feudal system.
The Magna Carta, also known as the greatest document in the world, was a document signed by King John that removed some power from the king and set boundaries on what he could do. The reason for this was because King John was always asking for money from his noblemen or barons.
The feudal system was a system in which the people in ranking of a kingdom would receive land in exchange for food, money, protection and power. Peasants were the lowest in ranking of the feudal system followed by knights, nobles then the king or queen.
In conclusion, I think that the dark ages was a very interesting period full of people who have influenced what we have today.
So far, learning about the medieval ages, has been a blast! During this time, I have learnt a lot, especially about feudalism, which is the exchange of land for power, money, protection and food and castles.
In the course of learning about the medieval era, I have also grasped the purpose of castles and their features, which is why I have even been able to make a 3D model with my partner, Tunmise. Castles were made because during the medieval ages, Europe was unstable due to the fact that, there were many wars. Castles therefore, had to be strong. I learnt some of the materials used to make castles include, stone, wood and iron.
The growth mind-set has been helpful because it helps me to self-regulate. For example, it helps me to find my way around problems. Let’s say, somebody said something to me that I don't like, I will remember to have a growth mind-set; I will be proactive! Or we can say that I'm super excited for something and I simply can't sit still. I will try and calm down and save the excitement for break time.
Before I go on to how growth mindset has affected me positively, I need to define it. Growth mindset simply means being resilient (the ability to bounce back), which is one of our class values. The growth mindset has been very helpful to me. For instance, right now I'm not a 5 star swimmer (I'm more of a 2 and a half, 3 star person). Although, since I have been practicing and showing up for the swimming lessons, I have improved tremendously.
"It does not matter how slowly you go, as long as you don't stop." words of Confucius. This is one of the ways growth mindset has helped me.
Furthermore, I have linked growth mindset to everyday classroom subjects like numeracy and literacy. After the marking session, when I get my book back, I always read carefully through the feedback to see what I did well and what I need to improve on. This way I can apply the feedback given and use it for better purpose in my work by trying hard not to make the same mistakes as the previous time.
In conclusion, my interpretation of growth mindset has helped me achieve greatly at CIS. I now know that growth mindset has a very critical part to play in the mind of the successful (like me).
Reflection, in Numeracy class seems new. Most of the children are connecting and linking their learning in all areas. What do you think of these thoughts?
'Fast is fine, but accuracy is everything.'' the wise words of Wyatt Earp. Yesterday's lesson helped me to clarify my understanding of factors, multiples, prime numbers and integers. Factors are like the mother of multiples. Prime numbers are a bit cliquey because they only divide by one and themselves, while integers are whole numbers.
I clarified my understanding of adding and subtracting integers with a simple formula, which is:
* ++ = +
* -- = +
* -+ = -
* +- = -
Additionally, I found out I should always list all factors and pairs of factors, to get the full mark. I will now use this knowledge to try and always get the answer right.
Thank you Mrs. Dosunmu for taking time to review this with us.
In conclusion, I have benefited from yesterday's lesson.
Speed and accuracy are what are needed in the mind of a maths genius. What are factors? Factors are numbers that when multiplied with another number gives an expression or quantity (multiples!). What are pairs of factors? Pairs of factors are factors that you group into pairs. For example: factors of 18=1 and 18, 2 and 9 and 3 and 6. I grouped them in pairs so they are pairs of factors. Common factors are factors that when you list out factors of 2 numbers, the same number or numbers that come out of the 2 numbers you pick out and write.
In finding factors, you might have to divide when numbers get a bit tougher and bigger. That is when short division comes in. Long division will take a long time. Remember what I said in the first line, to have speed and accuracy, you must know the quickest method. The quickest method of division is short division. You put the number you are dividing on top of the line and the number that you are dividing by at the bottom. Then you figure out how many times the number you are dividing by goes in the number and when you get your answer you write it down.
Prime numbers are numbers that can only divide by 1 and itself. Oh and by the way, 1 is not a prime number. Composite numbers are prime numbers but they have two factors (1 and themselves).There is also a word called multifactorial. Can you guess what it means? It means composite numbers or a number with more than 1 factor.
In conclusion, factors and pairs of factors along with common factors have become quite a topic in my heart. Today's lesson has deepened my knowledge about factors, prime numbers, pairs of factors and common factors. Now I know all there is to know about factors. In the process, I have also received a tip that will help me in math.
As you can see, our Year 6 children are more aware of the need to keep a growth mindset when faced with challenges, improve their speed as well as accuracy and be self-driven. With these in place, it is evident that they are ready for every challenge that the future throws at them.
The Year 6 Team.