♫ London Bridge is falling down
Falling down, falling down
London Bridge is falling down
My Fair lady! ♫
London Bridge may have been falling down, but the Year 3 bridges are most certainly not! And yes, you guessed it…. We even have a London Bridge of our very own!
This term, the year 3’s planned, designed, collected materials and built their own bridges for Design and Technology. The students studied different types of bridges and learnt what materials makes a bridge strong and stable and which shaped designs work best for real bridges. In pairs, they used the information to decide if they were going to build a wooden bridge, arch bridge, cantilever bridge or a suspension bridge. Once they had agreed on a type of bridge, the students started their planning process by drawing a design and then sourcing the right materials to make their bridge strong and stable.
Finally the day dawned and the students bought all their sourced materials to school. They built, painted, coloured, glittered, glued and even nailed their bridges. Eventually, after much deliberation, hard work and even some tears, the bridges were ready!
Besides the beautiful London Bridge, we even had an awesome draw bridge that worked!
Year 3 Teacher
In Year 1 the students study a range of text types and genres in their English lessons. The texts are carefully selected to include an appropriate balance of fiction, non-fiction and poetry. The students are encouraged to actively explore, investigate, understand, use and develop their knowledge of English and in particular reading, writing, listening and speaking skills through the use of regular, guided group and paired work, independent group work and individual work.
Our Year 1 students recently read the story of The Jigaree by Joy Cowley. After much discussion and a great deal of imagination, the students then wrote their own story about meeting an alien.
At this stage of the year the students are encouraged to use punctuation, full stops and capital letters, in their stories and apply their phonic knowledge to spell words.
These are some examples of the stories.
My alien’s name is Bob and he has an oval body. He has one eye on his forehead. Also he has two legs and two hands and most of all, fat wings with spots on his fat wings. I took him home.
Once upon a time I went to the moon and I saw an alien. She has two eyes at the top of her head and she has two wings. Her name is Shaldan. We went to the planetarium.
I was at the moon when I saw an alien that cried because she had lost her mom and dad. So I helped her find her way back home. I loved her but I needed to let her go but she came back every time. She told me her name was Summer.
I saw an alien in the bin. He was peeking out the bin. I walked close then I went in his space ship. He drank juice. He had purple skin and he had a T-shirt with a skull. He went back to Mars and he went home. His name was ET.
My alien’s name is Jasper. I met him at the park. We had an adventure. After that he went to his house.
Year 1 Teacher
Our theme in Foundation for the past two weeks has been Pirates and Fairy tales. Magnificent castles, dainty princesses, charming princes, little elves etc – the world of make believe! Fairy tales can aid child development and help children develop into creative, intelligent and emotionally whole human beings. Read aloud Fairy tales can also instill a love of reading, improve vocabulary, develop the imagination and even increase intelligence.
I asked some of the students in my Pre-Reception class what their favourite Fairy tale was and why. These are some of the answers they came up with:
Hannah Baker (4) – “Cinderella because she has a pink dress and pink is my favourite colour.”
Keverne Paul (4) – “Jack & the bean stalk is my favourite because the giant comes down the stalk.”
Jaanae Pillay (5) – “Snow White & the seven dwarfs. She is beautiful and a prince comes.”
Tilda Rohlandt (5) – “Cinderella is my favourite because a fairy appears and she gets to go to the ball.”
Ruby Kiley (4) –“Snow White and the seven dwarfs because it just is!”
Allegra Schoeman (4) – “Cinderella is my favourite. I watched the movie and it’s nice.”
Lilia Blom (4) – ‘Rapunzel because she is beautiful!”
Kungawo Xhasa (4) – “Rapunzel is nice & I watch it at my home.”
Laila Zaki Ibrahim (4) –“Princess & the pea. I like the princesses.”
Keona Chukwuemeka (4) – “Rapunzel is my favourite. I Love her beautiful dress.”
Omar Zaki Ibrahim (4) – “Goldilocks and the three bears because the girl was inside the house.”
Yohann Lawrence (4) – “Jack & the beanstalk because my dad bought me new crayons and I use my imagination to draw.”
The Nursery had a wonderful time visiting our school’s library this week. We looked at different Fairy tale books such as Bambi, Cinderella, Snow White and Pinocchio just to name a few.
We learned how to look after books and how to not tear the pages. We also learned that we need to be very quiet when visiting the library because other people could be reading.
Before we returned to class Mrs M sat down and read us the story “The Billy Goat’s Gruff”. We love listening to her read with such feeling and enthusiasm.
We had so much fun in the Library and cannot wait to learn about and read more Fairy tales soon.
During Term 3 the Year 8 classes discussed and studied food as a topic area.
Throughout some of our lessons, talking about our favourite tasty treats, made us very hungry. (Especially the lessons before break time.)
Wat is jou gunsteling kos? (What is your favourite food?)
- Sushi is my gunsteling kos in die hele wêreld. Maar dit is ‘n bietjie ryk as jy te veel eet. (Rylee Howes)
- Hoender en groente is my gunsteling kos. (Keno Theart)
Wat is jou gunsteling ongesonde kos? (What is your favourite unhealthy food?)
- My gunsteling ongesonde kos is ‘n hoenderburger en skyfies. (Philade Luthango)
Wat is jou gunsteling gesonde kos? (What is your favourite healthy food?)
- My gunsteling gesonde kos is vrugte. Vrugte smaak baie lekker. Ek hou van lemoene, appels, kersies, aarbeie, piesangs en druiwe. (Layla Moodley)
Wat is die vreemdste kos wat jy al geëet het? ( What is the strangest food you have ever eaten?)
- Die vreemdste kos wat ek al geëet het, was krap. Dit is vreemd, omdat jy eers die skulp moet kraak voordat jy by die vleis uitkom. (Vincent Chamunorwa)
Watter land dink jy het die beste kos? (Which country do you think has the best food?)
- Ek dink Suid-Afrika het die beste kos, want ons het biltong, koeksisters en lekker braaivleis.
Watter kos weier jy om te eet? (What food do you refuse to eat?)
- Ek hou regtig nie van aartappels nie. Ek eet langtand daaraan. (Oscar Berger)
Wat bestel jy gewoonlik by ‘n restaurant? (What do you usually order at a restaurant?)
- Ek bestel gewoontlik stokvis en skyfies by ‘n restaurant. (Kian Frauendorf)
Here is a recipe for proudly South African “ Soetkoekies”
Carmen de Villiers
High School Afrikaans Teacher
In Year 6, the students have been working on their descriptive writing skills as well as their ability to create a specific mood through word choice. They had an assessment where they responded to a photo that allowed them to either create a calm, relaxing mood, or one of fear and tension. Naluthando Mangaliso and Darian Iyer both wrote stunning pieces of contrasting moods. I applaud their talent and look forward to reading more from them in the future.
Yours in writing,
Year 6 Teacher
Tone: Calm and Relaxing
By: Naluthando Mangaliso
By the time I had set up my camp-fire to heat up my freshwater hake, I suddenly glanced up at the fire-orange, majestic sun, taking its decent like a cruising airplane. My eyes were glistening with eternal joy for this was no ordinary sight. This was a momentous view of the blazing cherry-red and apricot-orange infused sky.
The mild scent of the air swam into my nostrils and in the process polishing it like a priceless shoe. The sun-smoothed sand caressed my naked feet with love, and the music of the wind sunk into my ears as if a DJ was in my head.
There was one thing that stood out to me though.
This brunette-brown, young, vibrant tree was dancing with the music as if it was on stage and at the same time, it seemed to be giving me this joyous smile that warmed me to the heart like a mug of cappuccino.
By then the sun had descended and the moon was ascending like a jet, dashing on a runway. My now golden hake was inviting me to eat. It didn’t have to ask twice.
Tone: Fear and Tension
By: Darian Iyer
Slowly, I drifted downstream. The icy fog bit deep into my flesh while blood-red flowers glared at my soul. I was almost paralysed by the fact that this once luscious canal could turn into part of hell in less than a day. The convoy would arrive soon.
Beginning to cloud over the river was the fetid scent of decayed fish. I was close. While resting my aching bones, I gnawed on a ripe apple. Although being fresh and pure, the mere aura of the canal had diseased the taste of the fruit. Tasting like a pair of moulded socks, I spat out the vile thing. The cacophony of mutant animals were bullets to my eardrums. Feeling like my life had drained away, I thought of when joy and mirth ruled my life.
The trees waved in frustration, trying to stop me.
But my tenacity persevered.
Without warning, an arrow whizzed past my head, a horizontal bolt of lightning, just grazing my ear. The sentry howled with anger as my life essence dissolved it into a pile of ash. Nearing it, I noticed the dirt start to look almost like scorched flesh.
Oh wait… it was.
I was at the demon convoy…
In Year 4 we have been learning about Sound in Science this term.
Sounds are made when things vibrate. A vibration is a quick movement that makes a backwards and forwards motion. Sound has different volumes and pitches and the size and shape of the sound waves determines the kind of sound we hear. Animals such as bats, dolphins and whales use Echolocation to help direct themselves through their surroundings. Echolocation is the process of using sound waves to find objects that are not in sight range.
The Year 4’s have been investigating what causes pitch to change and how one can create music using that. They are now building their own creative instruments which need to be created from recycled materials and built in class. The students are not only learning from the teacher regarding the topic but they are also able to teach themselves when it comes to practical tasks such as this.
At this stage they are still busy building their own musical instruments and we are all very excited to see the final outcome.
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin
Year 4 Teacher
If you remember back to when you were in school, in my case, twenty odd years ago, the expectation was for us to sit still, do our work, and keep quiet. Things have changed. Schools have changed. Children have changed.
Research has shown that children need a mental break every 25 to 30 minutes. This is where Brain Breaks come in. The benefits of Brain Breaks are multiple. Studies have shown that students are calmer, more focused, and ready to learn. Students have been found to be less stressed and more engaged in a classroom that allows for Brain Breaks. These breaks have been shown to revitalise, energise and activate children’s brains so that they are ready for learning. Brain Breaks are not only for during school time.
They can be used anytime you find your child needs a quick recharge. Brain Breaks even help to retain memories.
What is a Brain Break?
A short 5 to 20-minute break to help children to ‘reset’ for the next lesson. Brain Breaks can take many forms.
Here are some ways that I do it in my classroom:
- Dancing – following specific dance steps, Popsico is one of Year 2GB’s favourites.
- Outside movement with brain integration – children skip and cross their hands from knee to shoulder as they skip. This integrates the left and right brain, essentially boosting brain function.
- Rub your belly, pat your head – children, once again, do an activity where both sides of the brain are required.
- Find it fast – give children a person or persons they need to find in the class with something that is the same as theirs e.g. same shoes, eye colour etc.
- Inside Break – a Brain Break can be as simple as a quick 5-minute break for the children to do something calm, in the class, for a short time
I have found that using Brain Breaks in my classroom have allowed for a calmer class, more focused learners, and happier children overall.
Year 2 Teacher
The Year 3 classes are learning about our beautiful city and all its history as part of the “Local Environment” component in their History lessons. Crowned by the majestic Table Mountain, Cape Town is a vibrant city full of heritage, diversity and spirit. Thousands of people flock to the city each year to enjoy all that Cape Town has to offer. We spoke about Boulder’s Beach, Table Mountain, Clifton Beach and Kirstenbosch Gardens.
During the past few weeks, the students have learnt about the history of the town and its historical landmarks. They have looked at aerial views of the city, satellite images and how to read keys and street maps. They drew aerial maps of their classrooms and even designed their own treasure maps.
Year 3 teacher
It has been an exciting three terms for our computer science students. We are currently fostering skills in problem solving and looking at how computer science fits into the bigger scheme of things.
So what is computer science?
Computer science is the study of processes that interact with data and that can be represented as data in the form of programs. It enables the use of algorithms to manipulate, store, and communicate digital information.
Why the sudden hype around, and spike in interest in, the coding field? How does this field of study benefit the student?
There are so many reasons to learn coding from job opportunities, critical thinking skills and creative outlets. Programming teaches problem-solving skills, offering challenges which develops resilience in the students. Coding teaches students how to think and instills a love of mathematics.
Margaret Mead said “Children must be taught how to think not what to think”
Too often we give students the answers to remember, instead of problems to solve. Although computers are an everyday tool for the 4th industrial revolution generation, it is extremely important that we train our next generation to think like humans and not like machines.
Our Year 9 IGCSE computer science group did a practical demonstration showing how sensors are used in a computer system to create warning and action programs. Traditionally, this concept is taught through textbook-learning, without any practical application. At Blouberg International however, we are fortunate to have technologies which allow our students to experiment with the practical application of their learning, bringing the content alive!
We look forward to creating the next great software developers and mechanical engineers.
IGCSE & AS Computer Science