In Science, the Year 5s have been looking at the digestive system. We learnt that animals, including humans, need a balanced diet to be healthy. While a balanced diet for a zebra might include a variety of grasses and leaves, humans are a bit more complicated than that. We found out that we need to eat meals and snacks, which have a variety of food groups – including lots of fruit and vegetables! Once we knew the theory, the Year 5s used their knowledge (and some research on the iPads) to create a healthy meal plan over three days – and I must say they gave their teacher some ideas for what to cook over the next few weeks!
Here are some of the delicious meals that were suggested:
- Avocado on wholewheat toast with 2 scrambled eggs
- All-Bran flakes with sliced bananas mixed in
- Muesli with yoghurt and blueberries.
- A bowl of pasta with mixed vegetables and cheese.
- A bagel with tomatoes, mozzarella and lettuce, with a smoothie on the side.
- A burrito with peppers, cheese and lettuce.
- Mac and cheese with sliced cucumbers.
- Pap and steak with spinach and sliced tomato.
- Butternut, baked potato and chicken pieces
- Omelette with mushrooms and sausages.
- A smoothie with 1 cup of frozen strawberries, 1 cup of frozen peaches, and some yoghurt and milk.
- Salti crackers with some snoek pate, feta cubes and pear slices.
- Carrot sticks with hummus.
- Carrots and peanut butter, with some grapes (do not put peanut butter on the grapes!).
- Strawberries with yoghurt and honey.
- Wholewheat grain crackers, light cream cheese and mixed berries.
Of course, it helps to know WHY a meal is healthy – and the students had that covered too!
“The pasta, beef and vegetables were healthy because there were different food groups that can help our body in different ways and give us nutrients.”
Watch this space – next up for the Year 5s is a video oral where the students make one of the meals on their meal plans and then tell us about it. Masterchef Junior, here we come!
Year 5 Teacher
For the past two weeks, the Foundation Stage has been learning all about farming. The students have learned about many different aspects of farming, including the types of farms we get, the animals that usually live on farms, the roles and responsibilities of the farmers and their laborers as well as the various products that farms produce. We have all learned the important role that farms play in our lives and we appreciate how hard they have to operate to produce the items sent to the marketplace.
To experience all that we have learned about this, a Farmer’s Day Breakfast was arranged. With much excitement and many shrieks of joy, our phase got to engage with live animals in a petting zoo. The students were taught how to handle smaller animals like chickens, rabbits, guinea pigs, tortoises and a pheasant. They also got to groom and feed larger livestock such as sheep and goats. Each class made a farmer’s breakfast together, where skills such as cracking an egg, buttering bread and whisking were practiced. Finally, to really conclude our farming experience, we planted beans, which are being protected by our very own scarecrows! We will water our beans daily, leave them on the windowsills for warmth and light and wait patiently for them to sprout – just as farmers do with their crops!
We encourage parents to continue reinforcing the skills that we have learned from our farming unit at home. Being practically involved in cooking, gardening and animal responsibility will always be an asset towards any child’s development!
Reception Year Teacher
I think we all recognise the importance of public speaking in our workplaces. Public speaking should begin at school where children form social bonds and learn self-confidence along the way. ‘Show and Tell’ is a popular way used in schools to develop these public speaking skills.
Here are a few ideas that parents can use to develop these skills at home:
Observe the Journey Game
- Whilst driving, walking or on public transport, ask your child to describe as much of their surroundings as they can within one minute!
- Get them to think about shapes, colors and what is happening.
- After multiple attempts over days/weeks your child will begin to speak more clearly and sharpen their observation skills which are essential for speaking well.
- The Woof Game
- This hilarious game will build your child’s ability to think Choose a common word like it or be.
- Provide your child with a topic to speak on for thirty seconds.
- Every time the chosen word is to appear in their speech they should replace it with woof.
Imaginary Animal Game
Get a group of family members, neighbors and friends together with your kids.
- Ask each group member to think of an animal and give them one minute to think of how they would describe that animal.
- Each member must then be questioned by their fellow members on the size, color(s), habitat and other attributes until they discover what animal it is.
For more fun, games go to:
Above all, remember that practice makes perfect and to have as much fun as you can along the way…
Year 2 Teacher
The Foundation Stage students have been learning about Space. As one of our art projects we decided to make rockets. The students were delighted to use their creative skills to make their own rockets using recycled items such as boxes, bottle tops and egg cartons. Each student was allowed to use 2 boxes and any of the other materials on the table to construct their rocket. We decided not to paint our rockets so that we could easily see how what components were used in their construction.
Construction play is an open-ended activity that is proven to make a difference in the way children think and complete tasks. These are some of the skills children develop through this kind of play
- problem solving skills
- spatial awareness
- fine motor skills
- hand-eye co-ordination
- sensory awareness
- challenge and perseverance
- decision making
- social skills
There really is so much more to construction play than meets the eye. Box construction is also a fun and educational way to keep your child engaged at home. What will your next project be?
Reception Year Teacher
We recently hosted our annual Fun Sports Day, where all the Foundation Stage and Junior Primary students were dressed in their class and house colours, disguising the field as a moving rainbow.
It was also an exceptionally important day for Nursery, as it was the first time our students partook in such an event, and it definitely showed. Some of our students jumped over the mini hurdles, instead of under them and some even skipped the obstacle course completely – all for a chance to tackle their tutu-wearing teacher waiting at the end.
When it came to the races, we had a few tears, a few walkers, and even a few crawlers. I could have sworn that we practised the week before, but that’s no biggy – because they did eventually get to the finish line, and I suppose it’s all we could ask for.
We ended the day off with much-deserved ice cream and said our goodbyes to the students, thinking the day was over, and that they would not remember the few short hours we spent in the sun. However, on Monday, I was greeted with big smiles and lots of burning questions about that special day. “Did you see my daddy, teacher?”, “When can we go to the big field again, I want to practice for mommy?”, “Why were you and Teacher Lissa wearing tutus?”, “Where were your school shorts teacher?”
I realized that it may have been a few short moments for us but for our students, as little as they are, they engrained every detail in their heads. They were able to participate in a big kid activity, and they were so proud! So, even though the obstacle course and the races didn’t go quite as planned, they still remembered everyone who showed up to support them, and they laughed about how silly their teachers looked.
So, I think if we can take anything away from that day, is that it was the first of many happy sports days for our students and that it is not the activities that make them memorable – it is the people that cheer on the side lines.
Thank you to everyone who came and cheered for our little ones – they remembered you.
Foundation Stage Teacher
(Photo Credit: Brendan Atti – BIS Year 10 Student)
In a world that is driven by science and technology, many people have come to believe that History is irrelevant and no longer has any value as a school subject. Indeed, nothing could be further from the truth.
History teaches skills that are transferable across different subject areas and are applicable both at tertiary level and life in general. These include the ability to conduct thorough research, the presentation of clear and logical arguments that are based on fact, the ability to identify and understand trends and processes, as well as the important skills of critical thinking and problem solving. If one is looking for a subject that will provide students with a solid foundation for what lies ahead, one need look no further than History.
Although the content focuses on the past, History is entirely relevant for both the present and the future. The Year 8s showed an excellent understanding of this when they were asked why it was important to learn about the Holocaust.
“It helps us understand the importance of what we support and how what we are supporting could impact us in the long term…” (Favour Chimezie – 8a)
“…it teaches us how to prevent it from happening again.” (Tim Beukes – 8a)
“We as the youngest generation should look at our past, identify mistakes and people’s wrongdoings to find solutions that will not only help our future, but our children’s future.” (Gabriella Nel – 8a)
“We can also make sure that we know what is going on in other countries because people tend to start making trouble in secret. As humans, we need to understand the danger of stereotypes, because this is what causes dehumanization, discrimination and terrible events…” (Faith Chivaka – 8a)
While History certainly has an alarming habit of repeating itself, knowledge of the past can help us to prepare for the future and even change future events. There can be little more value than equipping our youth with the knowledge and skills needed to improve their own lives and the lives of future generations.
I would like to wish our IGCSE and AS-Level history students all the best for their external examinations.
IGCSE, AS and A Level History Teacher
The Year 4’s have been expanding their creative writing skills by working on descriptive introduction paragraphs to a fantasy story.
Mrs. Mahomed’s students have excitedly taken up the challenge and have created some fantastic introduction paragraphs that will leave you wanting to hear the rest of the story.
“The sky was all shades of purple and pink. The wind was pumping. Cassie, a little eight-year-old girl was walking outside in her garden when she came across a seemingly endless tunnel, it was made of what was thought to be trees. The trees were alive, they had a mind of their own and they were muttering. Just then the wind started to blow so hard that it almost blew Cassie away while her long blonde hair and baby blue dressed swayed in the wind too. Just then, Cassie heard a voice calling her from the tunnel.”
Written by Isabella Heidmann (Y4NM)
“It was a Winter’s morning when suddenly a figure dashed passed the window. I barely recognized what it could be but I do remember it was misty blue in colour and had large wings. A strong and glorious body with magical snowflakes that dazzled from it. Wherever it went Winter followed. It almost looked like a dragon. Its body was covered in sharp icicles. It was truly a magnificent sight and I wish I could see the dragon one more time.”
Written by Sachin Gramoney (Y4NM)
“Long long ago in the midst of time there lives a dragon, a quite small dragon. It lives in the bone chilling Winter months where freezing winds howl through the night and snow falls through the day. The dragon sleeps through the warm months and is awaken on the first day of Winter. Today is that day! He comes out into the fridged world and spreads his large wings to fly.”
Written by Eshwar Mudaly-Jansen (Y4NM)
“It was a dim and cloudy night in the city, a huge shadow had appeared out of nowhere. “A dragon!” shouted a civilian in fear. It had blazed through the big tall buildings of the city, crushing and wrecking everything in sight.”
Written by Caleb Ajayi (Y4NM)
“I am going to tell you a tale about the snowflake dragon. You see, deep in the snow forest where cold breezes and heavy snow storms live you will find the snowflake dragon. Don’t go there unless you dare. There’s poisonous snow snakes and wild wolves. It is dangerous everywhere. The wolf’s breath is as cold as dried ice and he breathes hot snow. When you get caught in his breath you will disintegrate.”
Written by Chloe Stewe (Y4NM)
Salim walakum. In term four, in some of our subjects, we are covering the topic of Ancient Egypt. This is by far my favourite term of the whole year. Not only because it is the most exciting term, but also I can talk about Ancient Egypt all day, every day. I am certain that my passion around this topic has certainly infected the students in my class. They are even selecting readers in the library around the subject to find out more.
In English, we are reading stories, completing comprehensions and writing sentences about Ancient Egypt. In History and Geography, the students are doing research and completing a poster and presenting an oral using various topics, like Pharaohs, Gods and Goddesses, Mummies, these are only but a few examples. In Art and Design, the students have drawn Ancient Egyptian pots. For the last two weeks, they have been designing Ancient Egyptian necklaces, fit for a Pharaoh.
The Year 3 students spent a lesson drawing and colouring in their necklaces with pastels to brighten up the necklace. They then spent another lesson embellishing their necklaces with old jewellery, beads, sequins and glitter. I have to say, this year’s necklaces have truly outshone previous years. I was so proud of how each child planned their necklace with outmost care and precision, and took the time to ensure that it was their best work. I will leave you to decide which ones are the best!
We are all looking forward to the next Ancient Egyptian project!
Year 3 Teacher
“Play is the highest form of research” – Albert Einstein
Our Year 2’s had some fun experiment with playdough, discovering new ways to use it. There are many benefits of children playing with playdough including developing fine motor skills, creativity, vocabulary, literacy and numeracy and much more.
- Motivates children to explore its sensory qualities.
- Strengthens small fingers, hands and wrists.
- Builds children’s imagination as they play with it, creating as they wish.
- Developing self-esteem – no right or wrong to play.
- It’s calming and helps children relieve stress through their hands.
- Involving them in making the dough and discussing things like colour and texture, and what happens when liquids are added.
The students experimented with moulding their playdough into different types of animals as well as various shapes like hearts and stars. Some even created small board games to play on like noughts and crosses. So much fun was had!
Year 2 Teacher
Every term we have many exciting things happening, but none as exciting as an outing day. When outing day finally arrived, the little ones in Pre-Reception and Reception came to school very excited for the trip to Giraffe House.
The students and the teachers had a lovely time as always. We saw many amazing animals from little baby lemurs to big, beautiful giraffes. The students also attended a lesson presented by the Giraffe House staff, teaching them about the animals housed there. The students were very brave as some of them were asked to hold snakes and bearded dragons; luckily no one had to touch the big spiders!
On our return to school, the students shared some of their most memorable parts of the day. It seems the giraffes won as their favourite, that and off course going on the bus, which is always very exciting.
Foundation Stage Coordinator