Why do we do ‘Show and Tell’ at school?
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:
https://kidsactivitiesblog.com/30784/public-speaking-for-kids/
Above all, remember that practice makes perfect and to have as much fun as you can along the way…
Kim Coetzer
Year 2 Teacher
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From Boxes to Rockets in Reception
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
- measurement
- self-confidence
- decision making
- creativity
- 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?
Bronwen Nuthall
Reception Year Teacher
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HISTORY
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.
Sheila Marias
IGCSE, AS and A Level History Teacher
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CREATIVE WRITING
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)
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MARHABAN BIKUM FAA MISR (WELCOME TO EGYPT)
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!
Wendy Menton
Year 3 Teacher
PLAYDOUGH FUN WITH THE YEAR 2’S
“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.
Playdough also:
- 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!
Siobhan Hendry
Year 2 Teacher
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GIRAFFE HOUSE
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.
Monique Meyer
Foundation Stage Coordinator
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InterSEK 2022
An experience that can never be forgotten, a trip overseas to compete in the sporting InterSEK among our sister schools from IES and SEK. Eight BIS students travelled with their guide, Mrs Diana Rubio to Valencia in Spain for this prestigious event. They competed in Basketball, Soccer, Padel, Athletics, Volleyball and more…
Our students did very well and won a few medals:
Tawany – Gold medal High Jump
Teeyana – Silver medal High Jump
Tawany – Silver medal 1500m
Tawany – Bronze medal 60m
Teeyana – Silver medal 60m
Boys Soccer – Bronze medal
The most important aspect of this trip was not the medals or competition, it was the experience and precious friendships the students made during the week of enjoying the culture and hospitality of our hosting families and school. We would like to thank them all for hosting our students in such a warm and wonderful way. A bond that we were lucky enough to capture on a few of the images below.
Well done on being true ambassadors to our school Lunje Languza Year 6, Donsima Sima Year 6, Teeyana Shaik Mahomed Year 8, Ian Scrooby Year 8, Gabrielle Adamson Year 9, Jens Buchwald Year 9, Geneva Cohen Year 9, Tawany Maurits Lasoen Year 9, Karabo Kalane Year 9 and Jessica Smith Year 11. You have made us so proud!
SRC 2023
The Student Representative Council (SRC) of 2022 was one of Blouberg’s smallest SRCs. Yet what was lacking in size was made up for in willingness and determination. Led by Kazimla Dyakalashe and supported by a strong Matric class, they led and excelled in every task assigned to them. Not once did they tell us that something could not be done. Thank you, SRC 2022, for your dedication in serving your school. You have set the bar high for the new SRC.
A bigger class than that of 2022, the SRC of 2023 comprises of eight students. Our congratulations go to Oscar Berger, Shaylee Brandt, Philade Luthango, Landelwa Maqanda, Nadia Mohamed, Daniel Moodie, Chidozie Muoka and Erin Stewart on their selection for this important role.
2023 will see the implementation of some notable changes to student leadership in the school, including greater involvement of the Student Leaders and the introduction of cheerleaders. The SRC will be involved in many of these changes. They will also attend workshops, many of which will be designed to help them develop their leadership skills.
We look forward to watching our SRC grow in the year ahead, as well as to all they will help develop and initiate at the school.
Sheila Marais
SRC Coordinator
Top Row Left to Right: Oscar Berger, Shaylee Brandt, Philade Luthango, Landelwa Maqanda Bottom Row Left to Right: Nadia Mohamed, Daniel Moodie, Chidozie Muoka and Erin Stewart
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Convincing Careers
Year 5s started with a new topic in Global Perspectives for Term 4, called Will a Robot Do My Job?
Students had to identify the career that they would most like to pursue as an adult, giving reasons for their choice. They had to use a KWL chart to help them think about the career they have chosen:
- K – They started by completing the “What I know” column with any information that they already have about their chosen career (for example: the skills and knowledge they think are needed to do the job, and any qualities that are required).
- W – Students then completed the “‘What I want to find out’ column with any questions about their chosen job that they want to find the answers to. They shared their questions with other students in groups, and discussed where they might be able to find the answers.
- L – We will research these questions during the next lesson and complete the “What I’ve learned” column.
As we continue with this unit, the students will also have to come up with convincing arguments as to why or why not a robot will be able to take over their job one day.
“The only way to do great work is to LOVE what you do.” – Steve Jobs
Take a look at the exciting careers some of our students would like to pursue one day!
Ria du Plessis
Year 5 Coordinator
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