Skills Programme
We are pleased to share with you some exciting news about a Year 6 skills lesson that took place this term. Mrs. Oosthuizen taught the students how to sew buttons on clothing, and we are thrilled to say that it was a great success.
The children were provided with needles, buttons, thread, and cloth, and were given step-by-step instructions on how to sew a button. Although some students struggled with getting the thread through the needle at first, they quickly overcame this challenge and progressed to sewing their buttons with ease. Mrs. Oosthuizen, Mrs. Kirkaldy and even Mr. O was on hand to offer extra help to those who needed it, ensuring that everyone was able to complete the task successfully.
We are particularly proud of two students, Alistair and Nivad, who went the extra mile with this lesson. Alistair brought his own pants and button that he wanted to mend, and Nivad was so inspired by the lesson that he sewed a miniature pillow the next day.
Sewing is a valuable life skill that can come in handy in many situations, and we are confident that the Year 6 students will benefit from this lesson for years to come. We are grateful to Mrs Oosthuizen for her dedication and hard work in preparing for this lesson, and we hope that the children enjoyed it as much as we did.
In one of the future lessons, we would like to teach the students how to change a plug. If parents have any extra plugs or cables they can spare, please send them to school so that we can use them for the lesson.
Vihann Oosthuizen
Year 6 Teacher
PHOTOS: Year 6 Sewing Skills Workshop
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Intaka Island
The week before last, our Year 2 students went out to Intaka Island at Century City. They were given the opportunity to explore nature in all its wonderful ways.
We looked at various small organisms under the microscope, were given a guided tour around the island, spotting and appreciating the little birds, bugs and flowers around us. After the wildlife watching, were given a guided boat tour around the canals, appreciating the views around us and learning more about the conservancy.
This is definitely an outing we can recommend for the whole family! So much fun was had by all!
Siobhan Hendry
Year 2 Teacher
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Year One Barnaby Bear Day
“Travel leaves you speechless. Then turns you into a storyteller.” – IBN Battuta
The Year 1 students and teachers thoroughly enjoyed an eventful day, traveling from country to country (class to class), learning about the different countries Barnaby Bear had travelled to and tasting all the delicious cuisines each country had to offer.
Barnaby Bear is the bear we learnt about in Geography that travels the world to visit different countries. He sends the teachers post cards which explains in detail, the sites he visits, the transport he uses to get around, the seasons in each country and the temperature he is currently experiencing.
The students in Mrs Cordner’s class represented America, Mrs Cronje’s class represented England and my class (Miss Hierse’s class) had the privilege to represent India. The students flew from class to class where they got to do some fun activities and learn some interesting facts that symbolized the country they had travelled to. They then enjoyed some delicious snacks and cold drinks which each class offered. The students were dressed beautifully and walked away from the day with more knowledge on America, England and India as well as full tummies.
The Year 1 teachers are extremely grateful for the parents help and support in making the day a successful one.
“Wanderlust. (n.) A strong desire for or impulse to wander or travel and explore the world.”
Year 1 Teacher
Erin Hierse
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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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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
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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Year 6 – Term 3 At a Glance
Our year 6 students enjoyed an exciting and adventurous term. Throughout the term, the students broadened their knowledge by learning about fractions, circuits, ecosystems and more. They developed insight into the educational struggles of others around the world through the inspirational story of Malala and got a taste of entrepreneurship by designing and creating products from sustainable materials.
During our insightful skills periods, the students became aware of good online conduct and how to use social media in a positive manner.
As the year 6 students will become the leaders of tomorrow, they went on camp at Bonamanzi. Not only did they learn to become independent, but also discovered which qualities are vital to be a good and influential leader.
Tired does not even begin to explain how they felt after they returned from camp. They went river rafting, created flags, competed in various group activities and went night walking, where they discovered scorpions, as well as the importance of covering your legs to avoid pesky ticks. Snacking was of utmost importance – who knew that 11-year-old students could eat so much!
The students also came into personal contact with the wild side of camping, with mosquitoes that must’ve originated in the Jurassic era, big and sneaky, causing them to all return home, looking like they might have the plague – they definitely would’ve made quite an impact on dot day! Poor Miss Nel injured her foot while running, having to hop along after the students as they ventured out and about.
Ending the term on a high note, the students hosted their very first student led conference. During this conference, the students chose which work they were most proud of during the term and presented it to their parents themselves. They were able to explain to their parents what they had learnt during the term, as well as how they improved and what they found interesting. Both the students and the parents thoroughly enjoyed this special bonding time together.
As another term ends, the year 6 students will definitely be able to tick off a few things from their bucket lists – yes, pun intended.
Rochelle Oosthuizen
Year 6 Teacher
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Keep Calm And Create A Calm Space
Emotions play such an important role in our lives. It helps us to think and behave in certain ways. They help us to build relationships, avoid or resolve conflicts better. Emotions help us make decisions for the future and helps us cope with what we are dealing with during the day.
We start feeling emotions from when we are little, and as we grow and mature, we learn how to identify them far better and hopefully become more skilled in how to express them appropriately. With practise we get better at understanding what we are feeling and why.
Just for a moment, think about what you did today versus what you did yesterday. Did different emotions on different days, allow you to behave in different ways? Are you more tolerant today than you were yesterday? Have you smiled more today than yesterday? Have you made some rash decisions based on how you were feeling? Have you made the best decisions you could have made so far this year?
Emotions can last for a second or for an hour. They change constantly throughout our day. Emotions are part of a person’s character. Without them we would be robots.
We read emotions from facial expressions, body language, hand gestures, tone of voice and even eyes. Notice the feel of a handshake, a hug or a touch. These are many cues that help us to pick up on someone’s emotional wellbeing.
Many adults today find it difficult to identify what it is they are really feeling, let alone be able to express their emotions appropriately. Am I angry or just irritated? Am I happy or just proud? There are so many emotions that are closely linked and can be misunderstood. There are so many different emotions that sometimes it can be impossible to recognise them all. It can also be very confusing and extremely challenging.
Being able to accept what you are feeling allows you to become more self-aware and self-compassionate. I know this can sound all airy-fairy, but being able to have a good emotional intelligence, to me, is far better that having a good IQ. This will help you in all aspects of life, in the workplace and in relationships that you build along the way.
Using a feelings wheel helps us to open up our feeling’s vocabulary and learn to understand the extent of them a lot better. Once you have used the feelings wheel for some time, you won’t need to go back and look up what the feeling is, you will identify it straightaway.
There are many students today that need assistance with feelings and emotions, and need to learn some healthy strategies to overcome or face them head-on.
I have a number of feelings wheels and charts around my class to help my students with their emotions. I have a dedicated calm space for my students to retreat to whenever they feel overwhelmed or need a place to ‘check in’ with themselves.
You can create a calm space in your own home for your children, or even for yourself. When children see that you use the space, it allows them to realise that we, as adults, also have emotions and sometimes need to refocus and recentre.
This calm space is different to a time-out space for consequences. It is a place of safety. Children are not to be sent there by a parent, rather it must be a child’s choice to go there. You can suggest it, but it should not be enforced. This space does not have a time limit.
Decide as a family, where this calm space will be. Decorate it together if that’s something that they might like. You can even give the space a name.
Leave them alone in their space to reflect, to let out some anger or other emotions. Try not hover around them or speak to them. Allow them this time to be on their own.
You can include some calming tools in your calm space to help them with self-regulation. Some good ideas are therapy putty or a stress ball to squeeze, a liquid timer or a glitter jar to look at, books to read about emotions, calming cards or positive thinking cards, a teddy bear, or some simple calming toys, such as a Rubik’s cube, that keep their minds busy. Some nice, calming smells can help too. I use lavender in my class, and my students love rubbing it onto their temples. This relaxes them completely. Believe me, I have used it several times!
Embrace your emotions, and talk about them with your family, your friends, your colleagues. The more we accept that we have them and that they are a normal part of our lives, the more skilled we will become, and your EQ will be what people talk about instead of your IQ.
Wendy Menton
Year 3 Teacher
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