Cedar are currently reading The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson, their second Victorian novella following last term’s A Christmas Carol by Dickens. The class are building on their understanding of Victorian England, particularly London, which at the time of this story was the richest city on Earth, yet with some of the world’s poorest slums. Besides reading the book and interpreting the themes of duality in human nature as well as in society, the class are learning about the culture of the era with regard to science, religion, literature and art to gain an understanding of the world that Robert Louis Stevenson lived in and to put into context Victorian literature.
Intermediate group with Christine
From January to February we explored the world of collections and passions, with Antoine, one of the eight students featured in our study manual. As a reminder, in December we had spoken about the topic of houses with Manon. Through this new topic, we discovered the collections and passions of Antoine, and then each student had the opportunity to make a presentation of their own collections or passions. By doing this, we learned that one of the class has a passion for shells, another for turtles, specific books, specific cats, dogs…
While the students made their presentations, others were able to ask them questions about their passion (why, since when, how many…?)
In order to speak about their passions, they had to use some specific sentences such as « ma passion c’est… », « je suis passionné(e) de… », as well as specific adjectives (ce/cet/cette/ces). Those who asked questions also had to master questions « how many/combien de » etc.
In this lesson, we also had to master numbers up to 100 (orally and in writing) when speaking about prices or pocket money.
Alongside this topic, the class learnt a poem about Winter, and because of Epiphany in January and Pancake Day in February, we spent time reading and preparing two popular recipes « galette des rois » and « crêpes ». Cooking is appreciated by all the class and it was a nice opportunity for all of us to work together. After the break, we will start a new lesson with Akiko who will speak about food, recipes and healthy meals.
Advanced group with Marie
Cette troisième période a été bien chargée au niveau des apprentissages. Les élèves ont continué d’intégrer les notions de français.
en grammaire: les différentes propositions, voix active/voix passive, les compléments de verbe (cod, coi).
en conjugaison: les temps du récit imparfait/passé simple, le passé-composé, le participe passé/l’infinitif.
en orthographe: le pluriel des noms et des adjectifs, le féminin des noms et des adjectifs, une dictée préparée
en mémorisation: 2 poésies ont été apprises et récitées
en littérature: étude du genre poétique et versification
en expression écrite: la phrase et sa ponctuation
2 évaluations ont lieu pendant cette 3ème période
French/English IMYC with Joanna
This term Cedar worked on a very important topic: the Student Council. They began the term by introducing the topic to Oak and Elm students showing their skills of public speaking, getting their points across, speaking in a clear & concise way to be understood by all. During these meetings the 0ak & Elm students voted for the person they wanted to represent their classes for the rest of the school year (Arwen for Elm and Chloé for Oak). In further meetings the aim was to brainstorm within each class (Cedar students being the activity leaders) on any suggestions students would want to present to the Head of School (they discussed various things such as the cantine, computers, field trips, equipment, craft workshops, fundraising etc). At the end of this term the Student Representatives held their very first & very successful Student Council meeting with the Head of School where all these subjects were discussed. The 3 classes also voted on a beautiful motto : Learning to Love and Loving to Learn and created a ‘Pass on the Positivity poster’.
Ils ont appris et chanté 2 chansons: Les petits souliers de Guy Béart et Aux Champs Elysées de Joe Dassin.
The focus this term was Africa and after testing our knowledge of the countries in this vast continent (by trying to identify them on a blank map), each member of the class selected a particular country to research. They looked at its geographichal location, weather and climate, population, physical and human features and, where applicable, tourism and its effects. They also researched historical facts about the country and changes in population, economy and migration over time. The class looked at the effects of climate change, desertification where relevant, rural to urban migration and the particular strengths and challenges facing their selected country.
Our Cedars have been engaged with the study of the struggles for civil rights conducted by African Americans in the USA between the 1950s and 1970s. The students looked at the life of famous African Americans, like Jesse Owens and Martin Luther King. They also explored how African Americans fought for their civil rights, looking at the different ways in which they protested over the course of twenty years. Alongside that, our Cedars practised analytical writing, getting more and more familiar with a paragraph structure used to answer GCSE style questions.
Cedar students enjoyed learning about more chemistry concepts around the electron’s arrangement in shells; they learned about chemical and physical properties of group 1 and their reaction with water and metals. Cedar also explored the properties and trends of halogens and noble gases. Cedar students are now capable of naming metal-metal and metal-nonmetal compounds. They explored the different chemical bondings like covalent and ionic bonds.
In this unit, Elm students explored the concept of variables in programming through games in Scratch. First, learners find out what variables are and relate them to real-world examples of values that can be set and changed. Then they use variables to create a simulation of a scoreboard. They used the Modify-Create model in which learners experiment with variables in an existing project and then modify them before they create their own project.
Cedar students constructed and interpreted various data tables, charts and diagrams, including frequency tables, bar charts, pie charts, pictograms, line graphs, stem and leaf charts and scatter graphs (correlation). Cedar students can clearly distinguish between positive and negative correlation, identify if it is strong, moderate or weak and understand that all outliers are not taken into consideration while drawing the line of the best fit. We then dived deeper into the construction of pie charts and calculated desirable percentage and number of degrees for the specific group of data. We also solved probability problems where we had to find all possible outcomes and calculated the probability of the desirable outcome. We then moved onto solving problems with ratio and proportion and now know how to simplify ratios and how to use ratio to compare quantities.
On the 2nd of February Elm and Cedar students participated in Les Concours Archimède. Les JEUX ÉNIGMES SOLIDAIRES pour collégiens francophones depuis 1989.
These puzzle games allowed children to highlight their knowledge, clearly express their mathematical thoughts and use their sense of observation.
37th International Mathematical Games
6 of our Elm and Cedar Mathematicians will participate in the 1/2 final of the 37th International Mathematical Games and on the 18th of March will proudly represent our school. Good luck with crunching those numbers and solving tricky logical problems.
Design and Technology
So they say that I worked hard this term… I had better put my feet up then, I think I deserve it.
Mrs. Harrington would agree…
Our Cedars looked at the life and work of the Russian painter Wassily Kandinsky, looking at the links between art and music suggested by his paintings. Using Kandinsky’s art as inspiration, Cedar students explored the use of lines, shapes and colour to communicate different moods. Over the course of the term, each Cedar student chose an instrumental piece of music to be represented through abstract painting, using both water colours and paint.
During this term, the Cedar class began to work on Agatha Christie’s “The Mousetrap”. The Cedar students started to read and perform the first act of the play, also doing significant work on tweaking and adjusting the play to the performance that they wanted to create. Our Cedars also worked on the study of their own characters, using the “hot seat” activity as a way to explore the background and the main characteristics of their own characters. The students designed their own questionnaire for the “hot seat” activity, reflecting on the best questions to explore the complexity of their characters.
Creative Writing Workshops
Over the course of this term, the Cedar class continued their creative writing workshops, looking at how to edit their own fictional texts. The students learnt how to make small or bigger changes to their own writing, making sure that their fictional piece of writing included the main elements of narrative conventions. By doing that, the Cedar students appreciated the complexity of the editing process, learning how to modify their text to convey a specific meaning.
Over the course of this term, the Cedar class learnt how to create an academic poster to communicate the outcomes of their research. They focused on migrations – choosing case studies appropriate to answer their research questions. Working in two groups, the students designed their own posters, working on all the relevant sections, like the presentation of the research questions, the discussion of the methodology and the conclusions they developed from the results of their research.