Elm Class, Blog 4, 2022-2023


Elm class worked on an Elements of Drama unit this term, looking at how plays are written and presented and how playwrights direct their work through stage directions. The class read excerpts from plays and reflected on the purpose of instructions and what they added to the play’s meaning. We read the first Act of Our Day Out by Willy Russell, about a group of deprived children in Liverpool who go on a school trip to Wales. The class focused on the importance of tone of voice and how the manner of saying words can profoundly affect meaning.

The class were lucky to have a debating workshop run by class parent Annabelle Roberts (Oscar’s mother) who trains business people  in the art public speaking. The class was split into two groups and debated the motion This House Believes that Zoos should be banned.

In the spirit of research, Elm enjoyed a bowl of Shreddies, the breakfast cereal eaten by young boy Ted, the main character in The London Eye Mystery.

French (Beginners Group with Joanna)

Learning a new language can definitely be more fun than one thinks. This term we worked a lot on what can be a rather daunting theme: telling time in French. We chose to make it more fun to learn by working in pairs and asking each other questions and also playing educational games to make the task less daunting. We also watched a report on the daily schedule of students in a French school and we were able to see the differences / comparisons with our school. The students learned and presented their Poésies de Printemps (filmed hereunder) and we also celebrated La Saint Patrick and learned how we celebrate Pâques (Easter) in France. The last day of term all three French classes got together to make their own ‘déjeuner fait maison’ including healthy starters, pizzas and cakes. We read instructions & recipes in French and had a déjeuner gastronomique all together.

French (Intermediate Group with Christine)

During these last two months, Food and Television (which included the other topics of stars and games) were our main topics. They gave them the opportunity to develop even more their oral expression which represented an important part of each lesson. Through these topics, they had to express their tastes, present a recipe of one typical meal of their country, present their favorite star, and present the job they would like to do later. Aside from this, we continued our Monday activity where each child has to speak about its weekend, answer and ask questions. All this developed oral interactions in French between them. Learning a poem and saying it in front of the others also had a part in this process of learning vocabulary and gaining confidence in speaking French in front of the others. Although the oral expression had an important part in this school period, children also had to work on grammar, verbs, the past tense, quantities, through written exercises to train them in building grammatically correct French sentences. In the last following months, we will work on the topics of Health and Jobs.

French (Advanced Group with Marie)

Cette quatrième période a été principalement consacrée à la mythologie grecque. En effet, les élèves ont continué d’intégrer les notions de français en articulant leurs apprentissages autour de cette thématique :

en grammaire: les natures et les fonctions des mots, les compléments de phrases (lieu, temps, manière)

en conjugaison: le futur simple et le plus que parfait (avec révision du passé composé)

en orthographe: le champ lexical, les familles de mots, les homophones grammaticaux, les mots invariables

en mémorisation: 2 poésies ont été apprises et récitées

en littérature: la mythologie grecque avec lecture du livre l’Odyssée d’Homère puis différentes fiches de lecture.

2 dictées et 2 évaluations ont eu lieu pendant cette 4ème période.

French IPC

Cette période a été consacrée aux origines des céréales. En effet, les enfants ont étudié la manière dont elles ont évolué et voyagé au fil des ans.

Après avoir vu l’émission “C’est pas sorcier: du blé au pain”, les enfants ont répondu à un questionnaire puis ils ont produit leur propre farine à partir des grains de blé à l’aide de mortiers et de tamis:

Puis, ils ont fait leur propre pain:

Après avoir pétri la pâte, les enfants ont formé des “miches de pain”:

Et voilà le résultat:

Nous avons aussi abordé différents thèmes tels que la journée de la femme (8 mars) et la Saint Patrick.

Pour le dernier jour d’école, les enfants ont préparé leur repas (entrée salade de tomates concombres, plats pizza et desserts gâteau au chocolat et quatre quart aux pommes):


Geography this term focused on the world’s biomes and their characteristics. As part of the Garden Project the class also studied soil, what it is and why it is so crucially important to life on earth. The class experimented with soil from the school grounds, determining that it is predominantly clay with a proportion of sand. They conducted experiments to demonstrate the role of plants in soil preservation, showing how roots hold soil in place and prevent it being carried off by water or wind.


Over the course of this term the Elm class looked at the idea of “Renaissance prince”, exploring the life and the deeds of two important rulers like Francis I of France and Henry VIII of England. The Elm students began also to look more in depth at the reign of Henry VIII, exploring links of cause and consequence in relation to the Break with Rome. By working in different groups, the students carried out research on some of the most relevant advisors of Henry VIII: Thomas More, Thomas Cranmer, Thomas Wolsey, and Thomas Cromwell. At the end of the term, each group presented their own research to the rest of the class.


During this term the Elm class looked at the abstract art of the painter Wassily Kandinsky. Students looked at colour theory, exploring how different colours could convey different emotions. By drawing on Kandinsky’s work, each Elm students worked on a grid composition of concentric shapes, creating different gradients of colours to paint the shapes that they created. As students work on a small canvas, they focused on the drawing of shapes and on the texture and effects created by different colours.

Creative Writing Workshop

During this term the Elm students worked on a story in which a garden should be the chosen setting. Each student created an animal character, working on descriptive language to look at the attitude and the physical appearance of their own character. The Elm students drafted, edited, and proofread their story, giving feedback to each other’s stories at the end of each session. At the end of the term, each student presented the story created to rest of class, explaining the rationale behind the description of setting and the creation of the main character.

Global Perspectives

During this term the Elm class explored the problems and the issues related to food production and food shortage. By drawing on national and global perspectives, students worked in different groups and carried out a different piece of research related to food production and food waste. Each group worked on a different topic – import and export of food, countries with high food shortage, gaps between production and consumption of food and ways to prevent food shortage – presenting their work at the end of the term.

The Elm class – along with the Cedar students – participated also in a webinar conducted by Adeline Barras, the project manager of the Belgian association “Hearth Project”. As this association aims to find solutions to local food waste, the students had the possibility of looking at the ways in which people in the food industry try to prevent food waste on a regular basis.


Elm students get the opportunity to explore the forces as pushes or pulls, arising from the interaction between 2 objects, used force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces. they studied the forces associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and waters as well as forces measured in newtons, measurements of stretch or compression as force is changed.

They discovered non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity and how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.

Elm experienced the effect of greenhouses gases on the global warming through many experiences and how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.


Elms worked on simplifying algebraic expressions, used simple formulae and wrote formulae from the problem to identify how they could be applied in real life. We worked on solving problems while substituting specific values into expressions and formulae and then probed further into algebra while finding solutions to some complex equations. Elms also worked on calculating the percentage of amounts and then solved percentage increase and decrease word problems.

D and T

Planted runner beans,

In an old and cracked rainboots.

We are sure they will have some strong,

healthy roots.

Collected some stinging nettles,

And conjured our own plant food fertilizer.

No need to go to the Jardiland, parents.

We have a solution that is wiser.

Explorer Pythagoras,

Fibonacci and Newton,

Still plenty to go through,

Will start with Darwin’s evolution.

Found Mathematics present all around us in nature.

On the house of the snail or the beautiful sunflower.

Better start designing that

rain water collecting tower.

Compost box, windchime, 

wormery and the birdfeeder.

Observed how seeds are growing

and my fingers get greener.

Trellis for the runner beans

and horse manure for potato.

Just wonder of Mona Lisa

knew about that Golden Ratio.

Green and brown for our compost box,

Apparently it is all about the balance of Nitrogen and Carbon,

Something important

like a pair of socks.

Types of soils

and different climates,

Greenhouse effect.

Ohhh no, I have cut my finger,  not a big deal,

But I better wash it well and disinfect.

We are off on our holiday,

But plants shall continue to grow.

Automated watering system,

Will look after them,

And it should be quite easy,

Cos we planted those plants in a row.

Thomas Edison Muckers

Team: Fantastic Four Hydrator v2023

For Our Thomas Edison Pitch,

Our creative skills were put to the test.

We were just wondering what Nikola Tesla ,

Would have had to say about that. 

Machine to make water out of thin air,

How crazy is that?

But Incas and Mayans were right,

About that. 

Fog curtains & other contraptions, 

Were used long time ago.

It is all about the condensation,

 At least we think so. 

Fish tank pump and some copper tubing,

 A bit of duct tape and plenty of ice.

Run that water through the system,

And you will have some condensed water formed on the surface instead. 

Gigantic solar panels

and ginormous Peltier Device,

Should solve the world water shortage ,

And it will be more than just nice. 

We travelled to Egypt ,

On our pretend survival camping trip.

Didn’t bring water but learnt a lot and were creative,

And managed to condense some water instead.

Team: WOOFGANGAnimal food dispenser 2000

Where is my cat food???We are going away!!!

We’ve earn our holiday!!! Did you feed the dog?

 What about the cat? Don’t know what has happened to me ,

But I just don’t remember that. 

No need to worry, Your pets are in good hands.

Automatic pet food dispenser, Will surely take care of that. 

A bit of SCRATCH and LEGO Mindstorm EV3.

Our software will scan their collar, And will carefully analyse.

 And if your cat has a diabetes, It will get his or hers special type food,

So please don’t be surprised.

Drama Workshop

During this term the Elm students practiced script writing. By working in small groups, the students developed a script for a short scene, working on different scenarios and focusing on characters’ lines and stage directions. At the end of term, each group performed in front of the rest of the class, explaining their own rationale behind stage directions, movements on stage and the use of props and space.