Elm Class , Term 2, 2021-2022


This term Elm read short stories: The Hitchhiker by Roald Dahl and The Pedestrian by Ray Bradbury. The class read the Hitchhiker closely, in instalments, savouring the unfolding drama and the understated humour of the encounter with a traffic policeman. They became increasingly intrigued by the mysterious passenger, so self-assured and wordly wise compared to the narrator.

Having enjoyed the story, the class thought about their response to the outcome and asked themselves whether they sided with the traffic policeman or the speeding driver and his tricky passenger. Most of us admitted we were happy with the story’s ending but one person stood up for law and order and sided with the policeman! 

The Pedestrian by Ray Bradbury, written in 1951, is a very different story but the class found plenty to talk about in this bleak, futuristic tale of a dystopian city, where crime has been stamped out and a population of three million is policed by one car. We only meet one resident because the rest are at home watching their sinister-sounding ‘viewing screens’. 

Image result for the pedestrian by ray bradbury book cover

Elm also studied poetry this term, focusing on imagery and the different techniques used by writers to ‘paint a picture with words’. We read the beautiful ‘In Memory of My Grandfather’ by Edward Storey and studied his use of imagery, as he compared his beloved grandfather, a rural farming man, to a tree. The class drew pictures of the grandfather as he is depicted in the poem. They then wrote their own poetry, choosing to write about places that had an impact on them rather than people. 


This term Elm began to look at the Renaissance and the changes in thinking that led away from the Age of Faith to a renewed interest in the ancient civilisations of Greece and Rome. They learnt about the intellectual movement of Humanism and how the new ideas were spread thanks to the printing press.  

They learnt how the wealthy city states now known as Italy were at the heart of the new quest for knowledge that characterised the period and why the region was so economically and culturally important at this time.  


This term Elm class followed the COP26 meeting, held this year in Glasgow, and learnt about the global climate summits, known as COP or ”Conference of the Parties” that the UN has been hosting for almost thirty years. Afterwards, the class researched renewable energy sources, their pros and cons and uptake around the world and then presented their findings to each other.  


This term Elm Class have been learning about the different forces that are found all around us. They were set the task of developing their scientific understanding of the range of forces that act upon an object at one time.

The children formed hypotheses as well as conducting investigations into a chosen force. First, they investigated as a group, then they applied the same template to individual investigations. This enabled the children to take their learning outside of the classroom as well as to apply their literacy skills in a different subject.

Finally, Elm class were set the challenge of presenting all they had learnt over the term in an educational poster that would be used to support further understanding of the different forces that are found around us.


In Statistics:

Elms 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). Elms 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.

In Algebra: Expressions /Formulae/ System of equations

We 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 for the systems of equations.


Students learned the Spanish version of the song “A King is Born” for the Christmas show. They played “Loteria” (similar to Bingo) to learn and practise the numbers from 1 to 30. Descriptions of school life and corresponding vocabulary was one of our focuses this term. During the last class of the term, students were able to practise the Christmas vocabulary on Seesaw (classroom app); some of them recorded their voices saying the words.


Students learned and practised how to make a poster on Google Drawings by drawing, modifying and combining objects and inserting images, text and other useful tools.

Every student designed a poster for the Christmas show. Cecilia’s poster (Oak Class) was chosen to be displayed around the school and later was used on the invitation sent to parents.

Students discovered what HTML is, used HTML to structure static web pages and learned how to modify tags to improve the appearance of web pages.


Christmas Performance ”Hey Ewe!”

Collaborative Background posters

Designing and making our Christmas costumes...

The mighty Oaks and Ecstatic Elms had a fantastic opportunity to demonstrate their creative side while making costumes, dancing, singing, creating props and performing on the stage during our Christmas Show.

Thank you and well done to all the Oak and Elm students for their outstanding dedication and hard work during our «Hey Ewe!» performance!

Merry Christmas and Happy New Year! Enjoy your holiday!

 Best wishes,

Mrs. Harrington, Christine, Joanna, Cecilia, Mr. H and Mr. Kralka

Elm Class, Term 1, 2021-2022


Elm read King of Shadows this term, a historical novel set in Elizabethan England. The book follows the story of Nat Field, a young actor in The Company of Boys, an American theatre troupe chosen to perform at The Globe Theatre in London. Nat finds himself transported back in time and performing with William Shakespeare and a host of other real historical figures working with Shakespeare at the new Globe Theatre of the 16th century.

While the book touches on the themes of grief and loss (Nat has lost both his parents), it provides an introduction to Shakespeare’s A Midsummer Night’s Dream as Nat performs his role as the mischievous sprite Puck.

Elm researched the actors featured in the book and presented them in character and after studying the text and ‘translating’ the unfamiliar Elizabethan vocabulary, they learned by heart the dialogue between Puck and the Fairy in Act 2 Scene 1 of the play.

The class also wrote ‘first hand’ accounts of important events in history, combining factual research with creative imagination.  Beginning with the fall of the Berlin Wall, the class covered an eclectic range of experiences, from the attack on Pearl Harbour to the Battle of the Somme, the destruction of Pompei by the eruption of Vesuvius and the Greek Trojan Horse entering the city of Troy.


French IMYC


During this unit, we worked on finding percentages of amounts and fractions of numbers. We revised rounding whole numbers and decimals and converted percentages, fractions and decimals.  We practised finding the equivalent fractions by multiplying/dividing the numerator and denominator by the same number and then converted mixed numbers and improper fractions. We also worked on solving various problems with percentage increase and decrease. Being able to calculate percentages is very important these days and Elms practised solving various problems with interest rate, VAT and tax. The skills acquired will be very useful later this year during our ” Young Entrepreneurs” business project.


Both classes examined the theme of Sustainability in Geography this term, Elm with a particular emphasis on sustainable cities and the problems faced by densely populated and growing urban centres, and Oak on the issues relating to the depletion of natural resources as well as the need to reduce dependency on fossil fuels. In their research they came across the Wonderbag no-fuel slow cooker that has such a positive impact in the developing world. They discovered that this simple product allows families to reduce cooking fuel consumption by up to 70%, reducing carbon emissions and deforestation. Importantly, it reduces the need to cook for long periods of time over open fires, a practice that exposes populations, but mostly women and children, to harmful particles released from burning biomass such as wood and dung. It also frees the same women and girls from hours of unpaid labour.

Inspired by the simple concept, Oak and Elm decided to make their own thermal cooker using a cardboard box, polystyrene and some bubble wrap – and an old blanket to throw on top.  They were ready for the Wonder cooker challenge, the Wonderbox versus the Wonderbag (lent by a member of staff). Two pots of rice, two cookers, two excellent results.


The History theme this term was ‘Respect’ and it took the class on a journey that began with a reflection on what Respect is and the different ways it is demonstrated around the world. The class then used their understanding of the term to examine the various reasons why people left Britain and Europe in the 16th century to start new lives in the New World. They then examined why, after a couple of centuries, the settlers revolted against the British Crown’s tight grip and increasingly unreasonable demands.


The ELM class had “All About Me” as a theme this term or “Todo sobre mi”.  They learnt to sing the song “Head, Shoulders, Knees and Toes” in Spanish and the vocabulary for more parts of the body. Through questioning, they practised how to present and talk about themselves. They also learnt how to use the verb ‘to have’ in the positive and negative forms. We played BINGO to learn the alphabet and vowels. The class talked about the foods they like and don’t like. They studied the use of definite articles and how to identify if a word is masculine or feminine. The end-of-term project was on the Day of the Dead Celebration in Latin American countries and the children made flowers and drew skulls and candles for the altar.


Mad about Science!

This term Elm Class have been building on their knowledge and understanding of plants and the different varieties/categories that these plants are found. First, we took an in-depth study of the reproductive part of a plant and discussed their importance. From this, we explored and discussed the reasons why plants have adapted to suit their environment. Taking our understanding further we researched plant cells and made comparisons to human cells. Appling our new knowledge and understanding of this to conduct an in-depth study of a leaf.

Applied Scientific enquiry skills

We took our learning outside the classroom and explored the local environment we used this to apply and our understanding of classification plants that are common to woodland. We were about to successfully find a range of different varieties along with some new ones we hadn’t learnt about.

Taking it further

We decided as a group to conduct an experiment using moss collected from the forest floor. As we had learnt that moss doesn’t have roots but thrives from moisture we decided to place the moss in different coloured water to see what would happen. The results were impressive!


ELM learners compared calculating machines from the past to modern general-purpose computers. They also discovered how all computing systems, regardless of form or capability, make use of the same components: a processor, memory, storage, input and output devices, and communication components.

The class looked at how the hardware components used in computing systems work together in order to execute programs. They defined the term ‘artificial intelligence’ and learned how to train Google Teachable Machine to classify images.

OAK and ELM visit YAMASHITA’S FARM in the Yvelines.

Asafumi Yamashita – The Haute Couture Vegetable Grover.

Linked to our learning in Science based on ‘Plants and flowers’,  we visited an inspirational gardener who shared some of the tricks of the trade with us. The children eagerly shared their knowledge of the subject, asked questions and attentively listened to his remarkable story. Self-taught, Asafumi Yamashita grows vegetables with a secret he calls ‘the Yamashita method’. He produces about 50 Japanese varieties a year on 3,000 square metres (a third of this surface being converted into greenhouses). His vegetable garden is modest in size compared to an average farm, but for Asafumi Yamashita what matters is quality not quantity. Some say that he whispers to his vegetables and listens to the voice of his land.  The way Mr. Yamashita  puts it is that he writes a poem while growing his vegetables and top chefs in Paris write music that goes with his poem. Lucky customers who enjoy those delicious dishes sing the song that was composed for them with love. We were lucky enough to taste his delicious vegetables and even brought some home to share with our families.

Trip to the Louvre

Forest Challenges and Tabata

Since the beginning of the year, Oak and Elm classes have been engaged in our weekly Forest Challenge and very intense daily 7-minute work-out ”TABATA”. The main purpose of these challenges is to practise team building skills and to develop resilience as it is often tough to accomplish a challenge at the first attempt. We learnt that it is important to stay focused until the last moment and clearly recognise that the last push could make a difference to the team. In our next challenges we will concentrate on fair play and communication which will improve our personal, partner and team working skills.

Singing workshop with Kareen Clair

Halloween at Forest International School

Elm Class, Term 4, 2020-2021


The Spring Term saw Elms delving into the diary of anxious teenager Adrian Mole as he struggled to cope with outbreaks of spots and his parents’ marital troubles.

Adrian Mole’s Parents by Uttara Nair

Pauline and George Mole

Adrian Mole’s parents are quite careless and irresponsible. They don’t seem to care about Adrian Mole. They are also alcoholics and always keep on smoking. I guess that is one of the main reasons why Adrian Mole is un poco loco. He tries to get their attention but they are too busy in their own gloomy life to take any interest in their child’s life. They are so careless that they didn’t even realize that Adrian was reading magazines that are not age appropriate like the Big And Bouncy. Even after they found out about the magazines all they cared about was the phone bill that he had hidden and not about the inappropriate articles he was reading. They were also so busy doing nothing that they didn’t even name the dog!! His mom had moved in with Mr. Lucas but after some months she came back to Adrian’s dad. I actually feel sad that Adrian has such negligent parents and no adult to look up to.

Adrian’s friend Nigel by Liam Coetzee

Nigel’s role in the story is as Adrian’s best friend. They both go to the same school. Nigel has a very modern large house with an amazing room. It has everything, a stereo, spotlights over his bed, an electric guitar and a colour television! Adrian goes on Nigel’s racing bike. It has a water bottle, a milometer, a speedometer, a yellow saddle and very thin racing wheels. It is the coolest bike ever and Nigel does not even truly appreciate it. Nigel and Adrian do lots of things together. They like to watch movies and go out to buy things. They both unfortunately also like the same girl, Pandora. Pandora has lovely hair and becomes Nigel’s girlfriend. This makes Adrian very mad with his friend Nigel. Pandora is Adrian’s lost love!

Adrian Mole’s Character by Lila Monnet

Adrian says he is an intellectual and he dislikes the dog. He is in love with a girl named Pandora and has a bad relationship with his parents.

Some enjoyed his naïve accounts of the goings-on at home and at school while others were less appreciative. Nevertheless, they got to know the Leicester youngster who was Britain’s most celebrated teenager before the arrival of Harry Potter.

The would-be intellectual makes numerous references to literature throughout his diary, only to reveal his ignorance. “I read a bit of Pride and Prejudice, but it was very old-fashioned. I think Jane Austen should write something a bit more modern.”

Elm, like the rest of the school, were captivated by the incubating eggs and then by the chicks that emerged from them. They produced poems and pictures and built runs with activities to keep them entertained. They also researched the murky world of egg production, the various methods used by farmers and the terminology that we encounter in the shops: battery (cage), free-range, barn, organic – what do all these terms mean?  

Elm discovered that the reality of ‘barn’ and ‘free-range’ egg production bears very little resemblance to the images of rustic farmsteads and grassy meadows that they conjure up.

“E-BAOBAB ” – Someone’s rubbish, our treasure

There is a lot of Mathematics in growing trees, especially if they are made out of plastic! On our “eco-friendly / e-baobab” mission we estimated, calculated, measured and looked at the different possible solutions for “growing” our tree.

The key to our e-baobab tree is the simple concept of ‘No Rubbish, Only Resources’. 

Our E-Baobab project challenges the modern-day single-use culture, ‘Buy today and throw away tomorrow’. It teaches students to see value and potential in everyday objects. It also teaches them to build and construct, and to think about how things work. It involves project-based learning and the construction of useful or fun devices using recycled materials the children have helped to source themselves. These projects not only allow the children to use their re-cycling imaginations, they teach them about construction, carpentry, mechanics and engineering.  The challenge of constructing something from old or used materials is motivating because it has a bigger purpose behind it. As the students become aware of the problems, they become engaged in the solutions, as they learn that something used need not be useless.

Pensez au tri! Jeter vos détritus à la poubelle!” Instructions for recycling are so misleading that we thought we had to do something about it.

Our message is that it is never too late to start to make changes, and that together each one of us can help to change the world. 

We like to think that we are putting the ‘éco’ into ‘école’. Thank you to all the FISP families for their amazing input during this project and a big round of applause to Elms for their dedication and hard work.


The theme was Generation Games and had us reflecting on how societies around the world treat the elderly and what our attitudes are to old people. Elm were overwhelmingly appreciative of the older people in their lives, particularly their grandparents.

To encourage recognition of older people’s lives and respect for their experiences, often things that are totally outside of our own, we had a first-hand account of what it was like to be in Berlin when the city was divided by the Wall. Unsmiling soldiers with machine guns at the checkpoints, searching the car for smuggled goods on the way in and smuggled people on the way out; shabbily dressed people and poorly stocked shops on the Eastern side, people afraid to be seen talking to foreigners.

The children were rightly shocked; how could a wall have been built to divide a city as everyone stood by and watched? They learned how it was constructed, why it was built (to keep people in rather than keep people out) and of the brave men and women who escaped and those who didn’t.

They learned how it came down in 1989, more by accident than design.  They enjoyed the anecdote about people handing the East Germans bananas, a highly prized commodity that was all but impossible to come by on the Eastern side of the wall.

Pupil’s wrote diary entries in the persona of someone living in the East when the wall came down.


Birds are returning from over-wintering in warmer climes, and we decided to investigate their annual journeys around the world, many of which are extraordinary feats of endurance.

We discovered that bird migration is fraught with dangers and that many birds who set off do not return. When we looked into the list of dangers migrating birds face, we discovered, as usual, that humans play a major role, through light pollution from cities, glass in high rise buildings, wind turbines and destruction of habitat.

Pupils chose a bird and tracked its migratory path on a map, noting the countries traversed. It is incredible to think that the swallows arriving in France have been on an epic journey, on routes that might pass through the Sahara Desert or along the west coast of Africa or the Nile Valley.


We worked on recording, describing and analysing the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes. Elms constructed and interpreted various data tables, charts, and diagrams, including frequency tables, bar charts, pie charts, pictograms, line graphs, and scatter graphs (correlation). Elms 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 construction of pie charts and calculated desirable percentage and number of degrees for the specific group of data. We also worked on calculating the ratio and proportion and then solved various problems that involved these.

Egg project: Mathematics ( Statistics)

Linked to our “Egg project”, we created our own hypothetical and real problems based on our incubator and then constructed various graphs to represent our findings. In algebra, we closely looked into linear equations and then learnt how they could be represented geometrically. We substituted random values in these equations which subsequently helped us draw: y=x, y=x-1, y=x-2 and what they represent. We were quite lucky with our little chicks as nearly all of them hatched. In reality, our final linear equation was y=x-3, where x (x=13) was the number of the eggs in the incubator and 3 the number of chicks that did not hatch.

Science“Egg project”

How to train your chicken in 30 days?

Elms created different training facilities that enabled them to observe, stimulate and love their new fluffy friends even more.

Science / Biology

We started this unit by using microscopes to study cell structure and their functions and then compared the main parts of the animal and plant cells. We closely looked at the chick embryo development and then followed them on their 21 day journey.

Elms compared the respiratory systems of humans and chickens and then pinpointed the similarities and differences. We were intrigued by the complexity of the chickens’ respiratory system where they get two doses of oxygen for the price of one breath.

We discovered how a spirometer is used to measure the volume of air inhaled and exhaled. Elms then discussed Tidal, Residual, Inspiratory and Expiratory Reserve Volumes and how they differ in men and women and the altitude that they live on. We also learnt about the similarities and differences between aerobic and anaerobic respiration and how they produce energy. We used a virtual model of a chicken and followed “that egg in the making” and were egg-static to discover the main stages of egg development (fertile and infertile).


ICT lessons have provided pupils with the principles of technology information and computation, which have been applied through programming. Computing enables pupils to become digitally literate; in other words, they are able to express themselves and develop their ideas through information and communication technology as well as being active participants in a digital world.

Elm class have started developing coding and programming skills to create their own video games by using “Scratch”, a programming language that develops mental skills.

They have made several kinds of video games around the egg-exciting IPC theme of this fourth term, “ Eggs”.

First, they started exploring and discovering the Scratch world. Little by little, they began to develop their own ideas and conclusions in order to make specific actions. For example, to move the sprite up and down, they had to use the Y-axis; to move the character right and left the X-axis had to be used. As can be seen, computing has deep links with mathematics, which allows pupils to apply their maths knowledge.   

Once they had acquired the basic principles, Elm class went deeper, trying to improve and make their video games more complex, adding score bars, special variables to double their score, obstacles, background music, sound and pop-up messages.

Finally, they ended the term with a creative project called “Video game week” during which they showcased their capability, creativity and knowledge of computer science, digital media and information technology.

The aim of this week was to share their games and to explain how they were made. Each pupil presented their game and explained the code process. 

 The presentations ended with a Q&A session.

French/French IMYC



This term we focused on sightseeing: What kind of sights and attractions can we find in a city or town?

I presented my home city of Valencia. We did a little research and we found loads of interesting facts about this beautiful Spanish city: Plaza de toros, Miguelete, ciudad de las Artes y de las Ciencias, the old part and the modern part.

While learning about these sights and buildings, they practised using adjectives, such as: Viejo, tradicional, nuevo, moderno, tranquilo, popular,…


I gathered pictures of some emblematic cities of Spain: Barcelona, Madrid, Galicia, Salamanca, Sevilla, Mallorca, … These photographs were placed around the classroom and pupils had to travel around and guess which city they were visiting. The task was the following: Guess the name of the city and its location and describe it using at least five adjectives. They collected all the information in their notebooks as though putting together a guidebook. Once they had all travelled around the cities, they shared their information.


We reflected on the different places that you can visit when on holiday: the mountains, beaches, forests, … Then we brain-stormed about which things to pack for that “excursion”. Pupils came up with lots of ideas, for which they learned the Spanish words, thus broadening their vocabulary.


At the beginning and end of each class, we always spend a few minutes on ‘short questions’. I pose them questions that they have to reply to, briefly and clearly; for example: ¿Qué tiempo hace hoy?, ¿Qué has hecho hoy?, ¿Cuál es tu serie/película/comida favorita? Afterwards, pupils note down all new vocabulary.

Elm Class, Term 3, 2020-2021


This term Elm read George Orwell’s Animal Farm. They followed the events of the animals’ liberation and subsequent subjugation with interest, sadness and indignation. They observed how the literate animals very quickly exerted influence over the less educated and able and how greed and selfishness destroyed the dream of sharing and equality. e made the connection between the animals in the story and the real people and events they represent. We learned also about the difficulty George Orwell had in getting a publisher to print the book, considered controversial during a time when Britain needed Russia as an ally against Germany.

Allegory/Political Satire

“Some animals are more equal than others.”

Elm dabbled with a bit of political graffiti

Elm have been following the progress of the Vendée Globe and have put together a newsletter on this most exciting yacht race that takes place every four years.

Presentation by ELM CLASS

In addition, we have been looking at the differences between formal and informal language, and the different situations in which we use them.


In History this term Elm looked at the role of competition in business and the economy. They observed global giant Apple and noted that its products are not made in the US but in China. Why? To benefit from cheaper labour and to keep profits high and costs low. They learned about the working conditions of the people in the Apple factories, their low pay and long hours. All this to set the scene for the Industrial Revolution in 18th century England.

Elm learned that prior to the mid-1700s England was a rural society with most people living in small villages and towns. They learned about the innovations in the weaving industry that ended the skilled handcraft industries of agricultural England and led to migration out of the countryside into rapidly growing cities. They then studied the terrible living and working conditions of the poor and the exploitation that led Karl Marx and Friedrich Engels to write the Communist Manifesto.


 In Geography we looked at why certain regions developed rather than others, looking at natural resources such as coal and iron ore. We looked at the rivers and the network of canals built to transport materials to the burgeoning industrial cities.

“E-baobab” project

We discussed very important environmental issues and tried to do our part to make our world a better place. We shared our ideas on why and how people use and waste plastic and don’t even think that they harm our environment. There is a lot of Mathematics in growing trees, especially if they made out of plastic! On our “eco-friendly / e-baobab” mission we estimated, calculated, measured and looked at the different possible solutions for “growing” our tree. We experimented with the pentagonal, hexagonal, heptagonal and octagonal rings in order to construct the separate layers of our solid plastic tree. The children then rolled up their sleeves, used collected plastic/plastic bottles and  created their own ‘ECO-BRICKS’. We practiced presenting our findings in front of our peers and then adapted the speech accordingly for the younger audiences.

If you had 400 plastic bottles, what rings would you use for your tree?

How high would it be? How would you arrange them?

Teaching Birch and Walnut Classes how to use the basic 2D shapes in our E-baobab construction. Adapting the language to the audience, explaining our method and important construction steps.

If you would like to build your own E-Baobab tree, all calculations are provided. Save the planet! Make that big difference! “Mathematical calculations by Roger, Uttara and Jean. Presentation by Uttara.


Algebra: Expressions /Formulae/ System of equations

We worked on simplifying algebraic expressions, used simple formulae and wrote formulae from the problem to identify how they could be applied in real life. Elms practiced plotting straight line graphs while carefully building the table of values for the equations. We also built, analysed and interpreted real-life graphs. We worked on solving problems while substituting specific values into expressions and formulae and then further dived into algebra while finding solutions for the systems of equations.



We solved various problems to find out how FORCE, ENERGY and WORK are related. We looked into the three laws of motions and then reenacted the experiments that were later used in our film. The children designed their own experiments with the travelling objects that can or cannot change their speed in different conditions. We calculated the average speed and the acceleration of an object and then tested, compared and calculated unknown variables. The children formulated hypotheses, practiced planning their investigations and made predictions. After carrying out their investigations they made accurate measurements to gather data to test their hypotheses. They identified patterns in the results and drew conclusions based on the evidence. On a few occasions they had to retest their findings and suggest ways in which their investigations and working methods could be improved.

Newton’s laws of motion

“Newton’s Laws of Motion” – Directed and edited by Joshua Fisher

“Three Laws of Motion” – RAP- Dedicated to Sir Isaac Newton by Elm Class

What is all this commotion?

About the 3 laws of motion,

If you need a solution,

Just ask Isaac Newton!

Who is Isaac Newton?

And why do I care?

All that I know,

Is that he had grey hair.

So who is this Newton,

And what did he do?

Is it this guy with the toucan,

Whose shirt is quite blue?

Or is it this artist who painted the crown?

Or am I being such a big clown?

Pretty please tell me now,

I heard it was sold for 80 million pounds.

The first law states,

The objects’ fate.

The exact words,

Are for the nerds.

The objects in rest,

Will remain at rest.

And the objects in motion,

Will remain in motion.

They call it Inertia,

But what could it be?

Look back at the previous verse,

And then you will see.

Second law of motion,

All that comes with it.

Objects’ mass times the acceleration,

To find the force put out upon it.

The third law of motion clearly states,

For every action there is an opposite reaction.

How birds fly in the sky?

Because if they fell, they would surely die.

Vendee Globe/ Remote control Boats

For those that do care,

And want to see.

There are some boats,

That sail at sea.

Remote control boats,

And free sailing yachts.

Thanks to the Buoyancy,

They are staying afloat.

We used some recycled materials,

And nothing was bought.

Sailing is quite challenging,

And not as easy as we thought. 

ART/Design and Technology

Pinball Machine construction project and recycled material art

Design/ Plan/ Estimate/ Measure/ Cut/Drill/ Attach/ Check/ Fix

It does not fit!!! What did I do wrong?? How do I correct my mistake???      I can do this!!!

The children also used standard measuring units while working on measuring length. We worked on estimating, measuring, cutting and hammering our wooden materials for our Pinball Machine.  It was evident for the children to spot their mistakes and realise where they went wrong. We could clearly see why it is important to measure and remeasure and only then cut it once.

Pinball Machine: Blue prints and 3D models/ mechanism


In ICT lessons we have been learning about hardware and software components that make up computer systems. We learnt how instructions are stored and executed within a computer system and discovered a range of ways to use technology safely, respectfully, responsibly and securely, including how to protect our online identity and privacy.

Goals that have been achieved during this term:

– Understanding the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.

– Knowing how to use the technology safety, which includes gaining knowledge about viruses and how to avoid them.

In order to have an overview of all this information, we created mind maps about viruses, by using an online software called Canva.

– Being able to recognise inappropriate content and knowing how to report it.

– Understanding how to protect your online identity and privacy by role playing, placing them in real context and situations.

Based on the cross-curricular approach, which develops our skills and knowledge through interconnected topics, we created calligrams about morality, as well as, e-books about IPC themes (cooperation, communication, thoughtfulness, adaptability, resilience) in order to present them to Birch and Walnut class.

In order to enrich our creations, we used the augmented reality on the characters of our stories.

Walnut and Birch class experienced an authentic 3-D illustration.


During this term, Elm students have been introduced to the following contents:


-classroom objects: identify and name them (lápiz, pizarra, profesora, bolígrafo, libreta, libro, pegamento,…).

– the weather (¿ Qué tiempo hace hoy?, including the season of the year).

– the days of the week (¿Qué día de la semana es hoy?, ¿ Qué día de la semana fue ayer/será mañana?).

-family (madre/padre, tío/tía, primo/prima, sobrino/sobrina, hermano/hermana) and farm animals.


-singular and plural (ad -es or -s, depending on the ending of the word).

-male and female (including articles: el/la/los/las).

– how to make short sentences (subject, predicate, verb and verb complements).

-to translate into Spanish, English sentences (and the other way round, including vocabulary seen).

-adjectives, which we have applied to the vocabulary already seen (el perro grande, el conejo saltarín, el caballo marron).


-answering and asking questions related to objects (¿Cómo es esta mesa?, ¿Cómo es esta casa?).

-to introduce themselves (Hola me llamo…. Tengo …. Años y estoy…).

-to introduce someone.



-Dictation to review vocabulary and grammar


Elm Class, Term 2, 2020-2021

IMYC: Discovery, Curiosity, Development and Competition’

This half term, the Elm class children went sailing around the world while following the Vendee Globe race. We learnt many interesting facts about 33 solo skippers, campaign they support, missions they carry out and challenges that they are facing.

It was an inspiring event that taught us a lot about courage, physical and emotional strength, team-working, exploration and adventure-seeking. The children followed the position of the boats on a daily basis, analysed their speed, weather conditions, built graphs for clear understanding and made their own conclusions. We also learnt interesting facts many sailors that were very happy to share their own experiences via daily podcasts.


This term Elms let their imaginations run free and wrote creepy Halloween-themed stories and Christmas stories. We looked together in class at famous story openings and the art of capturing the reader’s attention at the outset. We looked at the importance of building up atmosphere and describing setting and character.

We finished the novel There’s a Boy in the Girls’ Bathroom by Louis Sachar. We were all happy to see Bradley find his feet and leave behind his self-destructive behaviour, thanks to the subtle guidance of school counsellor Carla. This book was really appreciated by the whole class, even the less keen readers were eager for the next instalment of Bradley’s troubled school days. As you know, we are enthusiastic followers of the Vendée Globe round-the-world yacht race, which has captured all our imaginations.  In November we were lucky to have zoom interviews with two experienced sailors, Joshua Bradfield and meteorologist Jean-Baptiste Chauvet who are only too aware of the dangers and difficulties facing the Vendée Globe skippers.  They shared with us some of their own sailing adventures as well as the practicalities of preparing for a voyage and the eventualities to be ready for. They also answered our questions, including what to do in a storm, their scariest and best moments at sea, and the marine life they have encountered. Joshua Bradfield’s account of being rescued by the French Navy and having to sink his damaged yacht left a lasting impression on us all! All good material for our upcoming Vendée Globe newsletter.

Vendée Globe

Zoom Call with Joshua Bradfield/Sailor

Zoom call with the Meteorologist

In keeping with the theme of circumnavigation,  we have been following another trip around the globe, Jules Verne’s classic Around the World in 80 Days. We are enjoying the adventures of the mysterious Phileas Fogg and his long-suffering butler Passepartout, pursued by the determined Detective Fix who is convinced that Fogg is a master criminal.


Area of Trapezoid, Rhombus, Kite, Circle and Compound shapes

The children learnt how to calculate the sum of the interior angles by using a formula or by drawing lines from the same vertex in order to create a number of triangles. We solved some simple and complex algebraic equations in order to find the missing angle in various 2D shapes. Using our knowledge of calculating the Area and Perimeter of simple 2D shapes, we learnt how to calculate the area, perimeter and circumference of more complex compound.

Angles in Parallel Lines and Polygons

We worked on constructing triangles using SSS-(side-side-side), SAS –(side-angle-side) and ASA-(angle-side-angle). We know how to use the compass, ruler and protractor to indicate provided angles and sketching lines and know how to use this information in order to construct the desirable triangle.

Science /Design and Technology

(Float/Sink/Buoyancy force/ Vendée Globe)

Students learnt about Archimedes’ Principal through the story of the “Archimedes and the golden crown”. They discovered about the density and displacement to the king. Elm students learnt about forces that act upon an object lowered in the liquid via experimenting with the different objects of different density. They also experimented with the objects of the same density lowered into the liquids of different density and how it affects where the objects will float in the liquid. We also experimented with the objects of different shapes and observed how it affects how they float or sink in the liquid. Based on this knowledge we created our own boats made out of the recycled materials and we will let them sail in our own “DEEP BLUE” of the swimming pool.

ART with Mariana Gonzalez

“This term we worked from the theme of the Vendée Globe. The maritime context in which this regatta takes place, proposed us to work with watercolour. The relationship with water, colour and imagination were an important part for the children in this workshop. The artist seen this time was the great British watercolourist: William Turner.”

Fantastic Plastic

Joshua Fisher (Middle School student) created an animation to teach his younger peers why plastic bad

We don’t want this plastic to float in the Ocean that is why we have made our Plastic Fantastic sculptures

History and Geography

Pupils learned about oceans through the Vendée Globe competition in History and Geography class this term. The Vendée Globe is a non-stop sailing competition for solo sailors which takes place once every four years. The Vendée Globe event was our entry point into learning more about the mysteries of the ocean.

Elms learned to identify the different oceans and continents, about the various characteristics of the ocean which affected the Vendée Globe sailors such as the doldrums, gyres and fast winds of the Southern Ocean, and learned to present a specific characteristic or phenomenon of the world’s oceans. We learned about the machinations of ocean currents, the direction of ocean currents and winds around the globe, how oceans affect weather and climate patterns across the world, and how wildlife in the ocean is affected by pollution and global climate change.

We created a podcast to educate people on all the different aspects of the ocean, from pressure to the Coriolis Effect to the acidification of the ocean. Pupils researched their topic in further depth via and recorded their voices on a computer to later publish as a podcast with various episodes. Please listen to your heart’s content and enjoy!

Learning objectives achieved this term: We learned to…

– understand the characteristics which separate an ocean from other bodies of water such as lakes or seas

– identify and locate the different continents and oceans of the world

– understand how heat allows ocean currents to rise, salt allows ocean currents to fall and how the two can interact together

– show on a blank world map the direction of wind and ocean currents through an understanding of the Coriolis Effect, the interaction between high and low pressure, and differences in density due to the fact that heat rises and cold sinks

– predict how climate change may negatively impact oceans through acidification from higher temperatures among other effects

– appreciate the dangers of our use of plastic and its negative impact on ocean habitats

– learn about the extremes of the oceans in terms of changing climate patterns, hurricanes and other forms of extreme weather

– identify and observe different marine wildlife and understand how these animals interact with / compete against one another for food and living space

– organise a presentation on a topic about the ocean into something simple, structured and informative


This term we tied our ICT in with our history and geography. We played some games from NASA to better learn ocean currents and the complex relationship that can be created from currents, heat and salinity. We also used the Internet to do further research on an assigned ocean topic. Using this research, pupils presented their topic by researching an ocean topic in great detail, writing out what to say, and finally recording their voice to create a podcast episode. Check out the podcasts in the history and geography section.

Learning objectives achieved this term: We learned to…

– create a podcast in which a specific ocean topic was described by individual pupils so as to describe the oceans more holistically

– research material using a variety of reputable websites and sources

– organise online research and classroom input into notes and later structure them into a presentation

– learn the basics of Audacity as a means for recording voices

“E-Baobab” project

Linked to our Eco project we used our maths skill and tried to estimate and calculate how many bottles we will need. (It all depends how high we want to go… but it looks like 600 bottles if we want to go high enough) Calculated the circumference of the tree and then the heights.

“Your rubbish – our treasure”

Involving our local community

For Armistice Day on November 11, we looked at how the day is commemorated around the world, in particular Europe and Britain.  We discussed the importance of remembrance and recognition of those who lost their lives in the two world wars, so many of them very young. We learned about the origins of the poppy as a symbol of remembrance in the UK and US and the beautiful poem that inspired it, In Flanders Fields.

Trip to the Château de Monte-Cristo

To support our French Curriculum and our study of the “Les Trois Mousquetaires” novels by Alexandre Dumas, Oak/Elm Classes visited the Château de Monte-Cristo located on the hill of Port-Marly. Dumas lived in the castle for a short period of time to escape the turmoil of the city when he was at the height of his fame. The children enjoyed his marvelous gardens and had a quick peek into château d’If where he wrote his masterpieces.

The magical Christmas Jigsaw

Elms had a fantastic opportunity to demonstrate their creative side while making costumes, dancing, singing, creating props and performing on the stage during our Christmas Show.

Thank you and well done to all the Elm class students for their outstanding dedication and hard work during our « The magical Christmas jigsaw!» performance

Merry Christmas and Happy New Year! Enjoy your holiday!

 Best wishes,

Mrs. Harrington and Mr. Kralka

Elm Class Term1, 2020-2021

Community, Identity, Risk and Courage

Collaborative/parachute performance

We are very different,

But we can all work as one.

Fantastic work, Oaks and Elms,

Work truly well done.

We can watch,

We can follow.

And good ideas,

We’ll borrow.

We can listen,

And we can dance.

We perform well together,

Together we prance.


 During this unit, we worked on finding percentages of amounts and fractions of numbers. We revised rounding whole numbers and decimals and converted percentages, fractions and decimals.  We practiced finding the equivalent fractions by multiplying/dividing the numerator and denominator by the same number and then converted mixed numbers and improper fractions. The children can confidently carry out four basic operations with fractions and know how to find the LCD (lowest common denominator) or when they need to simplify their fraction. We also worked on solving various problems with % increase and decrease.

Mixed number,

And improper fraction.

Are two best mates,

You can switch them around at 1 : 1 rates.

Banana bread,

 and Pavlova cake.

You need to know fractions,

If you are ready to bake.

Adding and subtracting fractions,

With the same denominator.

Surely it ain’t difficult,

So don’t use calculator.

When adding fractions,

With denominator that ain’t the same.

Find your lowest common denominator,

Divide, multiply then add,

And you are on the fraction wall of fame.

Based on gained knowledge we constructed and interpreted various data tables, charts and diagrams, including frequency tables and pie charts.  We solved different statistics problems involving percentages, amounts and degrees and then practiced   constructing appropriate pie charts.

Different numbers,

 and different shapes.

Compare those fractions,

And put them in their place.

Percentage increase,

What is that all about?

It’s not complicated,

Keep calm and don’t shout.

Just take your original price,

Calculate your percent.

Add them together,

 and you will have your new price instead.

Just check that your number,

 is bigger than you had before.

In real life you won’t be happy,

Because you’ll pay more.

And that’s your percentage,

Percentage increase.

Just check one more time,

Be cool, eat your cheese.


 We built on our prior knowledge and understanding of electrical circuits and explored the relationships between current, voltage and resistance, considering how these concepts are applied to everyday life. We constructed different electric circuits, practiced measuring and calculating resistance, voltage and current according to Ohm’s law. We learnt about “Lighting Africa” project and “The boy who harnessed the wind” story that clearly demonstrate that we need to put our ‘thinking caps’ on and help to solve some energy issues around the world. We compared different ways how electricity is provided to rural communities, discussed their sustainability and effectiveness. We then built our own inventions that maybe one day will change the world.

Remember those days,

When you were hot in your mask.

No one can deny,

What a demanding task.

But look what we have made,

We call it ‘invention’.

Will blow some fresh air,

And you will get some attention.

Electric circuits,

With those two spinning propellers.

Life is like a game of chess,

While you guys playing checkers.


This term, we learnt about Andy Warhol, Banksy, JR and Dana Ellyn and then closely looked into their artwork that evidently raise different political, cultural, commercial and human rights issues. We discussed what we liked, disliked about their work and tried to explain what it reminded us of or what links we have made with the other artists.  We looked further into their work to find a deeper meaning and then expressed our own artistic style with the clear message. 

‘Educating our kids about freedom of expression through art helps them learn and talk about ongoing issues, and it gives them a voice in telling our governments that it is never too late to improve.’ Banksy says.

‘Banksy demonstrated how law enforcement is more occupied with keeping the walls clean from his art than dealing with the real issues that concern the safety and well-being of real people.’

The main lesson to take from Banksy’s artwork is to always take advantage of an opportunity, take risks, and explore your creativity.

Art/Spanish Class with Mariana Gonzalez

Dans l’atelier d’espagnol par les arts du mois de septembre, les enfants ont fait la connaissance d’une artiste peintre mexicaine: Frida Kahlo.

Dans l’atelier créatif les enfants ont d’abord réalisé plusieurs exercices autour du portrait et de l’autoportrait et ils ont compris le contexte dans lequel Frida Kahlo a réalisé son oeuvre picturale.  Ensuite, dans les cours de langue espagnole, les enfants ont appris le vocabulaire qui a entouré la vie de Frida.

France Miniature

FISP students on their monumental discovery of France! Have you ever visited 117 French monuments in one day? We did! They were right under our feet. We walked through some of the most beautiful villages, picturesque castles and enormous ports, spotted some zooming trains and even lived through the Fort Boyard experience. La vie est belle.

Musée Promenade/Machine de Marly

We visited the Musée Promenade, where we discovered many interesting facts about Machine de Marly and how King Louis XIV managed to have a large water supply for his fountains at Versailles without electricity. We explored different models of this engineering marvel, discussed the similarities and differences and how it had evolved with time. 

Batteries, switches,

Light bulbs and motors.

Just give us some time,

 and will invent some new rotors.

Producing electricity,

For our greener planet.

Enough of pollution,

We know you can’t stand it.

For Edison, and for Tesla,

And the boy who harnessed the wind.

Let’s do something together,

And let’s reduce our carbon footprint.

Machine de Marly ,

And those fancy fountains in Versaille,

It is good to be curious,

And ask questions like WHY.

Candle making workshop

IMYC Goals- rap

IPC/IMYC personal learning goals-rap/performance


We have been reading the novel ‘There’s a Boy in the Girls’ Bathroom’ by Louis Sachar.

We have enjoyed the story about the insecure bully Bradley Chalkers. While funny in parts, the story is poignant and encourages the reader to question why Bradley behaves the way he does.

Besides analysing Bradley’s behaviour we have looked at the other characters in the book, in particular new boy Jeff Fishkin who becomes Bradley’s only ‘friend’, and school counsellor Carla who sees through Bradley’s aggressive exterior to the lonely boy inside.

We have written diary entries from the point of view of these different characters.

Another theme this term has been ‘Community’. We have discussed what defines a community and have looked at different kinds; geographical, national and cultural, religious and ideological. We have thought about the kinds of communities we might belong to, and written poems about our Elm class community.

We have read ‘There’s A Boy in the Girls’ Bathroom’ together in class out loud. This helps with pronunciation, diction and expression.

Spelling tests have been held weekly, reviewing high-frequency words as well as those that we encounter in reading and the pupils’ own written work.

The class acted out short scenes from the book in which different characters meet Carla, the school counsellor. The scenes reveal the individual personalities as they open up to Carla.

In the forest, the children recreated scenarios depicting Bradley being bullied by his ‘friend’ Jeff and the group of girls from the story.

Dance workshop

Let’s dance with emotions…
Chanson – Je Veux Apprendre

2019/20 Elm Class Term 5

Term Themes: Young Entrepreneurs and Chocolate

Literacy – Chocolate, Sugar and Business

Learning goals we achieved throughout the term:

  • We learned about the origins of chocolate and sugar within human society.
  • We learned the problems in society that have been created by chocolate, e.g. environmental problems or income inequality.
  • We comprehended and analysed excerpts from Charlie and the Chocolate Factory and how the novel represented cacao bean workers compared to working conditions of the modern cacao bean harvesting industry.
  • We learned about business, business terminology and how business calculations from mathematics effect how one pitches their business.
  • We created our own advertising modeled after modern advertising for our own businesses.
  • We created an individual business plan which was based on a meaningful product or service which people would buy.
  • We wrote business pitches designed to persuade investors to believe in their company so as to make a profit.

History and Geography

In History and Geography we looked at the trade of sugar and chocolate both today and back in the 18th century. In conjunction to entrepreneurship, we learned about the excesses and abuses that can come from business. A large focus was on the slave trade and the middle passage. We analysed why slavery was practised in the first place, the human horrors of slavery and the fundamental importance of paying a fair wage to all.

Young Entrepreneurs – We came, we saw, we sold!

Pupils worked to create their own businesses, be it in a group or individually. We sold a range of products: soap, minerals, touchscreen pens, Greek clay tablets, origami instruction manuals, painted wood, bracelets, comic books and cards.

The Business Process

  • Elms got their idea and turned it into a business plan.
  • Elms pitched their plan to the bank while asking for a loan.
  • The bank gave Elms a loan to purchase the goods that they needed for their business.
  • Elms created their products.
  • Elms sold their products to parents and other children for an income.
  • Elms paid back their loans, paid their taxes and calculated their profits.
  • The proceeds have been set aside for charity.

The Global Forest Fund of Eco-Schools

All profits from the business project have gone into a fund from Eco-Schools, the largest global sustainable schools programme. Pupils wrote about where the money could best be put to use and came up with issues such as cleaning up rivers, replanting forests and helping less fortunate individuals have better, more sustainable lives. We will make a significant contribution to the Global Forest Fund.

For more information, click on the links below:

Eco-schools: https://www.ecoschools.global/

Global Forest Fund: https://www.gff.global/

Elms got a class treat for all of their hard work: Accrobranche


Oaks had a special visit from Joshua Bradfield, a former teaching aide at the school and programmer for the Novasys Ingénierie of the Pactenovation Group. He broke down the fundamentals of programming as a series of if->then statements and loops with varying levels of complexity. Children then programmed Micro:bits, the Mbot and Scratch. Even more exciting, pupils had the chance to help Joshua program the big robot like he would have for work.

Our robot guest talked, sang and danced like the children watching it.

Pour découvrir les activités en français, téléchargez le PDF ici !

It was a fun and productive term! We wish you all a happy summer holiday and will see you next year!

Elm Class – Term 5, 2019/20

Young entrepreneurs

I want to sell a product,

I have a service to provide.

I am that “Young entrepreneur”,

So please don’t be surprised.

Loan repayment,

plus interest rate.

Sales predictions,

and then profit to calculate.

Price calculation,

and my income to declare.

Tax return,

and I have some money to spare.

I will sell my crystals,

or my comic book.

I will make some cards,

They are quite amazing, please have a look.

I will make a bracelet,

or a home made scrub.

Will deliver fresh pastry,

Here is my order form, just quickly sign up.

I know the difference,

between WANT & NEED.

Do you like my packaging?

Are you ready to purchase? Then please do proceed.

Supply and demand,

Expenses and profit.

I am not keeping the money,

All will go to a small charity, will be used for good causes.

“House construction” project

Foldable table,

and tic-tac-toe game.

I will fix our roof.

Please measure that frame.

Will drill and will hammer,

Will measure and cut.

We have to remeasure , friends,

Because this door just won’t shut.

Broken screws,

and tiny splinters.

But with your amazing team work,

This house will withstand windy winters.

Robotics/programming NAO” project with Joshua Bradfield

We’ve never met before,

But I want to hold your hand.

I’ll program you in SCRATCH,

and you will be my friend.

Our amazing Art Auction contribution

Accrobranche Camp in St. Germain en Laye

Enjoy your summer

Enjoy your summer,

Oaks and Elms.

You are amazing,

Pearls and Gems.

Fantastic year,

we have ended.

And time together,

was quite splendid.

I wish you all,

the very best.

You’ve worked quite hard,

so have some rest.

Amazing missions,

we’ve accomplished.

I must admit,

I am quite astonished.

Enjoy your summer,

Oaks and Elms.

You are amazing,

Pearls and Gems.

Best wishes,

Vlad Kralka

2019/20 Elm Class Term 4

In school – whether at school or at home!

Main Term Theme: Robots

Sub Term Theme: Cosmetics

Bonus Term Theme Thrust Upon Us: COVID-19

Literacy – Robots in Literature

AI portrayed in pop culture. Pictured is the HAL 9000 from 2001: A Space Odyssey

Learning Outcomes for Elms in Literacy:

  • Read articles, watched videos, and learned about different types of robots currently in existence.
  • Presented in front of the class about a robot they had independently researched.
  • Learned about how robots have been represented in science fiction, such as Stanley Kubrick’s HAL 9000 character from 2001: A Space Odyssey (1968).
  • Were introduced to classical science fiction literature. Pupils either read The Hitchhiker’s Guide to the Galaxy by Douglas Adams (1979) or The Iron Man by Ted Hughes (1968).
  • Wrote a story about a picnic using literary techniques such as imagery or similes.
  • Wrote a news article written in a factual style.
  • Wrote a book review highlighting major themes of the book without revealing pertinent information.
  • Created a song related to their book.
  • One Elm read and analysed the novel Fever: 1793 by Laurie Halse Anderson and compared it to the Coronavirus pandemic.
  • Practised identifying and properly conjugating the three different conditional tenses.
  • Practised direct speech and reported speech.

Student work sample:

Y elps off pain from the sickness,
E nding life is a horrible business.
L ife was shredding
L ots of poor lives begging
O ff to the grave, spirits will fly
W e sure hope this will soon go by!

F irst from the bloodstream, to the liver,
E veryone desperately trying to be clean.
V ictoriously conquering the plague,
E veryone could relate,
R isking the horrible fate.

Sample of an Elm’s song

ICT – Computer Programming and Robots

In ICT, pupils built programmable robots and learned basic programming (movement, speech) through the program Scratch.

Additionally, pupils made games and icons using BBC Microbits.

History (in English and French)

Robotics – Communication Technology – Cosmetics – COVID-19

Pupils learned about the following topics in history class in either French or English:

  • Different methods of communication (technological development and body language interpretation).
  • Advances in artificial intelligence as seen in the triumph of an IBM computer Deep Blue against the Chess Grandmaster Garry Kasparov in 1997.
  • The Coronavirus, how it works, its place in history and its vast impact on human society.
  • The history of cosmetics and its meaning in Ancient Egypt, Ancient Greece, Ancient Rome and today.

Why do women wear makeup?

Pupil response: Many cultures use makeup to look more attractive and to change or preserve their appearance. It can make them feel more confident. Women also put it on to express who they are.

Why did ancient peoples wear make-up?

To protect their face from the sun or their eyes from infections and insects.
Also, rich people wanted to show how powerful they were because poor people didn’t use make-up (or it was at least of a lower quality).

Why is advertising and marketing important for cosmetics?

Pupil response: People advertise makeup to gain a profit. Charles Revson showed people lipstick and nail polishes that were the same color as other makeup people had. This made him a lot of money, as it became popular. People also go for things that are more expensive because they tend to be in higher quality. For example, say there were 2 eye shadows: one for $8, and one for $3. If a person sees both, they go for the $8 eye shadow.

Pour découvrir les activités en français, téléchargez le PDF ici !

FISP – Committed to education, no matter the place!

Elm class-Term-4-2019-2020

Started in our classroom in the Forest and then jumped on the “Seesaw,”- virtual learning platform. An experience that made us more independent and mature. We all feel stronger and most importantly more loving and caring.


It will make us stronger…

We started this term at school,

And then were asked to go home.

But we were with our friends and teachers,

On the Seesaw and zoom calls, nobody left us alone.

We were keen to come out to see our friends,

Buy they said, “Stay home a bit longer”.

“No problem”, Oaks and Elms replied,

This experience will make us stronger.

Teachers made some videos,

They also made some raps.

And from time to time we gave them,

Those well deserved small claps.

They sent us some work,

and they said, “Do your best”.

“We are here if you need us,

We will worry about the rest.”

They tried to keep us together,

They tried to entertain us so much.

And we know that our education and friends are important,

that’s why we will stay in touch.

So stay safe, Oaks and Elms, help your parents,

Enjoy your holiday.

Read a book, wash your hands,

and most importantly, be good and obey!!

I missed my Oaks and Elms

I beg your pardon, Mr President??

Did you say that we cannot come to school.

But I’ve missed my Oaks and Elms,

They are really, really cool.

Let’s take Elms…

Maël can draw,

And he is very precise.

Have you seen his hydraulic hand,

Or Mona Lisa smile?

Josh can think outside the box,

And he is good with a glue gun.

He knows tons of interesting facts,

And he can tell them just for fun.

Juana is inquisitive,

And she often asks questions like “Why???”

If you ever stuck with those equations,

Just give them to her, she will simplify.

Robin can draw,

And she is good at football.

Just simply ask her,

She will do it, no problem at all.

Fatima disliked algebra,

But now she is a PRO.

One day she will visit many places,

Most likely Tokyo and Bordeaux.

Lila is good at football,

But she doesn’t play that much.

But if you need that extra player,

Just simply get in touch.

Frederique will stay at home this week,

But will work on her iPad.

Of course she will miss her friends,

But it will not be all that bad!!!

Karley loves to draw,

And have achieved so much in Maths.

She is our times table champion,

In Elm and Oak class.

Mattes loves Maths,

And learnt how to play chess when he was four,

If you have a lemon, just hide it…

because he will ask for more.


We worked on calculating percentages of numbers, percentage increase and decrease and then solved various multistep word problems. We translated and rotated 2D shapes and then practiced reflecting shapes ( horizontal, vertical and diagonal). We solved various ratio problems and then experimented with making our own virtual and real smoothies and fruit cocktails.

Percentage increase



Young Elms perfumers went back in time to discover and identify the important mileposts in history and evolution of perfume . We tried to use and apply terminology and methods used to extract natural raw materials. As we were already engaged in our perfumery projects whilst still in class, “covid-19” confinement wasn’t going to prevent us from achieving our goal. In our “virtual classroom” we managed to extract avocado oil, aloe vera gel, lemon essential oil and made two different soap projects.

Design and technology

Designing our playhouse for Willows, Chestnuts, Maples, Birches and Walnuts

Spanish/Art workshop with Mariana

Sports: Table tennis, volleyball, badminton


“Soap rap” by Karley


“Bee awesome”–animation by Josh

Enjoy your holiday!!!

Best wishes,

Elms and Vlad