Oak Class, Term 4, 2021- 2022

English

This term Oak worked hard on their language skills, with a particular emphasis on vocabulary and reading comprehension. The class also enjoyed reading and analysing character descriptions, the highlight of which was Roald Dahl’s outrageous Miss Trunchbull, contrasted with the sweet and gentle Miss Honey. The class also read descriptions of Jo from Bleak House, and of the distinctive features of Harry Potter. Oak then wrote their own character descriptions, some based on real people and others entirely imaginary.

The class also wrote instruction texts, giving simple clear instructions, using the imperative tense.

They also honed their presentation skills with a weekly show and tell.

French

Spanish

During term 4, Oak continued to learn about cultural traditions in Spanish-speaking countries and applied their knowledge through different hands-on activities. They developed their language skills and explored various topics such as school, telling the time and numbers.

As part of the Mardi Gras celebrations, the Spanish class had a Carnival lesson in which they applied the key words into a diagram and made a carnival mask, which they proudly displayed while eating pancakes.  The class read an article about Spring, answered some comprehension questions and sang a rhyme about flowers. They also discovered the ´Isla de Pascua´ or Easter Island, its location, history and main facts. Students reviewed vocabulary about Easter, painted Easter eggs on cardboard paper and decorated them with pasta.

The class learnt the vocabulary of school materials, what they have in their pencil cases, in written and spoken form. They showed their friends parts of the school, for example classrooms, the lunch room and the swimming pool; through a game they also learned about using prepositions of place such as “in front”, “at the back” and how to indicate places using “left” and “right”. As a final activity, they constructed phrases on how to locate parts of the school. Moreover, they observed how school subjects in English and Spanish are written in a similar way, identified them and chose their favourites. They learned about telling the time, drew a clock and asked “What time is it?” and answered the question. They reviewed the days of the week by singing a song. Students revised numbers 1 to 20 and played a game which helped them to practise their writing and speaking skills.

This term Oak showed more confidence in their learning; they are increasing their listening and speaking abilities every day. Well done Oaks, keep up the good work.

Mathematics

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 some of us probed further into algebra while finding solutions for the systems of equations.

Ratio

During this unit we studied how to solve different measurement and ratio problems and practised applying gained knowledge to real-life problems during our ”Food Revolution” project.

Science

This term, the children have been learning about how matter is made up of small particles. They have been learning about the distance between those particles which determine whether or not they are classed as a solid, liquid or gas. We have carried out a number of investigations to test what happens when a solid turns into a liquid as well as what happens when a liquid turns into a gas. By doing this we have thought of different ways in which we could test, fairly, our own hypotheses.

As we learnt more about the different particles found within solids, liquids and gases, the class was asked to demonstrate what they would look like in different matter. We achieved this by ​working as a group using our bodies. 

History

Oak learnt about one of France’s most iconic figures, Napoleon Bonaparte, an Emperor who emerged out of the French Revolution. Widely viewed as one of the greatest generals in military history, Oak learnt about his origins in Corsica and his ascent to a prominence that would not have been possible in a pre-revolutionary era. They learnt about his rise and eventual fall, an extraordinary man who claimed in his memoirs that everything he did was in the name of France and the Revolution after having demonstrated a single-minded pursuit of personal power. Oak also researched his fascinating first wife Josephine, who grew up in faraway Martinique on a sugar plantation and arrived in Paris as an unsophisticated girl of 15, a great disappointment to her new husband Alexandre de Beauharnais, who considered her provincial and uneducated. The class learnt that Josephine narrowly escaped the guillotine (unlike her first husband) and went on to become the darling of Parisian society before marrying the rough mannered young Corsican Napoleon Bonaparte who would make her Empress of the French.

Oak and Elm visited the Chateau de Malmaison, the home purchased by Josephine while her husband was away fighting his Egyptian campaign and which he gave to her after their divorce in 1809. The house is filled with artefacts and possessions and family portraits that bring a tangible human element to the historic lives of these two extraordinary people.

Visit to the Chateau de Malmaison

Geography

Oak continued to work on maps; mind maps, sketch maps and grid maps. They drew mental maps of the areas in which they live. They drew sketch maps based on a photo, then studied the same map drawn to scale and then presented with a grid. They learnt that maps require a title, a frame, a scale and a key. They learnt about the symbols used to represent features on a map, provided in the key.

ICT

Oaks had a challenging and productive term in which they applied their computing skills to different hardware and software. They developed their problem-solving and logical skills, as well as communication and teamwork. As we know, computers and especially robots don’t always work as we want them to, so pupils had to use their social and emotional skills to complete their projects.

Micro:bit

The students who worked with the micro:bit developed several programs in a software called MakeCode. They made projects on animated animals, flashing emotions, name badge, just to name a few. The ‘Dice’ program used the micro:bit accelerometer so that when you shake it, the program selects a random number between 1 and 6 and shows it on the LED display. The ‘Sunlight sensor’ program used an “if…else” statement to show the sun image only if the light level is greater than (>) a certain level. The ‘Counter’ program used a variable called ‘count’ to keep track of the number you are counting. It sets the variable to 0 at the start. Every time you press button B, it increases the count variable by 1 and shows it on the LED display.

By the end of term, students had chosen two projects designed to explore technology as a solution to the challenges of the Global Goals for Sustainable Development. The projects were ‘Saving Sea Turtles’ and ‘Light up fishing nets’. The first one could be used at ground level to guide humans along a beach path at night, without confusing sea turtle hatchlings with tall, bright lights that they may mistake for the moon. In the second one, students created a prototype of LED lights that can stop unwanted fish, turtles and birds from getting trapped in fishing nets.

Makeblock Mbot

The students who worked with the Makeblock Mbot learned how to connect the mBot to the computer and use the software. Additionally, they made many programs to make the robot perform actions, such as:

-Make the robot move using the keyboard.

-Program the mBot to dance and sing using the buzzer. The code causes the LEDs to show different colours.

-Use the ultrasonic sensor on the mBot and how the robot stops moving when it meets an object.

-The robot moves around by itself avoiding obstacles.

EV3 Lego Mindstorms

The students who worked with the EV3 Lego Mindstorms built the robot using the pieces they got by following the building instructions displayed on the computer. Furthermore, they learned how to connect the robot to the computer and use the software.

Additionally, they created many programs to make the robot perform actions, such as:

-How to make your robot go forward and backwards.

-Used a combination of move steering to go straight and do pivot turns to go around the box.

-How to use the Touch Sensor.

-How to use the Wait For Block.

-Learned the difference between the Wait For Block and the Sensor Blocks.

-What is the ultrasonic sensor and how to use it.

Well done Oaks for working hard this term

Capoeira

“mens sana in corpore sano” – “a healthy mind in a healthy body”

Capoeira, a Brazilian martial art that combines elements of dance, acrobatics and music.

Elms thoroughly enjoyed their weekly Capoeira sessions with Valdir.

Music with Kareen

”Food revolution” – Project

The main purpose of this « FOOD REVOLUTION » (We can cook our own lunch for the whole week) was to practise team building skills, plan and prepare a healthy meal and, most importantly, gain or practise basic culinary skills. During this project, the children also worked on demonstrating and improving their table manners. It was pleasing to observe the young chefs, waiters and guests participating and communicating extremely well with each other. Master chefs stayed determined while preparing their three-course meals even though it was tough to accomplish the challenge in a short period of time.   We learnt that it was important to stay focused and organised  until the last moment and realised that a last push could make the difference for the team. Thank you and well done to all Oak and Elm class students for their dedication, determination and hard work during our «Food revolution» project.

FOOD REVOLUTION

We’ve peeled some veg,

Then cooked our lunch.

Then baked a cake,

What a charming bunch.

We’ve tried something new,

And it was quite delicious.

It was all organic,

So don’t be suspicious.

We’ve learnt a new skill,

And now can cook for our parents.

We will do it with love,

No need to buy presents.

Not scared of broccoli, onions

Or carrots,

Will eat them with pleasure,

And not for the merits.

Did stuff some tomatoes,

And made panna cotta.

Now feeling quite strong,

And can sit in Capoeira roda.

We’ve made a delicious Thai Curry,

And spicy fajitas.

I am ready to run,

Where are my Adidas?

Broccoli linguine

and revisited American cheesecake,

I am so full,

But I have learnt how to bake.

Was happy to give up my break,

And tidy the kitchen.

It is good to eat healthy,

And what’s your position?

Design and Technology – FISP Book Swap Project

Collaborative project- Birch, Walnut, Oak and Elm Classes

This term we continued working on our collaborative creation, the “FISP Book Swap Box”. Students had the opportunity to extend their understanding of a variety of different carpentry techniques. It is pleasing to see that Birch, Walnut, Oak and Elm students now demonstrate precise actions while using a drill, hammer and a saw. FISP students should be congratulated on their efforts and their eagerness to get on with the project right away from the beginning of each session. Fantastic work young designers and carpenters, you should be proud of your achievements! 

Orienteering project

Oak Class designed their own treasure map and taught their younger friends how to turn clockwise and anti-clockwise, use a compass and follow directions. They tried their best to adapt their speech and gave clear clues, hints and instructions while guiding their younger explorers on their orienteering quest.

Easter Egg Hunt

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World Book Day– Book Workshop with Anjali Morard

On the last day of term Oak and Elm were lucky to have a visit from children’s author Anjali Morard, who began by reading out loud her charming story about Fortnum the crocodile, which began life as a bedtime story for her young son. The class heard about the author’s writing process and her collaboration with the illustrator of the book, and then embarked on a writing workshop, writing their own stories based around a random selection of features covering setting, time and character. At the end of the session, several pupils read out their fun and imaginative stories.

Enjoy your holiday!

Best wishes,

Mrs. Harrington, Christine, Joanna, Cecilia, Kareen, Mr. H , Valdir, Cyril and Mr. Kralka

Elm Class, Term 4, 2021- 2022

English

Elm read And Then There Were None by Agatha Christie and everyone had plenty to say about this dark story of crime and punishment. Ten unwitting characters are invited to Soldier Island on a variety of pretexts by an anonymous host who plans to hold them accountable for their alleged crimes. Once there they are picked off one by one in a terrifying ordeal as they all suspect each other of being the murderer. The book raises questions about the nature and importance of justice and of crimes going unpunished due to lack of evidence. Each member of the class chose a character to save from the island, based on what they knew of their crime and of how the character is presented in the story. The dodgy doctor Armstrong was a popular choice while the feckless Tony Marston and hard-hearted Emily Brent received support from pupils who did valiant work defending their not very likeable clients.

The class dressed up in character and went before a jury of their peers (Oak class), answering questions about the crimes they were accused of and of their subsequent conduct, in a bid to win sympathy and excuse their actions.

Dr. Armstrong Anthony Marston Philip Lombard General Macarthur

French

Spanish

During term 4, Elm continued to learn about cultural traditions and festivities in Spanish- speaking countries and applied their knowledge through different hands-on activities. They developed their language, learning about singular and plural nouns, that nouns in Spanish have a gender, and definite and indefinite articles.

As the school celebrated Mardi Gras, Elm class enjoyed a lesson on Carnival, in which they applied the key vocabulary in a reading and writing activity and then made a mask which they displayed proudly while eating pancakes. They explored language related to Spring, read a poem and answered some simple questions. In addition, they portrayed how they imagined a Spring scene to look, based on the poem they had read. The class also learnt about the ‘Isla de Pascua’ or Easter Island, discovering key facts such as its location, history, geography and wildlife.  Students reviewed vocabulary about Easter and painted Easter eggs on cardboard paper and decorated them with pasta. Afterwards, they wrote down the materials they used and the instructions they followed to do the activity; they then identified the verbs and the definite and indefinite articles. 

Elm class classified nouns into feminine, masculine, singular and plural and pointed out the rules on how to determine the gender of nouns and choose the definite article that corresponds. Through numerous written activities they practised how to apply the rules and developed their language by reading and classifying nouns. As in English, they discovered definite and indefinite articles and how to differentiate between them . Lastly, they played games and riddles for guessing the names of colours.

Mathematics

Linear and Quadratic equations

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 practiced calculating the gradient and substituted specific values into different equations in order to represent them geometrically.

Probability and ratio

During this unit, we discovered vocabulary related to probability and know that Impossible, Unlikely, Even Chance, Likely and Certain relate to 0, 1/4, 1/2, 3/4 and 1, respectively. We then 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 now know how to simplify ratios and how to use ratio to compare quantities.

Fraction and Number

During this unit, Elms revised how to find percentages of amounts and fractions of numbers. The children practised 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 solved one-step and two-step problems involving numbers, money and measures including fractions and percentages. The children worked on choosing and using appropriate calculation strategies while solving word problems and will find these skills useful during next term’s ”Young Entrepreneurs” project. We also looked into solving and simplifying Algebraic fractions and knowing common rules for the operations with fractions evidently helped us here.

Science

This term the children have been learning about material properties. We have broken our learning down into stages; first we focused on identifying the different elements found on the periodic table. Once we had identified them, we then grouped them; this process enables the children to develop an understanding of similar characteristics found in different elements. The class went on to learn about the atomic structure of an element and how each one is different due to the number of protons and electrons found within it. As a class, we developed our enquiry skills to explore chemical reactions; the class discussed and explored what would happen when an element mixes with oxygen. The children also learnt about how to write and solve different scientific formulae. Finally, the class investigated the levels of calcium found in water. The results were very interesting! Well done for all your hard work this term!

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History

Elm’s focus this term, with the Presidential elections upon us, was on the French Republic and its evolution since the tumultuous days of the Revolution. Each member of the class took a republic and presented its key features and events to their peers, giving everyone an overview of the country’s sometimes turbulent history. The extraordinary figure of Napoleon Bonaparte loomed large in our studies, the man who rose to prominence thanks to the Revolution only to crown himself Emperor. We visited one of his homes, the Chateau de Malmaison, which he bequeathed to his first wife Josephine after he divorced her in 1809.

Visit to the Chateau de Malmaison

Geography

This term Elm learnt about the different regions of France and their division into administrative territories called departments. The country was once a jigsaw of lands, haphazardly aggregated over the centuries, with the different laws and institutions of each region often kept intact. After the Revolution the National Assembly redivided the nation’s territory into 83 departments of roughly equal size (with each capital no more than a day’s horseback ride from the furthest corners of the department). Crucially, the departments had the same systems and institutions, bringing an element of uniformity to the country’s administration while promoting decentralisation and local autonomy.

The class learnt that the regions and departments, like the French Republic itself, now in its fifth incarnation, are subject to change, with borders being redefined as populations grow and fluctuate. The regions were most recently revised in 2016 and reduced in number from 22 to 13 in a bid to reduce bureaucracy and reduce costs.

The departments today vary wildly in size and population and now number 101 (96 in mainland France and 5 overseas territories).

We discovered that the departments are named after physical geographical features (rivers, mountains or coasts) and that that they are numbered in alphabetical order. We learnt many interesting random facts including that the Var is named after the Var River that doesn’t run through the Var.

Each member of the class chose a department to research and present, giving information about climate, geography, population, distinctive features and cultural identity. We learnt about Finistère, Lozères, Vendée, the Vaucluse and Ardennes.

Name that department!

ICT

Elms had a challenging and productive term in which they applied their computing skills to a Vector drawing software called Inkscape. They developed their problem-solving and logic skills as well as communication as they gave support to their friends in difficulty. As we know, computers and especially robots don’t always work as we want them to, so pupils had to use their social and emotional skills to complete their projects.

Through a sequence of guided steps, students were acquainted with the basics of using software to draw geometrical shapes and manipulate them. These elementary shapes formed the building blocks of the more complex designs they created by the end of the unit.

By using this software they developed numerous skills, such as to be able to:

●          Draw basic shapes (rectangle, ellipse, polygon, star) with different properties (fill and stroke, shape-specific attributes)

●          Manipulate individual objects (select, move, re-size, rotate, duplicate, flip, z-order)

●          Manipulate groups of objects (select, group/ungroup, align, distribute)

By the end of the unit students were able to display their learning outcomes by creating monochrome icons. They were challenged to create some of them from scratch, starting from elementary shapes and combining them with path operations. The icons were carefully selected to range from simple ones that were straightforward to produce to more complex ones that required some creative thinking.

At this stage, students had to actively think about the process they would follow in order to produce each of the designs. They knew the ingredients they could use (the elementary shapes) and how to combine them (the operations), but they needed to work out the steps that would lead them from start to finish.

By the end of term, Elms programmed the micro:bit to use as a wearable device and to remind people to exercise regularly when the hardware detects a lack of physical activity. The last week of school before the Spring holiday, they made the code for a door alarm that worked just like a real door sensor in a home security system.

Capoeira

“mens sana in corpore sano” – “a healthy mind in a healthy body”

Elms enjoyed their weekly Capoeira sessions with Valdir. Capoeira, a Brazilian martial art that combines elements of dance, acrobatics and music.

Music with Kareen

”Food revolution” – Project

The main purpose of this « FOOD REVOLUTION » (We can cook our own lunch for the whole week) was to practise team building skills, plan and prepare a healthy meal and most importantly gain or practise basic culinary skills. During this project, the children also worked on demonstrating and improving their table manners. It was pleasing to observe the young chefs, waiters and guests participating and communicating extremely well with each other. Master chefs stayed determined while preparing their three-course meals even though it was tough to accomplish the challenge in a short period of time.   We learnt that it was important to stay focused and organised  until the last moment and realised that a last push could make the difference for the team. Thank you and well done to all Oak and Elm class students for their dedication, determination and hard work during our «Food revolution» project.

FOOD REVOLUTION

We’ve peeled some veg,

Then cooked our lunch.

Then baked a cake,

What a charming bunch.

We’ve tried something new,

And it was quite delicious.

It was all organic,

So don’t be suspicious.

We’ve learnt a new skill,

And now can cook for our parents.

We will do it with love,

No need to buy presents.

Not scared of broccoli, onions

Or carrots,

Will eat them with pleasure,

And not for the merits.

Did stuff some tomatoes,

And made panna cotta.

Now feeling quite strong,

And can sit in Capoeira roda.

We’ve made a delicious Thai Curry,

And spicy fajitas.

I am ready to run,

Where are my Adidas?

Broccoli linguine

and revisited American cheesecake,

I am so full,

But I have learnt how to bake.

Was happy to give up my break,

And tidy the kitchen.

It is good to eat healthy,

And what’s your position?

Design and Technology – FISP Book Swap Project

Fantastic Collaborative Work by Birch, Walnuts, Oaks and Elms

This term we continued working on our collaborative creation, the “FISP Book Swap Box”. Students had the opportunity to extend their understanding of a variety of different carpentry techniques. It is pleasing to see that Birch, Walnut, Oak and Elm students now demonstrate precise actions while using a drill, hammer and a saw. FISP students should be congratulated on their efforts and eagerness to get on with the project right away from the beginning of each session. Fantastic work young designers and carpenters! You should be proud of your achievements.

Orienteering project

Elm Class designed their own treasure map and taught their younger friends how to turn clockwise and anti-clockwise, use a compass and follow directions. They tried their best to adapt their speech and gave clear clues, hints and instructions while guiding their younger explorers on their orienteering quest.

Egg-citing Egg Presentation

Linked to our Egg Project, Elm students prepared and presented their findings about different kinds of eggs, egg science experiments and Faberge egg creations to their younger peers.

Easter Egg Hunt

World Book Day– Book Workshop with Anjali Morard

On the last day of term Oak and Elm were lucky to have a visit from children’s author Anjali Morard, who began by reading out loud her charming story about Fortnum the crocodile, which began life as a bedtime story for her young son. The class heard about the author’s writing process and her collaboration with the illustrator of the book, and then embarked on a writing workshop, writing their own stories based around a random selection of features covering setting, time and character. At the end of the session, several pupils read out their fun and imaginative stories

Enjoy your holiday!

Best wishes,

Mrs. Harrington, Christine, Joanna, Cecilia, Kareen, Mr. H , Valdir, Cyril and Mr. Kralka

Elm Class, Term 3, 2021-2022

English

This term we have been reading Wonder by R. J. Palacio, the story of a boy with a facial deformity starting at high school. The book raises many themes, particularly society’s treatment of those who are different, and led to us questioning our own reactions, conscious and sub-conscious, to physical disability and other forms of ‘difference’. The boy in the book has a rare genetic condition known as Treacher Collins Syndrome and the class learned about the causes and symptoms and read an interview with Jono Lancaster, a young man who lives with the condition.  Taking note of some of the scenarios he has faced and of the responses of people to him that he wishes he could change, the class wrote open letters from the point of view of someone with a physical disability, reflecting on how important it is to look beyond appearances.

French

Notions abordées  

 Fonctions de communication : Poser des questions et savoir répondre à des questions concernant le calendrier (date, saison, météo…) –Présenter des activités quotidiennes – Demander l’heure –  Savoir dire l’heure

Grammaire et conjugaison : Consolidation des notions abordées à la période précédente :  la conjugaison de certains verbes : être, avoir et verbe du premier groupe au présent (suite) –La forme négative (simple) de la phrase – Des pronoms interrogatifs (suite)- Les verbes pronominaux

Vocabulaire : Des verbes d’actions quotidiennes– L’heure – L’hiver

Chansons-Poésies-Théâtre

Poésie :Chanson pour les enfants l’hiver                    Chanson : C’est l’hiver

Activités et Objectifs

Déroulement de la troisième période selon deux axes principaux :

  • Consolidation des notions étudiés durant la période précédente au niveau de la grammaire et de la conjugaison et des échanges oraux autour du calendrier.
  • Découverte de nouvelles fonctions de communication comme celle pour exprimer l’heure, les activités quotidiennes à travers différents supports.
  • Acquérir une base de vocabulaire sur le thème de l’hiver

Objectifs :

  • Développer l’expression orale dans des situations concrètes de la vie quotidienne
  • Sensibiliser les élèves à la lecture / écritures des sons complexes, à la grammaire et à la conjugaison française.

Prochaine période

En mars 2022, nous aborderons deux nouveaux thèmes : le sport et la fête. Avec le sport nous verrons notamment les différents sports, comment formuler différentes questions et expressions. Le thème de la fête nous permettra d’exprimer des goûts, des souhaits, de pratiquer des formules de politesse, de demander des prix…., et de parler de la fête célébrée en avril : Pâques.

Mathematics

2D & 3D Shapes and their properties

Introduction to the Pythagoras’ Theorem. The children investigated with different triangles and understand the relationship between the three sides of the right angled triangle and know how to find the unknown side when two sides are provided.

Enthusiastic Elms constructed triangles using SSS(side, side, side), SAS(side, angle, side) and ASA(angle, side, angle) and can confidently use their protractor and compass while constructing a perpendicular to and from a point.
Elms used their previous knowledge of properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids and cones and solved problems where they had to calculate their volume and surface area.

Ratio and Proportion

During this unit, Elms also investigated and solved various problems with ratio, direct and inverse proportion.

History

The theme this term was ‘They Made a Difference’ and Elm learned about the life of Nelson Mandela and his journey from activist to prisoner to Nobel Prize Laureate to President of South Africa.

In order to understand the background to his life, the class learnt about the arrival of Europeans in South Africa, the Dutch in the mid-1600s, followed by the British in the early 19th century, and the subsequent Boer Wars between the two colonial powers. They learned how Apartheid was incorporated into law by the Nationalist Government in 1948 and of the terrible injustices suffered by the black population.

Geography

This term Elm looked at population and the reasons for its rapid growth from the 1700s, linked to breakthroughs in science and technology, better farming techniques and agricultural machinery, and the Industrial Revolution. They looked at the consequences of population growth and the social an environmental issues that arise.

During the ski trip to the Alps, an instructor gave the class a presentation on how to read mountain maps and signage as well as on the importance of being properly equipped when skiing, particularly when skiing off-piste and what to do if caught in an avalanche.

The instructor gave them a practical task when he hid a backpack in the snow containing an avalanche transceiver (emergency locator beacon) and they set off to find it using the techniques and strategies they had been taught earlier – moving in a zig zag formation until they hear a signal and using the collapsible ski probe poles to locate the item before uncovering it with a lightweight plastic shovel.

Back in the classroom Elm learned about the different causes of avalanches and about one avalanche in Italy in 2015 that destroyed a hotel and killed many of its guests. They learned about the rescue and the remote location that made the rescue challenging for the emergency services.

Science

Earth and Beyond!

This term, Elm class have been learning about the solar system that we live in. We have been looking closely at different aspects of space. For example, as class we explored the effects the Moon has on planet Earth, the life and death of stars as well as deep space to name a few.

The class developed their knowledge and understanding of space and the solar system through conducting their own research. They chose an area of study to investigate further. The information to complete the project is based on reading that they had done in class as well as at home.

Once the class had conducted their research they were given time to construct presentation that would clearly demonstrate what they had learnt over this term. They were challenged to think up of different ways to present their findings in a new and exciting ways.

As a result, the class have been able to support development of others understanding of this subject as well as developing their own presentational skills.

DT

They made a difference

Linked to our discoveries , Oaks and Elms with some amazing support from Birch and Walnut Classes embarked on their Collaborative Design and Technology journey while constructing our own FISP Book Swap Box.

Spanish

This term, Elm class read and discussed a poem about a rooster named “Colibri”, they enjoyed re-enacting the story and making drawings about it. They learned new vocabulary words related to kitchen utensils and household items by looking at artwork from the Renaissance period. Additionally, students practiced their Speaking abilities by being part of a role play game as waiters of a restaurant and reviewing Spanish greetings and salutations. Furthermore, as part of their Spanish cultural learning they made a Valentine’s Day card and the vocabulary related to this day. By the end of the term they developed their reading and writing skills by learning subject and personal pronouns and its use in sentences. Elm class is shining in Spanish and we’re proud of their hard work.

ICT

This term students created a website about the Solar System on a Content Management System called WordPress. They chose the theme (layout) and got a basic understanding of the dashboard as well as how to manage media (images, documents, audio and video files) and menus. They were able to create new posts and pages with the Block editor besides choosing the layout of these including the header, footer, sidebar and body.

Click on the following link to visit the student’s website: https://elm-ictproject-fisp.com/

Skiing Trip to Val Cenis

During our trip to Val Cenis , the children went on an emotional 6 day journey, far away from home. We were excited to go but tiny bit anxious to leave our parents behind. We were happy to meet new people and learn new things. We were frustrated when something did not work out straight away but were over the Moon with our progress on the slopes after 5 days of skiing. Most of the time we were happy and will remember this trip for the rest of our lives. We have discovered so many new things, learnt so much about ourselves and came back a little bit more independent.

Luiza just joined us,
And she is very mature.
And her tall brother Bruno,
Has a great sense of humour.

They come from Brazil,
But they once lived in China.
They are quite thorough with their work,
Often double check it, even mistakes that are minor.

Soren never went skiing,
But indeed was quite brave.
Don’t have to tell him twice,
He knows well how to behave.

Our Storm is a free spirit,
And runs with the wind.
Had bundles of fun skiing,
It is cold Storm! Where is your jacket? Take a hint.

Dylan often asks questions,
And he often has something to say.
Always went on super steep slopes,
And he never stayed at bay.

Gabriela just joined us ,
She is our DIY Queen.
Had a blast skiing, hungry for knowledge,
Well mannered and to learn she is keen.

Sara loves books,
And she reads them a lot.
She speaks Romanian, English and French,
She is our true polyglot.
She often sings,
And she was skiing like a pro,
Are we skiing now?
Shall I get ready to go?

Leo loves Maths,
And shared some tricks on how to play chess.
There were 4 boys in his room,
But they tidied their mess.

Filip AKA SUPER MARIO enjoyed skiing,
And was super fast on the sledge.
He was a well behaved student,
He pushed himself to the limit, he pushed himself to the edge.

Even Adam came with us ,
And his brother Dylan read him bed time story.
Zoomed down those slopes,
With Mrs Harrington on the first day,
Fighting for their glory.

Roger can crunch numbers,
And goes down the slope with the speed of light.
You should see his face light up,
And he adores the Turkish Delight.

Liam eats books,
On his quest for deep meaning.
Kindle, soft back or hard back?
Say it louder but don’t turn off the light,
Liam is reading.

Lukas loves Maths and he is our skiing pro,
Often sets himself a personal challenge.
Very organised with his stuff,
Just give him a task and he will surely manage.

Jean went down those slopes,
Whatever colour you name it.
Skiing champion he is ,
Just give him your record and he will break it.

Chloé had bundles of fun,
Are we going skiing now, Mr.Kralka?
I better run!
Was tired but marched on.
Had a blister but went on.
Our charming Chloé was our mini Sun.

Cecilia had no fear,
She quickly zoomed down that slope.
Part of our Brazilian Skiing Team,
One day will show off her talent,
Oak and Elm truly hope.

Oscar was ready,
From the moment they said GO.
Superstar on the slope,
And his confidence did grow.
He loves our mother nature,
And he spent so much time in a horizontal position on the slope,
Doesn’t like his ice-cream now,
Totally no problem, just give him some fresh snow.

From Forest International,
We are representing Oak.
And as you can see and hear,
This class is no joke.

From Forest International,
We are representing Elm.
And as you can see and hear,
This class is a Gem.

Enjoy your holiday!

Best wishes,

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

Elm Class , Term 2, 2021-2022

Literacy

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. 

History

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.  

Geography

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.  

Science

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.

Mathematics

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.

Spanish

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.

ICT

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.

French

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

Oak Class , Term 2, 2021-2022

Literacy

Oak continued reading the children’s classic The Lion, the Witch and the Wardrobe by C.S. Lewis. This term they met the great and good lion Aslan and read with shock how he sacrificed his life to save Edmund (the least likeable of all the children), not resisting as the White Witch and her evil followers bound him and dragged him to his death. Aslan’s powers are greater and more mysterious than the Witch realises and Aslan returns to lead the children and all the good creatures of Narnia to triumph at the last battle. The class chose a scene or character from the book to write about; Mr. Tumnus the faun was a popular choice and some chose to imagine his meeting with Lucy from his point of view. Others favoured the battle scene and the rescuing of the creatures whom the Witch had turned to stone.

To end the term in festive form we read Dr. Seuss’s How the Grinch Stole Christmas. We enjoyed reading it out loud and admired the story and the imaginative use of rhyme. This inspired the class to make their own Grinch advent calendar, each day filled with a hand-drawn picture. 

History

Oak studied the Renaissance, from its beginnings in the powerful and wealthy Italian city states to its gradual spread across Western Europe, greatly assisted by the development of the printing press. They learnt of the principal differences in outlook between the Middle Ages and the Renaissance thinkers as they rediscovered classical philosophy, literature and art. 

The class chose prominent individuals from this period to research: great names such as Michelangelo, Leonardo da Vinci and Galileo Galilei as well as some lesser known but remarkable people such as Marguerite de Navarre and the painter Sofonisba Anguissola.  

Geography

This term Oak followed the COP26 meeting, held this year in Glasgow, and learnt about the global climate summits that the UN has been organising for almost thirty years that are known as COP or ‘Conference of the Parties’. The class went on to learn about the Greenhouse Effect, what it is and why it is linked to climate change. They identified the main greenhouse gases and how they are produced and saw that the Industrial Revolution was a pivotal moment in mankind’s impact on the natural environment. 

Science

This term Oak Class has been learning all about the solar system. The class has looked carefully at the different planets found in our system, named them and identified their features. The class has also learnt about the different phases of the moon and pupils are now able to confidently identify the name of each phase of the cycle.

As part of our Science topic the children were set the challenge of finding out more information about an area of interest. They were asked to then create a presentation explaining what they had discovered. With no boundaries the children’s imaginations ran wild with some amazing results!

This process encouraged children to develop their public speaking skills as well as helping to build their confidence in expressing ideas, thoughts and feelings in a different academic setting.

Mathematics

In Statistics:

This term, Oak constructed and interpreted various tables, charts, and diagrams, including frequency tables, bar charts, pie charts, pictograms and line graphs. We practiced solving comparison, sum and difference problems using information presented in bar charts, pictograms, tables and line graphs. We also sorted different sets of data while using the Venn and Carroll diagrams. In addition, Oak worked on solving different statistics problems where information had to be analysed in order to calculate the required average: range, mode, mean and median.

In Shapes and Measures:

During this unit, we named and accurately measured acute, obtuse and reflex angles and then identified them in different triangles and quadrilaterals. The children learnt how to calculate the sum of the interior angles in simple 2D shapes and now know how to find the unknown angle. Using our knowledge of properties of 2D shapes we calculated the Area and Perimeter of simple 2D shapes. We also learnt how to calculate the area and perimeter of compound shapes where one side is unknown.

Linking our topics in Design &Technology and Mathematics, the children designed and constructed their own Mathematical Christmas tree. We accurately measured the angles in trapezoids and then calculated the distance between the planks of wood. The star was created as a compound shape where 5 parallelograms fitted into one shape. Oak realised the importance of measuring angles and clearly saw that measurements have to be accurate in order for them to fit together correctly. As part of our collaborative project with Elm Class, we worked on designing our ‘Book Swap Box’ that will be constructed next term.

… and then Birch and Walnuts came to help

Spanish

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 numbers from 1 to 30. They looked at the physical characteristics of people, the months of the year and the basic vocabulary of Christmas and Christmas traditions.

ICT

Students learnt and practised how to make a poster on Google Drawings by drawing, modifying and combining objects and inserting images, text and other useful tools. They also learnt how to: copy/paste, group objects, layer and add a background.

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

French

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

Oak Class, Term 1, 2021-2022

English

Oak are reading the children’s classic The Lion, the Witch and the Wardrobe by C.S. Lewis. This magical fantasy can be read at many levels but the children recognise the themes of good and evil, loyalty and betrayal. The book can also be viewed as a Christian Allegory and is an opportunity to examine references to Adam and Eve, the resurrection of Christ and other Christian allusions.

Oak studied biography writing and learned how to select key information and to present it in chronological order. They each wrote a biography of an individual they found inspiring and then produced a biography of Japanese vegetable grower Asafumi Yamashita after a visit to his farm in the village of Chapet.

We read nonsense poems, starting off with the Ning Nang Nong by Spike Milligan and the Jabberwocky by Lewis Carroll.

French

French IPC

History

Oak studied the fascinating Romans, with a particular focus on the army, the largest and toughest military force in the ancient world. They learned about the hierarchy, rigorous training and tough selection process and the discipline and strategies that made this army such a formidable opponent.

The Roman era tied in nicely with our middle school trip to the Louvre. We focused on the Borghese Collection of ancient artefacts. We saw the famous Fighting Warrior, statues of various Caesars, Gods and Goddesses, ornate sarcophagi and thrones. The class learnt that in the 17th century, when ancient statues were much in demand by private collectors, it was the custom to restore them, replacing missing heads and limbs.

Linked to our learning in History, we created our own Roman helmets and shields. We then realised that the Roman sandals fit us perfectly and decided to write our Roman play and act it out in the forest.

Trip to the Louvre

Mathematics

We worked on counting, reading, writing and ordering whole numbers up to 100 000. The children ordered and compared two-digit and three-digit numbers and positioned them on the number line. ‘Crocodile Charlie’, who is really greedy, always eats the largest numbers. He showed the children where to use greater than > and less than < signs. We also counted and converted numbers into Roman numerals and symbols that Ancient Egyptians used in their time. The children practised and refined their written methods for addition, subtraction and multiplication (HTU × U, TU × TU, and HTU x TU). We also solved one-step and two-step multiplication, addition and subtraction problems involving numbers, money and measures.

Geography

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.

Spanish

Oak class had “All About Me” as a theme this term or “Todo sobre mi”.  They are able to sing the song “Head, Shoulders, Knees and Toes” in Spanish and they know the words for more parts of the body. Through answering questions, they practised how to present and talk about themselves. They also learned how to use the verb ‘to have’ in the positive and negative forms. We played BINGO to learn the alphabet and vowels. The children talked about the foods they like and don’t like. They applied their knowledge of the physical characteristics of people and related vocabulary. The end-of-term project was on the Day of the Dead Celebration in Latin American countries and the class made flowers and drew skulls and candles for the altar.

Science

Crazy about plants!
Oak class this term have been learning about the local environment with a special focus on plants. We have explored many different varieties of plants and have been able to classify those found in the local environment.

We learnt about the different parts of the plant and the importance of what each part plays in the development and life cycle of a plant. To demonstrate our knowledge and understanding of these features and their role we drew diagrams detailing those parts and then labelled their functions. 

Germinator Investigators

We conducted an investigation to measure the best conditions for a seed to begin germination. As a class we discussed the different components that a plant needs to grow and survive.

Sunlight, Water and Soil.

But how are we to measure this?

We discussed what we could do to create a fair test and then as a class formed an hypothesis. Once we had this we begin testing our seeds.

ICT

Oak developed their understanding of different components working together to make a whole. They learnt that computers can be connected together to form systems and that these are built using a number of parts. They know how to explain that a computer system features inputs, processes, and outputs.

The class learned about the internet, what it actually is and how it functions. They developed awareness of IP addresses and the rules (protocols) that computers have for communicating with one another.

They discussed how people can work together when they are not in the same location and applied their knowledge to work on a collaborative online project. They made simple slides featuring text and images.

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 as well as to develop resilience as it is often tough to accomplish the 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 be concentrating on fair play and communication which will improve our personal, partner and team-working skills.

Hunting for mushrooms

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

Asafumi Yamashita – The Haute Couture Vegetable Grower.

Linked to our learning in Science based on ‘Plants and Flowers’,  we visited an inspirational gardener who shared some 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). The size of his vegetable garden is only modest compared to the average farm, but for Asafumi Yamashita what matters is not quantity but quality. 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 to taste his delicious vegetables and even brought some home to share with our families.

Singing workshops with Kareen Clair

Halloween at Forest International School

Elm Class, Term 1, 2021-2022

English

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

French IMYC

Mathematics

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.

Geography

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 consum