Oak Class, Term 3, 2020-2021

Literacy

Oak studied Roald Dahl’s Charlie and the Chocolate Factory this term.

We explored the characters and themes in the book and noted the contrast between poor Charlie Bucket who has so little and the other children who are spoiled and over-indulged. Roald Dahl’s messages about the evils of too much television, sweet eating and gum chewing couldn’t be clearer.

We discussed the views expressed in the Oompa-Loompas’ songs and decided that they were rather extreme; we had all watched television, eaten chocolate and chewed gum. We decided that Augustus Gloop, Veruca Salt and Violet Beauregarde just went too far.

The book can be viewed as a comment on excessive behaviour, and as in all good allegories the characters learn hard lessons.

We also read a selection of Aesop’s fables, in particular the Ant and the Grasshopper and the price paid by the happy-go-lucky grasshopper when winter arrived.

History

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.

Geography

 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.

Mathematics

We worked on finding percentages of amounts and fractions of numbers. The children 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 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.

Equivalent fractions,

Just means that they are the same.

They look a bit different,

But there is no one to blame.

Mixed number,

And improper fractions.

Are two best mates,

You can switch them around at 1:1 rates.

Adding and subtracting fractions,

With the same denominator.

Surely it is not difficult,

So don’t use calculator.

When adding fractions,

With the denominators that are not the same.

Find your Lowest Common Denominator,

Divide, multiply then add,

And you are on the fraction wall of fame.

Chocolate bar,

Or cut that apple in half.

You need to know fractions,

To share your love.

Percentages of the number,

And fractions of the shape.

They are very useful,

 when you are cutting that cake.

Science

« May the FORCE be with you = May the FOREST be with you »

The Oak Class children were not FORCED but rather gently guided into the world of forces around them. The children were introduced to the scientific vocabulary (e.g. mass, weight, speed, gravity and forces) and were encouraged to apply it while experimenting with different forces.  We then created a Newton meter to measure the force exerted on an object.

Experimenting with Friction (SCIENTIFIC PROCESS-remember to have one variable and retest it three times).

How far will it go? Good question!!! Depends, so let’s find out!!!

1. Make your own ramp

2. Use a toy car

3. Change the height of your ramp

4. Change the weight of your car

5. Change the surface of your ramp

6. Measure the time, distance and calculate the speed

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 findings.

Friction, gravity

And air resistance

My car is travelling,

With accelerated persistence.

My final velocity,

And velocity that is “0”

That car is going quite fast,

Like that superhero.

Speed in time,

Your distance is covered.

There are many places,

That should be discovered.

How many Newtons were required,

How far did it go?

100g will be attached,

1 Newton is marked, 1 Newton will show.

To measure the Force,

The Newton meter was designed.

Just attach any object,

And required force you will find.

Free falling object,

That fall to the ground.

Just look up the experiments,

That Galileo has found.

ART/Design and Technology

“Oaks and their Mathematical Clock”

Different parts of the clock were carefully planned and built out of the recycled materials. The most important learning point of this project wasn’t just to build the clock but also to put our planning and mathematical skills in practice. We persevered and did not give up when something was hard, tried and tried again and worked as a TEAM. Oaks also learnt how to use different carpentry tools.

ICT

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 technology safely, 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 our cross-curricular approach, which develops our skills and knowledge through interconnected topics, we created a Kahoot for reading comprehension about the book that we have been reading in our literacy class, “Charlie and the Chocolate Factory”. In addition, we made a comic book about one of the goals of the subject: “Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting our online identity and privacy”.

Spanish

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

Vocabular:

-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.

Grammar:

-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).

Speaking:

-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.

Writing:

-Descriptions

-Dictation to review vocabulary and grammar

French

Oak Class, Term 2, 2020-2021

Curiosity, Discovery, Development and Competition

Literacy

We have finished reading the novel Charlotte’s Web by E.B. White. We were all saddened by the ending but inspired by the courage and friendship demonstrated by the quiet and unassuming spider Charlotte. Perhaps it has made us reflect upon our attitudes to spiders.

The class is very interested in the Vendée Globe round-the-world yacht race and is always ready to give updates on the progress of the individual skippers and their yachts. The Vendée Globe skippers have recorded sightings of Albatross, extraordinary birds associated with the Southern Ocean. This has brought us to Coleridge’s The Rime of the Ancient Mariner, the tale of the sailor who was cursed for killing an Albatross.


“God save thee, Ancient Mariner!
From the fiends, that plague thee thus! –
Why look’st thou so?”– With my cross-bow,
I shot the Albatross.

This term we have focussed on homophones, those confusing words that sound the same but have completely different spelling and meaning.

There have been weekly spelling tests and dictation, as well as reading comprehension to work on the skills and disciplines of carefully reading and selecting information from texts. We use the Cambridge English grammar book for work on verb tenses, parts of speech and reading comprehension.

This term Oak have written creepy Halloween themed stories as well as biographies of individuals whose innate curiosity and determination led them to achieve remarkable things – Neil Armstrong, Thomas Edison and Sir Robert Knox-Johnston (the first person to sail single handed around the world).

Vendée Globe

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!

In this the 500th anniversary of the first circumnavigation of the globe, we are reading about the expedition led by Ferdinand Magellan. We are learning about Magellan’s life, how he struggled to achieve his dream of sailing around the world, about the hardships he faced and the courage he showed in adversity. We are also making comparisons between sailing in the 1500s and in the modern era; the life of a seaman in the age of sail was hard and dangerous. We have enjoyed learning about seafaring superstitions, some of which remain today.

Zoom Call with Joshua Bradfield/Sailor

Mathematics

Geometry: Properties of shapes

Comparing, ordering and measuring angles.The children consolidated their knowledge of the acute, obtuse and reflex angles and then identified them in different triangles and 2D shapes. We practiced using a protractor to measure different angles to the nearest degree. We also worked on drawing simple 2D shapes and then visualised how to convert them into compound shapes.

We worked on solving various problems and calculated angles on a straight line and around a point. We also worked on calculating missing angles in triangles, trapezoids and parallelograms. We used simple formulae for calculating the Area and Perimeter of a triangle, square, rectangle and then moved onto the compound shapes.

Directions and co-ordinates. Rotation and Translation. The children practiced plotting the co-ordinates of different 2D shapes and then located their corresponding co-ordinates after rotation/translation. We know that 2D shapes stay the same after the rotation/translation and found out that using the tracing paper evidently help us to pinpoint our new location. We clearly understand that when we rotate the same shape around the origin and around the specific co-ordinate B, our new shapes will appear in two different locations.

Science/DT (Float/Sink/Buoyancy force)

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. Oak 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.”

“E-Baobab” project

“Your rubbish – our treasure”-“E-Baobab” project

Involving our local community

Armistice Day , November 11

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.

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.

Oaks 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

ICT

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

The mighty Oaks 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

Oak Class Term 1, 2020-2021

Community, Identity, Risk and Courage

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.

Mathematics

We worked on counting, reading, writing and ordering whole numbers up to 100 000. The children ordered and compared two-digit, three digit numbers and positioned them on the number line. ‘The 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 refined their written methods for multiplication and division HTU × U, TU × TU, THU ÷ TU and HTU ÷ U. We also solved one-step and two-step multiplication and division word problems involving numbers, money and measures.

Chunking method division

Reading, sketching, understanding,

That’s how you solve that word problem.

Deciding on and doing those operations,

Get’s you to the point, “I have solved them”.

Division is sharing,

So you number will be smaller.

Imagine that you have won that lottery,

And you have to share that one million dollar(s).

Chunking method,

Is quite easy to use.

Take small bites, then add them together,

And so your answer will be produced.

Grid method multiplication

Science

We learnt about how electricity is produced and how it gets to our homes. We discussed advantages and disadvantages of renewable and non-renewable energy and what we can do to make our carbon footprint smaller. We learnt about different electrical components (e.g. bulb, motor, buzzer, switch, battery etc) their role and how they need to be connected to make an electrical circuit.  We also investigated with various materials to find out which ones are conductors and insulators. Building on this gained knowledge we created our own burglar alarm.

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.

Literacy

The class enact the opening scene in the book in which Fern learns that her father is about to kill a baby pig, the runt of a litter.

This term we have been reading the novel Charlotte’s Web by E.B. White.

We have studied the book in depth. We have enjoyed the unfolding story, reading it out loud together in class. We have examined how the author sets the scene and introduces the different characters. We have looked at farmers’ unsentimental attitude to their livestock and discussed our treatment of animals.

We have observed how the different animals are depicted in terms of temperament and behaviour and the methods the author uses to accomplish this. The switch from the human world to the animal is credible. How is this achieved?

We have also looked at attitudes to spiders and examined our own feelings about these creatures. A school survey undertaken by the class revealed that the arachnophobes outnumber the arachnophiles among us by a wide margin. We have done some spider research and discovered many interesting things about them. We have read poems about spiders and written our own.

In addition, we studied meter in poetry, as well as devices such as simile, onomatopoeia, repetition, personification, etc).

Artwork based on Charlotte’s web

Another theme this term has been Identity. We have looked at our own identity, and how we see ourselves. How do others see us? Do we make assumptions about other people? We have reflected on the meaning behind the sayings, ‘Don’t judge a book by its cover’, and ‘Walk a mile in my shoes’.

There have been weekly spelling tests focusing on high-frequency words and those that arise in the class’s own writing. We use the Cambridge English grammar book for work on verb tenses, parts of speech and reading comprehension.

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 and 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.

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. 

Forest challenges/Forest exploration

Dance workshop

Let’s dance with emotions…
IPC/IMYC personal learning goals-rap/performance
Chanson – Je Veux Apprendre

2019/20 Oak 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

  • Oaks got their idea and turned it into a business plan.
  • Oaks pitched their plan to the bank while asking for a loan.
  • The bank gave Oaks a loan to purchase the goods that they needed for their business.
  • Oaks created their products.
  • Oaks sold their products to parents and other children for an income.
  • Oaks 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/

As a reward for their hard work, Oaks had a class treat: Accrobranche

ICT

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 decisions and loops with varying levels of complexity. Pupils 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!

Oak 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.

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.

“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 wont shut.

Broken screws,

and tiny splinters.

But with your amazing team work,

This house will withstand windy winters.

Our amazing Art Auction contribution

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 Oak 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

Term Book: The Iron Man – By Ted Hughes (1968)

Learning Outcomes for Oaks 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.
  • Were introduced to classical science fiction literature in the form of 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.
  • Practised identifying and properly conjugating the three different conditional tenses.
  • Practised direct speech and reported speech.
Pupil reading The Iron Man.

The conclusion of a book review:

The enormous space dragon as big as the Earth laughed because he was sure to be superior to the Iron Man, so he accepted the challenge against the Iron Man. In the end, the dragon lost the bet.

The book leaves us with a little moral: Winning is not about size!

Breaking news story:

Is the Iron Man the answer to destroying the dragon?

A week ago a giant dragon landed on Australia, threatening to destroy the Earth unless it’s demands are filled, and as human weapons are useless against the dragon, our last hope is the iron-eating Iron Man.

An Oak singing about The Iron Man at home.

ICT – Computer Programming and Robots

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

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 did ancient peoples wear makeup?

Pupil response: To look beautiful, show off their wealth, and to protect their skin from the sun, insects and infections.

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

FISP – Committed to education, no matter the place!

Oak class, Term4, 2019/20

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.

KEEP

CALM

WE

WASHED OUR HANDS!!!

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 Oaks…

Victor is a natural polyglot,

Quite fluent in Mandarin, English and French.

He is always playing football,

He is never on the bench.

Lois is very calm,

But she is very smart,

Enjoyed our broccoli linguine,

And she very good at art.

Wadeema loves recycling,

And doodling in her book.

You never know, she might be,

That outstanding cook.

Grace is very determined,

And can make models in no time.

She does not live far away,

And often comes to school on time.

Georgina is caring and very polite,

She loves to read books and we know she is right.

Great effort in volleyball,

And when she serves it, she serves it nicely up right.

Kiana is very determined,

And very organised.

Forget about coronavirus,

Kiana’s education can not be compromised.

Jean lives just next door,

But even he can not come to school.

He will do his homework,

He will do it on seesaw.

Joaquina is very helpful,

And she often greets you with a smile,

But because of coronavirus,

She has to stay at home… just for a little while.

Roger speaks English and French,

But his favourite language is Maths,

Those numbers simply talk to him,

And he can deal with them very fast. 

Mathematics

Fractions

Chocolate bar,
Or cut that apple in half.
You need to know fractions,
To share your love.

Equivalent fractions,
Just means that they are the same.
They look a bit different,
But there is no one to blame.

Mixed number has,
 a whole number and fraction in it.
Add them together,
And you will have it.

One over two,
Just divide it in half.
You are superstars indeed,
Could I have your autograph??

One over four,
And that’s your quarter,
Great work on fractions, Oaks,
I am your biggest supporter.

Fractions:

This term we dived into the world of fractions, spotted them around us and tried to bake, make and share fraction and our love. We recognised and wrote decimal equivalents to ¼, ½, ¾ fractions and then compared some fractions of numbers by sketching simple shapes and numbers to help us. We solved simple measure and money problems involving fractions and decimals. The children practiced converting different improper fractions into the mixed numbers and vise versa.

Mixed number and improper fraction,

Are two best mates.

You can switch them around,

1: 1 rate(s).

Banana bread,

and Pavlova cake.

You need to know fractions,

If you are ready to make.

Adding and subtracting fractions,

With the same denominator.

Surely it is not difficult,

So don’t use (your) calculator.

When adding fractions,

With those denominators that aren’t the same.

Find your lowest common denominator,

Divide, multiply then add and you are on the fraction Wall of Fame.

Measures

The children worked on using all four operations while solving problems involving measures(time, length, weight and money). We practiced calculating the perimeter and area of simple 2D and compound shapes. We remember that in order to find the perimeter of any given 2D /compound shape we need to add all provided sides. In order to find the area of a compound shape, we remember that we have to split our compound shape into simple 2D shapes and calculate individual areas before finding the total.

Reading, sketching, understanding,

That’s how you solve that word problem.

Deciding on and doing those operations,

Gets you to the point “I solved them”.

Fraction here,

 and fraction there.

I guess you have noticed,

 they are everywhere.

Fractions of numbers,

And fractions of shapes.

Solving word problems,

While cutting those cutting those cakes.

Percentage of shapes,

 and percentage of number.

Remember about your denominator,

That number that’s under.

Sketch that box,

Sketch that cake.

Solve it well,

 then have a break.

Science

Young Oak 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.

We experimented and we tested. We tried and tried again. We stayed safe, stayed positive and washed our hands with soap and with our own hydro-alcoholic gel.

We tried to test our olfactive receptors and guessed some common odours while playing with “le loto des odeurs”.

“You should really wash your hands” experiment. (ongoing experiment)

State of matter

Heat that water,

Change it to gas.

“Evaporation” we call it,

It’s as easy as that.

Cool that gas down,

And water is back.

“Condensation” we call it.

It’s as easy as that.

Freeze that water,

And you will have ice.

“Freezing ” we call it.

It’s as easy as that.

But did you know,

That you can?

Evaporate ice to gas,

“Sublimation” we call it, it’s as easy as that.

Three states of matter,

And that’s what they are.

Not always you can reverse it,

And there you are.

Experimenting in class(state of matter /separating /filtering/mixtures/solutions)

Spanish/Art Workshop with Mariana

Sports: Table tennis, volleyball and badminton

Enjoy your holiday!!!

Best wishes,

Oaks and Vlad

2019/20 Oak Class Term 3

Term Theme: Superhumans – They Made A Difference

Term 3 Literacy

Biography: Research -> Summary-> Presentation

In Literacy class, Oaks were busy learning about all kinds of famous historical figures throughout the ages.

First they were exposed to a great number of different biographies.

Then they were challenged to write their own summaries on these biographical figures.

Finally they needed to make a poster on the computer to present their biographical figures.

In the meantime, COMMA, there was a large focus on the grammar of cohesion. Rather than listing out facts, pupils were learning about fronted adverbials and connecting words to better connect a story and create a narrative about somebody’s life.

Consequently, not every sentence started with ‘he’ or ‘she’, and the writing flowed better.

The template with which every student worked with.

There was a definitive structure which was followed when analysing biographies. Whether it be Martin Luther King Jr. or Leonardo da Vinci, they all had an origin story (early life), a job of some sort (career), something great that they achieved (accomplishments) and a reason they’re remembered still today (legacy).

Big thanks to Ducksters.com for providing most of the biographies. Here is a list of people we analysed thanks to them.

Abraham Lincoln, Albert Einstein, Alexander the Great, Archimedes, Aristotle, Charlie Chaplain, Cleopatra, Frères Lumière, Galileo, Gandhi, Isaac Newton, Karl Marx, Leonardo da Vinci, Louis Pasteur, Martin Luther King Jr., Mother Teresa, Napoleon, Orville/Wilbur Wright, Pierre/Marie Curry, Plato, Socrates, Thomas Edison, Walt Disney

Literacy Objectives Covered:

  • To learn time connectives in order to better order a biography in chronological order.
  • To understand that biographies give an account of a person’s life and achievements.
  • To structure biographies so as to include early life, career, achievements, legacy.
  • To comprehend and organise the facts from research to create a larger narrative about the person.
  • To learn about cohesion and how paragraphs connect to construct a narrative.
  • To present one’s work in a way that is easily comprehensible and interactive with the audience.

Guided Reading

Pupils practised reading books which challenged their level with an adult monitoring their reading and comprehension questions or activities to follow.

The books are the following:

  • A Lion in the Bedroom by Readworks.org
  • Tales of a Fourth Grade Nothing by Judy Blume
  • Shiloh by Phyllis Reynolds Naylor

History/IPC

In both history and the French bilingual section, much of the term was spent on the following topics:

  • Scientists and Inventors
  • Democracy vs. Dictatorship
  • Civil Rights
  • Famous Monuments

History Objectives Covered:

  • To speak of history in both English and French.
  • To see how ancient people solved big questions such as figuring out the circumference of the Earth or the categorisation of animals.
  • To recreate science experiments and practise the scientific method.
  • To learn about the importance of humanity and what can happen when humanity is not properly valued.
  • To see that dictatorship can come from within a democracy and that one must recognize the signs of dictatorship in order to avoid it.
  • To learn about democracy and its different forms and origins.
  • To learn about dictatorship and its focus on unity and creating differences with ‘others’.
  • To appreciate the gravity and negative significance of segregation.

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

ICT / Robotics Workshop

We made biographies, presentation slides, museum tickets, and played with robots.

Oaks receiving instructions on how to guide and lead robots which sense colour.
A robot which follows and changes into the colour it senses.
Pupils also programmed their robot to go where they directed it.

ICT Objectives Covered:

  • To research and find information on a historical figure.
  • To create presentation slides which are aesthetic, purposeful and in order.
  • To find, copy, paste and resize images to make an aesthetic presentation.
  • To successfully navigate Ducksters.com and find information you are looking for.
  • To practise synthesizing and typing skills.
  • To make aesthetically pleasing museum tickets which teach symmetry and computer design skills.

End of Term Museum

Oaks ended the term by showing younger pupils and parents their work from the term.

Oak Class Term 3, 2019/20

Mathematics

During this unit, we solved one-step and two-step problems involving numbers, money or measures where we had to choose and use appropriate calculations. The children practiced using written methods for multiplication and division HTU × U, TU × TU, TU × U and HTU ÷ U, HTU÷TU.

Directions and co-ordinates. Rotation and Translation. The children practiced plotting the co-ordinates of different 2D shapes and then located their corresponding co-ordinates after rotation/translation. We know that 2D shapes stay the same after the rotation/translation and found out that using the tracing paper evidently help us to pinpoint our new location. Rotation around the origin and around specific co-ordinates, A, B, C.

Science

This term Oak Class children became robotic scientists and engineers as they got engaged in creating electric circuits and designing their own toys. We investigated with various materials to find out which ones are conductors and insulators. We learnt about different electrical components (e.g. bulb, motor, buzzer, switch, battery etc…) their role and how they need to be connected to make an electrical circuit. We used imagination and gained knowledge to create our very own light house, cars, times table practice board , scientific quiz and 4 keys vs 4 locks game.

Mona Lisa smile,

And tic-tock clock.

Hydraulic hand,

And pop-pop boat.

Freestanding lighthouse,

And key-padlock game,

Times table challenge,

And scientific board of fame.

Digestive system,

and my heart rate.

Have been so busy,

And I did it all with my best mate.

Pythagorean tree,

And gigantic vertical game.

I’ve learnt so much this term,

I am not the same.

Did draw in perspective,

And vanishing point.

If you see any mistakes,

Please don’t be shy, just simply pinpoint.

Made my own soup,

Will make my own bar of soap.

I will make you proud,

There is always hope.

Science- “FOOD REVOLUTION”

The main purpose of this « FOOD REVOLUTION » (We can cook our own lunch for the whole week) was to practice team building skills, plan and prepare a healthy meal and most importantly gain or practice 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 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 linked to IPC topic « It made a difference. They made a difference »

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, parsnips

Or carrots,

Will eat them with pleasure,

And not for the merits.

Did stuff some tomatoes,

And made some pancakes.

Now feeling quite strong,

And can fly over great lakes.

We’ve made some delicious soup,

And spicy fajitas.

I am ready to run,

Where are my Adidas?

Broccoli linguine

and banana bread,

I am so full,

And not ready for bed.

Was happy to give up my break,

And tidy the kitchen.

It is good to eat healthy,

And what’s your position?

Art/ Design and Technology

Linked to our learning in IPC, we measured, estimated and solved real life problems, where we worked out different materials that we could use for our own Vertical pulley-ball game. By using gained knowledge of the 2D and 3D shapes, the children experimented, designed and built their very own fully functional game. It was evident for the children to spot their mistakes and realise where they went wrong. The children planned and designed their own lay out of the game, then brainstormed and shared their ideas and only then picked the best ones to create an exciting object for others to play and enjoy. This game was built out of recycled materials and some that we could find around the school. The main learning point of this project was not just to build the ‘Vertical pulley-ball game’ but also to put our planning and mathematical skills in practice.  We persevered when something did not work out straight away and we were determined to do it again. The children also learnt how to use different carpentry tools and gained knowledge and skills will be appreciated when you will embark on a DIY project in your house.

Art Workshop (The discovery of perspective) with Mariana Gonzalez (Local artist, Saint-Germain-en-Laye)

The children learnt :

  • how to observe and spot small mistakes
  • how to use one point perspective and vanishing point
  • how to draw different lines
  • about the mentality and art evolution from the Middle ages to the Renaissance

Sports/Cycling

Birch, Maple and Chestnuts classes visiting our museum

Enjoy your holiday!!!

Best wishes,

Oak and Vlad

2019/20 Oak Class Term 2

Creativity and Renewal

Oaks were busy both preparing a Christmas show…

and learning about the renewal of ideas in the Renaissance!

What did we do in Literacy?

  • We learned about science and the scientific revolution in history, so working with that theme, we read through multiple scientific texts and answered comprehension questions related to each theme. The scientific method changed the way people viewed the world, and has led to much information and discovery in the form of science. Scientific articles included topics such as the possible origin of allergies, the ecosystem of ants and the classification of Pluto as a dwarf planet.
  • Wrote summaries about the books they were reading and about Pluto the dwarf planet.
  • Practised songs for the school play, including learning how to sing a song in Dutch.
  • Practised lines for the school play, with a focus on tone, fluency and articulation.
  • Read the class book Boy in the Back of the Classroom.
  • Researched different characteristics of animals, categorised information in their research notes, and wrote a report based off of their researched animal.
  • Practised identifying parts of speech, especially nouns and verbs.

What did we do in ICT?

Oaks were busy making brochures for the show!

Pupils made brochures and posters to inform and advertise parents about the Christmas show. Brochures included practising adding and adjusting photos, changing fonts, adding sections into a word program, changing the orientation of the paper on the computer, and most of all, engaging with the show in a more detailed manner.

The following was in pupil-made brochures:

  • A title page using a picture of the child-made poster
  • A list of characters with actors’ names
  • A list of songs with credit to the dancers
  • A summary of the plot
  • Images of the production of the show
  • Logistical details of when and where it is

History of the Renaissance – Renewed thinking

The main purpose and takeaway from our Renaissance unit was how a few people thought differently than before and created something much bigger than themselves. We learned the following about science in the Renaissance:

  • The scientific revolution and the scientific method. People, instead of relying solely on religious or mythical explanations to explain the world around them, distilled causes and effects through one change (one dependent variable) at a time.
  • How scientists and other thinkers challenged the old order, especially the Catholic Church. Pupils learned that it was not easy at all to challenge authority.
  • Geocentrism vs heliocentrism. We learned that Nicholas Copernicus was the first to successfully publish the theory of heliocentrism without being totally discredited (he was not the first to create the theory, just the most well-known one). Copernicus’ ideas were later reinforced by Galileo Galilei.
  • That Galileo recorded precise exact coordinates and trajectories of stars/planets though daily observation and invented a telescope to do so, proving the Earth revolved around the sun, not the other way around.
  • That the sun is the centre of our solar system. Furthermore, the Earth is not the centre of the universe.
  • That Leonardo da Vinci made some very interesting machine designs far before they were invented, such as the helicopter, tank and machine gun.

Oaks learned that ideas spread faster than ever due to the printing press invented by Johannes Gutenberg.

We spent time learning and appreciating the invention of the printing press, which made the spread of ideas exponentially faster and the creation of books exponentially easier. To demonstrate this point, pupils learned that there were an estimated 30,000 books around the invention of the printing press. 50 years after the invention of the printing press, there were between 8 to 20 million books, a couple orders of magnitude greater than before. Scientific ideas spread like wildfire, the Catholic church lost influence, and people started to read. Children appreciated their books a little bit more.

The arts, developments, and daily life in the Renaissance.

There was a lot of development during the Renaissance in art, architecture, military and science, but pupils learned that much stayed the same. They compared life for peasants and nobles between the Medieval era and Renaissance era and came to the conclusion that life was mostly the same for peasants and somewhat different for nobles. They did learn some major differences, which follows as such:

  • Art developed, with greater focus on human anatomical accuracy and perspective.
  • Architecture developed, such as castles becoming more decorative and less protective.
  • New weapons came into existence, making armour more and more obsolete as time passed and muskets developed.
  • Science began making advances in our understanding of the world, paving the way for change.

Renaissance History en Français

In the French part of history classes, pupils learned about French architecture and art, such as about the Château de Chambord. They compared Medieval and Renaissance times in French, consolidating what they had learned in the English section of history. One activity, as pictured below, was to categorise images which were either Medieval or Renaissance.

As part of the printing press unit, Oaks and Elms made their own paper from scratch.

They then created feather pens…

to write a message on their paper.

For more information about what Oaks did in French and the French section of history, download the link below.

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

Happy holidays, see you all in 2020! – Mr. Tucker