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

Oak Class -Term 2, 2019/20

Mathematics

Calculating, measuring and understanding shapes:

We worked on measuring and drawing simple 2D shapes and then converting them into compound shapes. We also practiced identifying the main properties of 3D shapes and looked for various 2D shapes present in them. Gained knowledge of measuring was later put into practice while we created our props and costumes for “Lights, Camel, Action 2!”.

Securing number facts, understanding shapes

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. Gained knowledge was later used while working out fractions of numbers (e.g. 1¤10 of 50kg).

During this unit, we worked on finding fractions of shapes/numbers and identifying various equivalent fractions.

In Statistics we solved comparison, sum and difference problems using information presented in bar charts, pictograms, tables and line graphs.

Science

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

Effects of forces on motions and Newton’s laws of motion

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, acceleration and forces) and were encouraged to apply it while experimenting with different forces. 

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

How far will it go? Good question!!! Depends! 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

The children formulated various 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.

ART/DT

Clay project – Capturing the beauty of Nature

Nespresso Tree‘-recycling project

Forest Exploration – mushroom hunting

The children had the 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 class students for their outstanding dedication and hard work during our « Lights, Camel, Action 2 ! The Sequin !» performance.

Merry Christmas and Happy New Year! Enjoy your holiday !!!

Best wishes,

Vlad

2019/20 Oak Class – Term 1

Nature and Respect

The theme this term was about respect both with one another and with nature. We looked at topics such as protecting the global environment, how Medieval people worked with nature to live, and how we can use nature (such as apples) to create something manmade (such as apple pie). It’s been a busy term, here’s a look at some of what Oaks have been up to in their different core subjects.

Literacy

  • Introductory letters: Each student wrote a letter to introduce themselves to the class.
  • Apple pie recipe: Students practised writing and following instructions, which led to making our own apple pie and later selling it.
  • Persuasive letter to Marianne asking for a loan: Students wrote Marianne a letter asking for a loan to introduce the concept of capital with the promise of a return on investment.
  • Medieval Storytelling: Students compared the narrative tales of William Tell and Snow White.
  • Playscript: Read a playscript on William Tell and later re-enacted it.
  • Class book – The Boy at the Back of the Classroom by Onjali Q. Rauf, which explores the integration of a Syrian refugee into a typical British classroom.
  • Through these different forms of text, students practised grammar such as simple past tense and connectives. They also practised structures commonly found in texts listed above and challenged to expand their vocabulary. We will continue to work on these fundamentals throughout the academic year.

Bilingual History and Geography

Pupils learned about the Medieval way of life.

Then students needed to winnow the wheat.

After winnowing, students milled the grains into flour.

We made bread dough with our self-milled flour.

Additionally, we learned about Medieval clothing and made our own.

We baked the bread while learning about Medieval food.

We also danced a Medieval dance!

The objectives of this term were to learn about the characteristics of Medieval society and its people. We focused heavily on social status and how it worked with the system of Feudalism as a whole. For example, through winnowing and milling grains ourselves, we learned concretely how much work went into making a single loaf of bread, which gave students a basis for understanding why white bread would be for the richer nobles while brown, coarse bread was for the peasants. We also looked at Medieval clothing, housing and other aspects of general life to build an idea of how people lived in the past and how that compares to today.

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

La découverte de la période médiévale à travers différentes activités culturelles, artistiques et culinaires.

Becoming aware of our Earth

We learned about the impact of global climate change throughout the weeks of Global Climate strikes. Considering the term was about nature and responsibility, it was perfect timing, and there’s no time better to start learning about the environment than today. Caro came in as a guest speaker to educate us on how we can live a zero-waste life in order to stop wasting plastic. We learned a lot from her talk and challenged ourselves to waste less and help our planet today.

ICT / Computer Class

Students were introduced to touch typing and Excel spreadsheets. First we practised how to type with our fingers in the right place, particularly focused on typing with two hands. We will continue to work on this skill throughout the academic year. Later we took our apple pie business and itemised the expenses and income of the business on a spreadsheet. The spreadsheet proved to be an excellent introduction into the world of accounting, business, and programming. Students itemised the inventory needed to make apple pie (e.g. apples, flour, butter, sugar), but then used the computer to multiply the price and quantity of the ingredients and add them together for a final expense. We did the same for income and subtracted the final income and expense to calculate the profit. The spreadsheet worked so that any change of inventory would automatically change the values of expenses and show a new profit. Overall, we bridged mathematics, business and programming from the simple creation of an apple pie.

End of Term Play – William Tell (Scenes 1-6)

Students read and acted out William Tell. We learned a lot of vocabulary while learning about how to bring a character to life. To end the term, we performed part of the play in front of an audience of parents and friends. Please find the full play below.

William Tell – Scene 1
William Tell – Scene 2
William Tell – Scene 3
William Tell – Scene 4
William Tell – Scene 5
William Tell – Scene 6

Happy Holidays! See you next term! – Mr. Tucker