Oak Class, Term 4, 2021- 2022

English

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

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

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

French

Spanish

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

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

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

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

Mathematics

In Algebra: Expressions /Formulae/ System of equations

We worked on simplifying algebraic expressions, used simple formulae and wrote formulae from the problem to identify how they could be applied in real life. We worked on solving problems while substituting specific values into expressions and formulae and then some of us probed further into algebra while finding solutions for the systems of equations.

Ratio

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

Science

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

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

History

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

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

Visit to the Chateau de Malmaison

Geography

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

ICT

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

Micro:bit

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

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

Makeblock Mbot

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

-Make the robot move using the keyboard.

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

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

-The robot moves around by itself avoiding obstacles.

EV3 Lego Mindstorms

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

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

-How to make your robot go forward and backwards.

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

-How to use the Touch Sensor.

-How to use the Wait For Block.

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

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

Well done Oaks for working hard this term

Capoeira

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

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

Elms thoroughly enjoyed their weekly Capoeira sessions with Valdir.

Music with Kareen

”Food revolution” – Project

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

FOOD REVOLUTION

We’ve peeled some veg,

Then cooked our lunch.

Then baked a cake,

What a charming bunch.

We’ve tried something new,

And it was quite delicious.

It was all organic,

So don’t be suspicious.

We’ve learnt a new skill,

And now can cook for our parents.

We will do it with love,

No need to buy presents.

Not scared of broccoli, onions

Or carrots,

Will eat them with pleasure,

And not for the merits.

Did stuff some tomatoes,

And made panna cotta.

Now feeling quite strong,

And can sit in Capoeira roda.

We’ve made a delicious Thai Curry,

And spicy fajitas.

I am ready to run,

Where are my Adidas?

Broccoli linguine

and revisited American cheesecake,

I am so full,

But I have learnt how to bake.

Was happy to give up my break,

And tidy the kitchen.

It is good to eat healthy,

And what’s your position?

Design and Technology – FISP Book Swap Project

Collaborative project- Birch, Walnut, Oak and Elm Classes

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

Orienteering project

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

Easter Egg Hunt

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World Book Day– Book Workshop with Anjali Morard

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

Enjoy your holiday!

Best wishes,

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

Oak Class, Term3, 2021-2022

English

This term Oak class read two different books, both English classics, The Secret Garden and The Borrowers. While very different books, they both represent the era in which they were written,  both featuring children who had grown up in India before returning to live in England.

The Secret Garden is, besides being a great story, a celebration of the healing power of nature. The spoiled and unloved Mary and the sickly hypochondriac Colin transform into happier, kinder and more vivacious characters through their interaction with the natural world, particularly the secret garden that they discover and tends.

The Borrowers, while a very different book, also depicts a young girl longing for independence and freedom from the confines of her restricted environment and rebelling against the over-protective care of her anxious parents.

French

Notions abordées  

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

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

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

Chansons-Poésies-Théâtre

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

Activités et Objectifs

Déroulement de la troisième période selon deux axes principaux :

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

Objectifs :

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

Prochaine période

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

Mathematics

Fraction and Number

During this unit, our mighty Oaks 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 (Lowest Common Denominator) or when they need to simplify their fraction. We solved one-step and two-step problems involving numbers, money and measures including fractions and percentages. The children worked on choosing and using appropriate calculation strategies while solving word problems.

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.

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.

History

Oak learnt about the lives of three people of principal who stood up for their beliefs and challenged authority in pursuit of a fairer society – Rosa Parks, Muhammad Ali and Nelson Mandela. All three broke the laws of the land in which they lived and all three were accused of crimes, only to be exonerated and eventually revered. Through their stories, Oak learnt about racial segregation in the US and South Africa and what the laws imposed meant for the lives of black people.

Geography

This term Oak learned how to use atlases and to access the information contained within them. They also learnt about latitude and longitude and how to find locations on a map with just their coordinates.

The class learned that there are two principal fields of geography, physical and human and how to differentiate between them.

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

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

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

Science

Fantastic Forces

This term, Oak class have been learning all about the different types of Forces that act upon an object. As a class we have explored the range of different Forces and the relationships that they have with one another. To understand these forces we first developed our knowledge and understanding by researching a chosen force.

We then applied this knowledge by conducting investigations that would help us to explain what Forces are acting upon and object at a given time. Our challenge was to form hypothesis and then test them out.

This enabled us to understand that there can be more than one Force acting upon an object at one time as well as that the Forces need to be balanced.

We have been able to apply of knowledge and understanding of Forces on our recent Ski trip. This was an amazing opportunity to take out learning further and to explore other types of Forces.

DT

”They made a difference”

Oak learnt about the lives and important inventions and discoveries made by Pythagoras, Leonardo da Vinci and Fibonacci. They found some hidden and evident links in various modern inventions and their daily life applications.

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

Spanish

This term, Oak class learned new vocabulary words related to Pinocchio’s story, such as name of furniture and household items and making the difference between masculine and feminine nouns. They enjoyed listening to the story in Spanish and made their own representations of the characters. They also practiced their Speaking abilities by memorizing a rhyme, being part of a role play game as waiters of a restaurant, Spanish greetings and salutations and responding to the question what’s in your school bag to their classmates. Finally, we spent the last days of the term discovering vocabulary related to school supplies. Furthermore, as part of their Spanish cultural learning they made a Valentine’s Day card and the vocabulary related to this day. It’s been great to see them more confident in their Spanish language abilities. Keep up the good work Oak!

ICT

This term we focused on the skills associated with planning and recording a video. The students were able to explain that video is the recording, reproducing, or broadcasting of moving visual images. Learners got familiar and applied several shot types and filming techniques, such as side by side, mid range, close up, moving subject and high angle. Additionally, students used a storyboard as a planning tool. They also learned how to use a professional camera, an iPad and iPhone/cellphone to record their videos, including how to how to start and stop recording and how to zoom in and zoom out.

Skiing Trip to Val Cenis

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Enjoy your holiday!

Best wishes,

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

Oak Class , Term 2, 2021-2022

Literacy

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

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

History

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

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

Geography

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

Science

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

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

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

Mathematics

In Statistics:

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

In Shapes and Measures:

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

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

… and then Birch and Walnuts came to help

Spanish

Students learned the Spanish version of the song “A King is Born” for the Christmas show. They played “Loteria” (similar to Bingo) to learn and practise numbers from 1 to 30. They looked at the physical characteristics of people, the months of the year and the basic vocabulary of Christmas and Christmas traditions.

ICT

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

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

French

Christmas Performance ”Hey Ewe”

Collaborative background posters

Designing and making our Christmas costumes...

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

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

Merry Christmas and Happy New Year! Enjoy your holiday!

 Best wishes,

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

Oak Class, Term 1, 2021-2022

English

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

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

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

French

French IPC

History

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

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

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

Trip to the Louvre

Mathematics

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

Geography

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

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

Spanish

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

Science

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

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

Germinator Investigators

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

Sunlight, Water and Soil.

But how are we to measure this?

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

ICT

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

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

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

Forest Challenges and Tabata

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

Hunting for mushrooms

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

Asafumi Yamashita – The Haute Couture Vegetable Grower.

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

Singing workshops with Kareen Clair

Halloween at Forest International School

Oak Class, Term 5, 2020-2021

We are now officially an Eco-Ecole. We were awarded this status in recognition of our pursuit of ecological practices and for involving our pupils in projects that promote the values of sustainability and environmental responsibility.

Our projects include the E-Baobab plastic sculpture in the playground, built to raise awareness of plastic waste. The children are conscious of the need to conserve energy and have made posters encouraging the saving of water and electricity; they recycle paper whenever possible and use old paper, plastic and other materials in Art and Design Technology projects.

Built our E-Baobab tree,

And have earned “Eco-School” label.

Will hang our flag up high,

It will fly in the wind but we will fix the pole well, will make it quite stable.

Behaved well enough,

And did not get in detention.

Visited Science Museum,

and saw many inventions.

And then went kayaking,

Did put our oars in the water,

There was no need to worry, mums,

We did not lose your daughters.

…boys came back safe as well.

Prepared for the Summer Fête,

And left important messages on the wall.

Summer is here,

Where is my good friend? I am ready to play ball.

In Literacy

This term Oak has been reading the classic novel Stig of the Dump by Clive King, about a young boy who meets a caveman when playing near a dump near the home of his grandparents. Written in 1963, the book is relevant today in its celebration of recycling, with Stig making ingenious use of the items he finds in the dump to furnish his den in the chalk pit, and inspiring Barney to do the same.

We looked at the use of dialogue, and then wrote our own, expanding on scenes in the book.

Oak also worked on general writing development, expanding vocabulary and their range of tenses, and using a wider variety of punctuation, including speech marks when writing dialogue.

In History and Geography

The theme of Young Entrepreneurs led Oak to look back at the development of trade through the ages, with a focus on the ancient Silk Road. The class looked at the great cities that lined the route and the products that were traded, from East to West (silk, tea, dyes) and from West to East (horses, glassware, the grapevine and grapes). They chose cities to research and prepared brief presentations of the key information.

In Geography, Oak researched the extreme landscape of the route. They used atlases to locate the great mountain ranges and deserts that traders had to cross and plotted them onto maps.  

“Young entrepreneurs”

We have learnt:

  • how to create a product or service which serves people’s needs and wants
  • how to persuade investors to finance calculated start-up costs
  • how to cooperate as a team in planning, production and sales
  • how to create advertisements
  • how to sell our products

The Business Process:

  • We got our idea
  • We turned it into a plan
  • We finalised our details and got a plan ready for the bank
  • We showed the plan to the bank hoping that they would like it and invest in our business
  • We made our products using the loan money the bank gave us

Calculated my expenses,

and then my profit.

Did a lot of work to sell my product,

Now I am a young entrepreneur, young businessman boffin.

What are my expenses?

And what is my interest rate?

Worked closely with my friend,

He is my business mate.

Polaroid pictures and hand-made flowers,

Mint tea and beautiful jewellery,

And waterless carwash,

Oh yes, we have the business superpower.

Sock puppets entertaining games,

And school logo caps,

Those tunes played on the piano,

I am ready to run laps.

Business card and beautifully made leaflet,

And then Excel spreadsheet.

I am proud of my business,

It is not a secret.

I‘ve learnt new things,

Know what worked well,

And what I would do differently,

Next time I will open my business, I will do it skilfully.

ICT

This term we focused on the different software and programmes that can be used to run our own businesses, in other words, on being authentic entrepreneurs.

Unfortunately, we are living through difficult times caused by a virus, in which people who are running enterprises have had to come up with new ideas and strategies to avoid BANKRUPTCY.

At FISP we want to provide real learning experiences that can be applied and used in the real world. For this reason, our pupils gained experience in what it is to be an entrepreneur in this complex context.

First, they familiarised themselves with Excel by making arrays, tables, charts, lists and graphs. Then they applied their knowledge of Excel software to solve some daily business problems (income, expenses, profits).

Finally, Oak class undertook a creative project called “My trip to the Olympics”, which involved selecting, using, and combining multiple applications, analysing data and presenting their findings.

After thinking about the business that they wanted to run, they designed a logo using their computer skills. Below are some examples: 

Furthermore, they designed a business card, where they added their name, title, email, website, address and phone number.

Oak class took care of every single detail of their business card, because this is the first exposure and overall image given of their business!

Finally, they used their understanding of Excel to identify, gather, input and edit data into a spreadsheet.

Spanish

Oak class has been building on their language skills by doing presentations, playing games, listening and writing, including exercises to improve their Spanish grammar.

We introduced a new section to our learning called Spanish survival, where students had to deal with daily situations in Spanish: for example, going to a restaurant, asking the price of items and ordering food in a restaurant.

Furthermore, we used a range of different teaching approaches. As seen below,

Oaks , are doing a short Spanish lesson focused on the verb To be (Verbo Ser o Estar).

Our pupils loved playing, as well as using new technologies; for this reason Kahoot is the perfect tool for learning by playing with computers.

We used kahoot to assess students’ vocabulary in Spanish, such as food, sports, parts of the house, classroom objects, family members, and so on.

Promenade in Vétheuil

Went kayaking in Vétheuil,

And it was all quite pretty,

We were so happy to escape,

from the noise of the big city.

We saw waterlilies,

And free flying birds.

if only you were there to hear that music,

And nature’s beautiful words.

Claude Monet was here once,

And painted 200 paintings.

It is rather beautiful here,

And Oaks and Elms do concur , it is quite amazing(s).

Sports Day

… summer

I then received my certificate,

Because I’ve achieved so much this year.

I have definitely matured,

I have learnt from my mistakes, it is quite clear.

I am ready for summer,

See you soon friends.

We’ll enjoy our holiday,

And will meet again in September, just as our summer ends.

To those of you now leaving us,

It’s sad for me to say goodbye.

For those who’ll jump from Oak to Elm,

I’m sure you’ll all climb very high.

So thanks Roger and Veronika,

Thanks Lois, Storm and Josefine.

Thank you for a lovely year,

And, oh my, what a year it’s been.

Oak Class, Term 4, 2020-2021

Literacy

Oak enjoyed the story of Krindlekrax, the crocodile-monster that terrorises Lizard Street where skinny 9-year-old Ruskin Splinter lives. There is a quirky cast of characters: Mr. Lace the pencil-chewing English teacher who cries whenever anyone says ‘Shakespeare’; Elvis the big bully who terrorises the street as much as Krindlekrax by breaking everyone’s windows with his football; kindly Corky Pigeon, the school caretaker; and of course, the hero of the story, skinny Ruskin Splinter, who saves the day. In a simple way the book covers themes of bullying, death and grieving, and the importance of resilience and courage.

Krindlekrax -Scene 1
Krindlekrax -Scene 2
Krindlekrax -Scene 3

Mathematics/ Design and Technology

E-BAOBAB

There is a lot of Mathematics in growing trees, especially if they are made out of plastic! On our “eco-friendly / e-baobab” mission we estimated, calculated, measured and looked at the different possible solutions for “growing” our tree. We experimented with pentagonal, hexagonal, heptagonal and octagonal rings in order to construct the separate layers of our solid plastic tree. 

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

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

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

Mathematics

Data handling: Pie charts/line graphs. Averages: Mean, Mode, Median and Range

This term, Oaks constructed and interpreted various tables, charts, and diagrams, including frequency tables, bar charts, pie charts, pictograms and line graphs. We practiced solving comparison, sum and difference problems using information presented in bar charts, pictograms, tables and line graphs. Linked to our “Egg-citing Egg project”, Oaks worked on solving different incubator problems where information had to be analysed in order to calculate the required average: range, mode, mean and median.

Probability and ratio

During this unit, we discovered vocabulary related to probability and know that Impossible, Unlikely, Even Chance, Likely and Certain relate to 0, 1/4, 1/2, 3/4 and 1, respectively. We then solved probability problems where we had to find all possible outcomes and calculated the probability of the desirable outcome. We then moved onto solving problems with ratio and now know how to simplify ratios and how to use ratio to compare quantities.

History

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

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

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

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

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

Geography

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

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

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

ICT

ICT lessons have provided pupils with principles of information technology and computation, which have been applied through programming.

Computing enables pupils to become digitally literate, in other words, to express themselves and develop their ideas through information and communication technology, as well as being active participants in a digital world.

Oak class have started developing coding and programming skills to create their own video games using “Scratch”. Through this programming language children develop a range of mental skills.

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

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

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

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

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

 The presentations ended with a Q&A session.

French/French IPC

Spanish

MY CITY/ MY TOWN.

This term we worked on adjectives and places, so after reviewing the rules of adjectives, pupils had to describe their town or city by using all the vocabulary that we had learned.

FISP being an international school, our students come from numerous cities around the world, and this fact enriched our lessons! While reviewing adjectives, pupils were improving their knowledge of geography, as we looked for their chosen cities on Google maps, to show their exact location.

¿DÓNDE ESTÁS? GIVING DIRECTIONS.

We don’t have to worry if Oak class get lost when in Spain, because they know how to ask for and understand directions!!

It is very important to know directions such as: turn right (gira a la derecha), turn left (gira a la izquierda), straight on (sigue recto). Equally important: To know how to ask about the location of different places. For instance, Where is my hotel? Where is the hospital? Where can I find the closest restaurant?

SCHOOL CONTEST: KAHOOT

Oak class loves Kahoot! We reviewed some of the previous terms’ content – numbers, family members, animals – and at the same time we were playing and having fun!

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!