School News

Relieving Stress During Exam Season

Dear Parents and Students,

I hope this finds you in good health and high spirits. With exam season just around the corner, I wanted to take this opportunity to address an important topic - managing stress. It is natural to feel some pressure during this period, but it's equally important to find ways to alleviate stress and maintain a healthy balance.

Firstly, let me assure you that as educators, we understand the challenges that come with exams. Our primary focus is not only on your academic success but also on your overall well-being. We believe that a calm and positive mindset is crucial for achieving your full potential during this time.

To help you navigate through this period, I would like to offer some suggestions on how to manage exam-related stress:

1. Effective Time Management: Encourage your child to create a realistic study schedule that balances academic responsibilities with breaks for rest and leisure activities. Adequate time for sleep, exercise, and relaxation is essential for optimal performance.
2. Maintain a Healthy Lifestyle: A nutritious diet and regular exercise can significantly contribute to reducing stress. Encourage your child to eat well-balanced meals, drink plenty of water, and engage in physical activities that they enjoy. These practices can improve concentration and overall well-being.
3. Create a Supportive Environment: As parents, your understanding and support play a vital role in helping your child successfully manage exam stress. Be attentive listeners and provide reassurance, reminding them that their best effort is what matters most.
4. Time for Rest and Recreation: Encourage your child to take regular breaks during study sessions. Engaging in activities they enjoy, such as reading, listening to music, or spending time with friends and family, can provide much-needed relaxation and rejuvenation.
5. Seek Support when Needed: Remind your child that seeking help from teachers or mentors if they are struggling with any aspect of their studies is not a sign of weakness. Encourage them to share their concerns and seek guidance to ensure they feel supported throughout the exam period.

Lastly, I would like to emphasize that while exams are important, they do not define your worth or future success. At our school, we strongly believe in the potential of every student and are committed to supporting you through this journey.

Unleashing the Power of STEM Education: Shaping Future Innovators and Pioneers

Welcome to our latest post! This edition is dedicated to the incredible impact of STEM (Science, Technology, Engineering, and Mathematics) education in shaping the minds of our students and preparing them for the challenges and opportunities of the 21st century.

At our school, we wholeheartedly believe in the crucial role of STEM education in providing a comprehensive, well-rounded learning experience for our students. STEM subjects are not only essential in developing a deep understanding of the natural and technological world, but are also instrumental in nurturing vital skills that are widely sought after in the current and future job market.

One of the primary roles of STEM education in schools is to foster critical thinking and problem-solving skills. By engaging in hands-on experiments and projects, students are encouraged to think analytically, creatively, and systematically. These skills are essential for navigating the complexities of the modern world and for finding innovative solutions to the challenges that lie ahead.

Collaboration and teamwork are also central to  STEM curriculum. Through group projects, lab work, and other collaborative activities, students learn the value of effective communication, cooperation, and leveraging diverse perspectives to achieve common goals. These interpersonal skills are not only vital in the professional realm, but also in everyday life.

Moreover, STEM education plays an essential role in nurturing a strong foundation in technology and computer literacy. In an increasingly digital world, proficiency in technology is critical. By introducing students to coding, robotics, and other technological concepts, we are equipping them with the skills needed to thrive in a world fueled by technological advancements.

Furthermore, embedded within STEM education is a strong element of inspiration and exploration. By sparking curiosity and enthusiasm for science, technology, engineering, and mathematics, we aim to ignite a passion for lifelong learning and discovery among our students. We want them to see the world through the lens of possibility and to be unafraid of tackling complex challenges.

Finally, STEM education paves the way for myriad career opportunities in fields that are driving innovation and progress. By instilling a strong foundation in STEM subjects, our students are well-prepared to pursue higher education and careers in STEM-related fields, contributing to advancements in science, technology, and engineering.

At our school, we are unwavering in our commitment to providing a robust STEM education for our students. By doing so, we are not only shaping future innovators and pioneers, but also fostering a generation of individuals who are well-equipped to make a meaningful and lasting impact on the world. Together, we are unleashing the power of STEM education and empowering our students to thrive in a dynamic and ever-changing world.

Dr. Charles Lanyo

Director of Science

Музыкальное воспитание: улучшаем физическое и ментальное здоровье, развиваем мозг и формируем эмоциональный интеллект

Музыка является удивительным феноменом, который может оказывать глубокое влияние на наше физическое и эмоциональное состояние. Ученые и исследователи уже десятилетиями изучают её исцеляющую силу и приходят к выводу, что она имеет потенциал восстанавливать здоровье и благополучие, и даже помогать в борьбе с физической болью. Пение также способствует улучшению настроения, снижению уровня стресса и борьбе с депрессией, ведь когда «выливаешь» эмоции по советам психологов – становится в разы легче. Вспомните бабушек во дворе, которые пели военные песни, песни о любви, которые наполняли жизнью и уютом всё вокруг: этого сейчас почти не встретишь, но я уверена, что мы все также нуждаемся в совместной музыкотерапии, чтобы до старости лет оставаться в хорошей вокальной форме и таком же состоянии духа Физическое воздействие музыки проявляется в изменении нашего пульса, кровяного давления и даже уровня гормонов в организме.

Музыкальное развитие полезно и благотворно сказывается на усвоении академических знаний, и учиться такому ребенку, который получает музыкальное образование, гораздо легче, ведь оно помогает ребенку осваивать мир эмоций, чувств и переживаний. Музыкальные занятия также развивают слух, воспитывают вкус, делают ребенка коммуникабельным; способствуют умственному развитию; развивают кругозор и интеллект; учат выражать эмоции; улучшают личностные качества и словарный запас ребенка.

Музыкальные способности являются самыми ранними по развитию. Их лучше всего развивать с дошкольного возраста, т.к. дети очень чувствительны к музыке. Когда для музыкального развития ребенка создаются необходимые условия, то это положительно влияет на формирование его музыкальности. Если у ребенка она рано проявилась, то необходимо начинать развитие как можно раньше. Упущенное время будет невосполнимо. Об этом необходимо знать и помнить каждому взрослому, так как именно от них зависит, какими станут в дальнейшем их дети.

Рассказывайте детям о разных музыкальных инструментах. Учите ребенка чувствовать музыку, подскажите ему, что музыка отражает настроение, пусть он сам подберет её по собственным ощущениям. Важно воспитывать при помощи музыки воображение. Например, попросите ребенка что-то представить под данную мелодию или нарисовать те образы, цвета, которые возникают у него при прослушивании какой-либо мелодии, как это делал Василий Кандинский.

Дети, которые любят и понимают музыку, в том числе и классическую музыку — становятся более интеллектуально развитыми, чем сверстники; они проявляют неординарный подход к решению сложных заданий и легче с ними справляются, чем дети, которых музыкально ограничивали.

На личном опыте я обнаружила, что вокальные занятия могут помочь улучшить дыхание, осанку, общую физическую выносливость, и даже помочь с насморком (при правильном попадании звука в головные резонаторы, то есть пазухи).
 

В своем интервью Андрэа Бочелли, знаменитый тенор, отвечая на вопрос, какой был первый инструмент, на котором он стал учиться играть, признался: голос – самый идеально устроенный музыкальный инструмент на планете.
 

Однажды, мой иностранный друг, забыв слово «голосовые связки», забавно и точно назвал их «вокальными струнами». Да, некоторые педагоги по вокалу сравнивают голос со скрипкой. У нас так же есть дека, где резонирует звук – это ваша грудная клетка; так же мы ведем звук за счет ровного дыхания, – это своего рода смычок, а интонируем с помощью связок – так же, как и пальцы артикулируют звуковую высоту.
Мы живем в ритмах биения нашего сердца, любим радоваться и выражать свои эмоции. А мелодия и интонация часто могут рассказать нам гораздо больше, чем слова.

Особенно приятно общее музицирование – участие в хоре, где бонусом к общему музыкальному развитию добавляется самодисциплина, концентрация, уверенность и, самое главное, умение СЛУШАТЬ!
 

Голос отражает индивидуальность своего хозяина. Если вы серьезно зададитесь целью его «настраивать» через каждодневные занятия, упражнения, а где-то даже «чинить» у фониатора ваш музыкальный инструмент, то результат вас обрадует. Голосовые связки – это те же мышцы, которые, как и любые другие тренируются поддаваться вашему контролю.

С уважением,

Александра Калякина
Преподаватель искусств в Кембриджской интернациональной школе CIS
 

How to Study for Exams and Tips for Homework

Exams can be a daunting prospect, but with careful preparation, focus, and discipline, you can approach them with confidence. Here are some tips to help you make the most of your study time:

1. Create a Study Schedule: Planning your study time is essential. Break your revision into manageable chunks, allocating specific topics or subjects to each session. This way, you can ensure that all subjects are covered without feeling overwhelmed.
2. Use Active Learning Techniques: Passive reading is not the most effective way to retain information. Instead, try techniques such as summarizing key points, creating mind maps, or teaching the material to someone else. Engaging with the content actively will help you recall information more effectively.
3. Seek a Quiet and Distraction-free Environment: Find a calm space where you can study without distractions. Turn off your mobile phone or put it on silent to avoid interruptions. Clear your study area of any unnecessary clutter, ensuring you have all the materials you need.
4. Take Regular Breaks: It might seem counterintuitive, but taking short breaks during study sessions can enhance overall productivity. Divide your study time into manageable chunks, and take short breaks to recharge your mind. Get some fresh air, stretch or have a healthy snack to maintain focus.
5. Practice Past Exam Papers: Familiarize yourself with the format and style of the exam questions by practicing past papers. This will help you become more comfortable with the structure, timing, and requirements of the exams.

Now, let us discuss some valuable tips for completing homework assignments effectively:

1. Establish a Routine: Establish a consistent routine for completing homework. Find a time and place where you can concentrate fully. Ensure that you have all the necessary materials at hand to avoid unnecessary interruptions during your work.
2. Break It Down: If a task appears overwhelming, break it down into smaller, manageable sections. This will make it more achievable and help you stay focused and motivated.
3. Seek Help: If you encounter difficulties or have questions regarding your homework tasks, don't hesitate to seek help. Reach out to your teachers during class or after school, and they will be happy to provide guidance and support.
4. Review and Proofread: Take the time to review and proofread your completed homework before submission. Checking for errors and making necessary improvements ensures that your work is of the highest standard.

By following these strategies, you will be well-prepared for exams and effectively complete your homework assignments. Remember, effective studying and completing homework are essential skills that will serve you well beyond your academic journey.

by Marius Harmse

‘Chaotic’ STEAM events foster ingenuity

By Jeanelle Greyling

Last Thursday, CIS Gorki celebrated a milestone by hosting the first inter-school STEAM event for international schools in Moscow.

More than 100 students (years 5 to 9) from international schools across Moscow joined our campus to collectively solve ecological problems using Science, Technology, Engineering, Arts and Mathematics (STEAM).

Mr. Christopher Kingshott, deputy head at CIS Gorki, said he involved other schools in this event, “because we are all part of a broader community of learners and educators striving for excellence”.

CIS Festivalnaya, CIS Skolkovo, the International School of Moscow (ISM) and Brookes Moscow collaborated with CIS Gorki to solve unique ecological problems.

The students were divided into small groups. Mr. Kingshott randomly identified a member from each group to poke around in a hat with flashcards of the 12 unique ecosystems. Soon afterwards, the crowd dispersed and joined their groups in their respective classrooms. They watched introductory videos and started following the conceptual instructions.

Quite surprisingly, this event proved that the occasional “controlled chaos” like a STEAM event enables an optimal learning environment.

What is controlled chaos?

The term “controlled chaos” sounds like an oxymoron – absurd even. Yet, there has been growing interest in this classroom management style to better prepare students for the 4^th industrial revolution.

Believe it or not, this approach of occasionally embracing chaos is included in the tertiary courses in education of leading universities in the United Kingdom. In fact, even the revered children's education program Sesame Street has added the dynamic STEAM approach to its program. 

To boot, scholars like Dr. Stephen Kellert and Dr. Margaret Wheatley developed the controlled chaos theory in the 90s. To summarize Kellert’s argument: In the educational environment, the term chaos translates into dynamic; meaning everything changes all the time. In his many published books and scholarly articles, Kellert argued the younger generation should be taught to adapt to dynamic situations.

On her website, Wheatley stated that society has been planning, predicting and analysing the world for three centuries. Yet, in the 21^st century, these coping mechanisms are crumbling: “Our world grows more disturbing and mysterious. If our world is not predictable, then our approaches cannot work.”

This welcoming approach to chaos in the classroom receives growing interest to this day: “Educators are faced with preparing a generation of students for many jobs that don’t even exist yet”, wrote Bernard Marr, a world-renowned influencer in business and technology, for Forbes.com.

According to Marr, “students who receive a STEAM education engage in experiential learning, collaborate with others, and persist in problem-solving as they take thoughtful risks and work through the creative process”.

Controlled chaos in latest STEAM event

At CIS Gorki’s STEAM event, the inter-school groups were challenged with various ecological challenges, including math problems. For instance, the groups assigned with caves were tasked to calculate how many years it would take for stalactites to reach twice its current length of 100 cm, “knowing that stalactites grow at an approximate rate of 0.13 cm a year”, the challenge read. Promptly, many of them calculated that it would take 769 years to double in length.

Additionally, the groups were challenged to design devices with limited resources. To the teachers’ disbelief, these challenges posed no problem. Namely, one of the groups assigned with shallow seas designed a device that can monitor water temperature and the health of corals. It was astonishing to see what they engineered using only cardboard boxes, plasticine, tape, glue and popsicle sticks.

As if the other members’ contributions weren’t enough, we witnessed the ingenuity of the technological whizz-kids. These techies immediately grabbed the laptops and started developing 3D-models of vehicles that could help cast some light on some of the ecological mysteries. One tech-whizz in the Ocean Deep group designed a model of a vehicle that translates the creatures’ bioluminescent communication into Morse code.

Result

“Since we don’t yet know what jobs will look like as we progress further into the 21^st century, it makes sense to educate our children with the skills and capacity to think outside the box with creative solution,” writes Marr.

Educators are generally closed-minded in their approach to teaching. We are guided by lesson objectives, rubrics, written examinations and standardised testing. Yet, the world around us is dynamic; chaotic. How could we expect of our students to adhere to the traditional learning methods, when we live in a world characterised by unpredictability, by chaos?

“Problem-solvers in the future will have to look beyond what first feels like a limitation and approach challenges with inquiry, wonder, and innovation,” writes Marr.

Admittedly, the teachers (like myself) who participated in CIS Gorki’s STEAM event, were initially doubtful about the outcome. We owned up to the fact that the challenges intimidated us: “If we don’t know what to do, how will the students ever be able to solve these problems?” Yet, in the end, we were left dumbfounded: The students rose to the occasion!

As for Kingshott, he predicted that the chaos would lead to innovation: “This event was designed to foster collaboration over competition, encouraging creativity, innovation, and problem-solving in STEAM fields.

The Inclusive Classroom teaching model

Inclusive classroom teaching is an approach to education that aims to include all students, regardless of their academic abilities or disabilities, in regular classrooms. Inclusive education is the practice where all children learn in schools in classes with children their own age. Inclusive education is one of today's educational "hot" topics, and there are a variety of positions on Inclusive Education. This is not simply about placing all students in classrooms without attending to their individual strengths, needs, and individual learning requirements. It does not demand that all students learn the same thing at the same time, in the same way. And it is definitely not the sole responsibility of the classroom teacher.

Benefits of Inclusive Classroom Teaching:

- Social Interaction: Inclusive education increases social

interactions among students irrespective of their differences.

Being involved in a regular classroom can help students with

special needs to fit in the society more easily. Inclusion

facilitates the development of vital socialization skills,

independence, and autonomy.

- Self-awareness: Inclusive education enables students to

understand their capabilities and limits. Students get to

recognize their differences, strengths, and weaknesses. Moreover, inclusivity enables the regular students to comprehend the challenges faced by students with a disability, which increases their empathy.

- Community Integration: Inclusive settings allow students with special needs and their families to become part of the community. Families having their children in inclusive schools feel more integrated and accepted in their community as they begin to interact with other parents from different backgrounds.

- Professional Development: Since an inclusive learning environment implies the presence of a drastic difference in students’ abilities and needs, it allows teachers to obtain greater professional experience and achieve a higher level of expertise. Through interaction with diverse students, educators learn about children’s development and raise awareness of their specific needs.

Challenges of Inclusive Classroom Teaching:

- Teacher Training: Inadequate teacher training lowers the probability to implement Inclusive Teaching. Regular education teachers find it difficult or challenging to teach students with disability.

- Resources and Support: Inadequate resources and support lower a teacher’s confidence in facilitating teaching in inclusive classrooms. The whole "problem" of inclusion has been exacerbated by the fact that inclusion has not brought with it expanded support staff.

- Role Confusion: Inclusion has generated a number of questions for teachers, who are faced with new and confusingly difficult roles and responsibilities.

In conclusion, inclusive classroom teaching is an approach to education that aims to include all students, regardless of their academic abilities or disabilities, in regular classrooms. Inclusive Education is the belief and practice where all children learn in their local schools amongst children of their own age. It has some challenges, including teacher training, resources, and role confusion. However, the benefits far outshine the challenges, including social interaction, self-awareness, community integration, and professional development.

Great would be the school where the norms of inclusion result in happy, well-balanced children who are able to show both empathy and brilliance!

by Marna Greyling

SEND Students: Nurturing Inclusion and Success

SEND, or Special Educational Needs and Disabilities, students are an important and integral part of the education system. These students have unique needs and require specialized support and accommodations to thrive academically and socially. In this newsletter, we will explore the challenges faced by SEND students, the importance of inclusive education, and the strategies that can be implemented to ensure their success.

SEND students encompass a wide range of disabilities and learning difficulties, such as autism spectrum disorder, dyslexia, attention deficit hyperactivity disorder (ADHD), and physical disabilities. These students often face significant barriers to their education due to their disabilities. They may have difficulties with communication, social interaction, and learning at the same pace as their peers. These challenges can result in feelings of frustration, isolation, and low self-esteem.

Inclusive education is crucial for the success of SEND students. It emphasizes that all students, regardless of their abilities or disabilities, should have the opportunity to learn in a regular classroom setting alongside their non-disabled peers. Inclusion not only benefits SEND students but also promotes a sense of belonging and understanding among all students. It fosters empathy, diversity, and acceptance in the classroom and prepares students for the inclusive world they will encounter beyond school.

To ensure the success of SEND students in inclusive classrooms, certain strategies can be implemented. First and foremost, individualized education plans (IEPs) are essential. These plans outline the specific needs of each student and provide a roadmap for their educational journey. IEPs may include accommodations such as additional time for tests, modified assignments, or assistive technology. Regular meetings with teachers, parents, and specialists are necessary to monitor progress and make necessary adjustments.

Differentiated instruction is another vital strategy. Teachers must adapt their teaching methods and materials to suit the diverse learning styles and abilities of their students. This may involve using visual aids, hands-on activities, or alternative assessments to ensure that all students can access the curriculum. Collaboration between general education teachers and special education teachers is crucial in planning and delivering lessons that meet the needs of all students.

Creating a supportive and inclusive classroom environment is equally important. Teachers should promote a culture of acceptance, respect, and kindness. Encouraging peer support and collaboration helps SEND students feel valued and included. Regular communication between teachers, parents, and students can also help identify any issues or concerns promptly and develop appropriate interventions.

In addition to classroom strategies, community involvement and support play a crucial role in the success of SEND students. Raising awareness about disabilities, fostering acceptance, and providing resources and support services for students and their families are essential. This can be achieved through partnerships with local organizations, parent support groups, and community outreach programs.

It is important to recognize that the success of SEND students should not be solely measured by academic achievements. Building self-confidence, independence, and social skills are equally important. Providing opportunities for extracurricular activities, such as sports, arts, and clubs, allows SEND students to develop their talents and interests outside of the academic realm.

In conclusion, SEND students face unique challenges that require specialized support and accommodations. Inclusive education, individualized education plans, differentiated instruction, and a supportive classroom environment are key strategies in ensuring their success. Collaboration between teachers, parents, and the community is crucial in fostering inclusivity and providing the necessary resources and support for SEND students to thrive academically and socially. By embracing the diversity of all students, we can create an education system that truly leaves no one behind.

By Arno Greyling

The Transformative Power of Drawing: Unlocking Difficult Concepts for Children 

In the realm of education, finding effective techniques to help children grasp difficult concepts is crucial. One such technique, drawing, has emerged as a powerful tool that not only facilitates understanding but also aids in internalizing complex ideas. This article explores the importance of using drawing as a technique for children to understand and internalize difficult concepts.  

Enhanced Comprehension: Drawing allows children to visually represent abstract or complex ideas, enabling them to comprehend these concepts more easily. By translating words into visual forms, children can engage with the material in a concrete manner. For instance, when learning about the solar system, drawing can help them visualize the position and order of planets, leading to a deeper understanding of celestial bodies. 

Enhancing Cognitive Skills: Drawing stimulates various cognitive skills, including problem-solving, critical thinking, and spatial awareness. When children draw to understand a difficult concept, they are forced to analyze and break it down into its constituent parts. This process activates their problem-solving skills, as they must find creative ways to represent abstract ideas visually. Furthermore, as children plan their drawings, they develop critical thinking skills by considering the relationships and connections between different elements. Moreover, drawing promotes spatial awareness, as children learn to represent objects in two-dimensional space, aiding their cognitive development. 

Memory Retention and Recall: Drawing helps children internalize difficult concepts by improving memory retention and recall. Through the act of drawing, children reinforce their understanding of a concept by translating it into concrete visual form. This physical externalization of knowledge helps create a lasting memory imprint, making it easier for children to recall the concept later. Additionally, drawing allows children to revisit their drawings, facilitating the retrieval of information. By engaging multiple senses - visual, motor, and tactile - drawing embeds the concept deeply in the child's memory, facilitating long-term retention. 

Expression and Communication: Drawing provides an outlet for self-expression and communication. Some children may struggle to articulate their thoughts and feelings verbally, especially when it comes to complex concepts. Drawing allows them to freely express their understanding, interpretations, and emotions associated with the concept. Moreover, it enables children to communicate their ideas to others, creating opportunities for collaborative learning and peer feedback. By integrating drawing into the learning process, educators foster a supportive and inclusive environment where children can express themselves without fear of judgment. 

Drawing is a powerful technique that aids children in understanding and internalizing difficult concepts. By visualizing abstract ideas, enhancing cognitive skills, improving memory retention, and facilitating expression and communication, drawing unlocks the potential for deeper learning experiences. As educators, it is crucial to recognize the significance of drawing as a valuable tool for children's holistic development. By incorporating drawing into classroom activities, educators can empower children to conquer complex concepts, paving the way for lifelong learning and understanding. 

by Marguerite Greyling

Effective Strategies for Tackling Homework

Homework plays a crucial role in reinforcing classroom learning and developing important study skills. However, managing homework effectively can be a challenge for many students. Did you enjoy doing your homework? The answer is likely a ‘no’.

But, we all realise the relevance of homework in driving academic excellence besides infusing important life skills in students.

Yes, regardless of all the efforts to escape the rigours of homework and the teachers’ persistence to make the children complete theirs, homework does contribute significantly to the learning process. It develops in students the study skills, besides instilling work ethics early on. Solving problems independently and managing time to meet assignment deadlines boost the confidence of students.

Let’s explore some proven strategies that can help students tackle their homework efficiently and achieve academic success.

1. Establish a Homework Routine:

Creating a consistent homework routine is essential for staying organized and managing time effectively. Set aside a specific time and place for homework each day, free from distractions. This routine will help you develop a productive mindset and make homework a regular part of your daily routine.

2. Break It Down:

Large assignments can be overwhelming, so it's important to break them down into smaller, manageable tasks. Start by identifying the different components of the assignment and create a step-by-step plan. By focusing on one task at a time, you'll feel more accomplished and motivated to continue.

3. Prioritize and Plan:

Not all assignments are created equal. Prioritize your tasks based on deadlines and importance. Create a to-do list or use a planner to keep track of assignments, due dates, and any additional resources needed. This will help you stay organized and ensure that you complete your work on time.

4. Minimize Distractions:

Find a quiet and distraction-free environment to work in. Turn off notifications on your phone or computer and avoid social media during homework time. Consider using website blockers or apps that limit distractions to help you stay focused and maintain productivity.

5. Seek Help When Needed:

Don't hesitate to seek help if you're struggling with a particular assignment. Reach out to your teacher, classmates, or online resources for clarification or guidance. Asking for help not only helps you understand the material better but also shows your commitment to learning.

6. Take Breaks:

While it may seem counterintuitive, taking short breaks during study sessions can actually improve productivity. Schedule short breaks every 25-30 minutes to rest your mind and recharge. Use this time to stretch, grab a healthy snack, or engage in a quick physical activity.

7. Reflect and Review:

After completing your homework, take a few moments to reflect on what you've learned. Review your work to identify any mistakes or areas that need improvement. This reflection process will reinforce your understanding of the material and help you retain information for future assessments.

By implementing these strategies, students can develop effective homework habits that promote productivity, organization, and academic success. Remember, finding the right approach may require some trial and error, so be patient and persistent. With consistent effort and a proactive mindset, tackling homework can become a manageable and rewarding experience.

by Clara Fato

Чтение как важная часть развития ребёнка

     Думаю, никто не будет спорить со мной о том, насколько чтение важно для нашего развития, особенно для школьников.

   К сожалению, наблюдения и контроль за чтением в школах говорит о том, что качество чтения школьников ухудшается, хотя и родители, и педагоги, и сами школьники признают, что чтение – это важно, что читать надо больше. И наша школа не исключение.
   Контроль за чтением наших ребят показывает, что читают они (контроль проводился в сентябре в классах Year7-Year11) очень плохо, и это не может не сказываться на их общей подготовке и их развитии. В параметры контроля входят СПОСОБ чтения, ПРАВИЛЬНОСТЬ чтения, ОСОЗНАННОСТЬ чтения, ВЫРАЗИТЕЛЬНОСТЬ чтения и СКОРОСТЬ чтения (конечно, речь идёт о чтении вслух). И здесь самый большой провал – это способ чтения и правильность, что тянет за собой и осознанность, и выразительность. Есть дети, которые часть слов читают по слогам, это замедляет чтение. Но таких немного. Больше тех, кто при чтении искажает слова. А искажение слов затрудняет понимание прочитанного и выразительность чтения. И это при очень низкой скорости, ниже 100 слов в минуту! Когда средняя скорость чтения по российской программе в 5-9 классах должна быть 110-140 слов в минуту.

   Да, наверное, на технике чтения наших ребят сказывается изучение иностранных языков и большая ежедневная нагрузка. Но это есть оправдание проблемы, а я озвучиваю её для того, чтобы найти ответ на вопрос: как помочь развитию учащихся, интегрируя процессы чтения на двух языках и учитывая большую ежедневную нагрузку на ребят. И считаю, что это наша общая задача, решение которой должно помочь нам всем.

   Но сначала вспомним, что

- чтение развивает уровень интеллекта, увеличивает словарный запас, учит лучше мыслить, грамотно говорить и писать;

- художественная литература дает возможность правильно воспринимать людей, понимать их поступки; читая произведения художественной литературы, мы видим наглядные примеры из жизни, которые, возможно, смогут помочь дать ответы на какие-то вопросы нашей реальной жизни;

- чтение развивает воображение и гибкость мышления;

- внимательное чтение помогает понять красоту и образность языка.

 Учёные утверждают, что в процессе чтения повышается работоспособность мозга человека, развиваются участки коры головного мозга, которые ответственны за развитие и увеличения объема памяти, то есть, чтение книг тренирует мозг, благодаря этому мы лучше усваиваем новую информацию, укрепляем вербальную память, начинаем быстрее мыслить. Читая книгу, человек учится думать, сравнивать, анализировать, делать выводы. А для этого нужно уметь сосредоточиться, чтобы понять то, о чём читаешь. Значит, книга учит ещё и концентрации внимания. У тех, кто много читает, хорошо развита и фантазия. И это неудивительно. Чем больше знаешь, тем больше хочется увидеть своими глазами, воссоздать картину жизни мысленно, предположить будущее.

   Всё это мы знаем и хорошо понимаем! Тогда что нам необходимо сделать, чтобы чтение заработало на нас, и заработало хорошо, то есть, как мотивировать наших детей на чтение?

 Я приглашаю своих коллег и наших родителей, и даже наших старшеклассников, к поиску решения этой проблемы. Наверняка, личный опыт у многих есть – поделитесь, пожалуйста, ради общего успеха.

 Я предлагаю обсудить и какие-то мелкие вопросы, связанные с чтением детей, и дать хорошие советы по воспитанию интереса к чтению.

 В заключение, хочу поделиться своими размышлениями о процессе чтения. Я представляю (наверное, многим это покажется странным) процесс чтения, как езду на велосипеде: научился ездить – едешь; нажимаешь на педали – едешь, приобретаешь опыт; перестал нажимать на педали – можешь упасть; долгое время не садился на велосипед – твой опыт езды на велосипеде истощается.

По-моему, процесс чтения должен быть непрерывным: это воспитывает хорошую привычку, не даёт тормозить важным процессам нашего развития, не даёт потеряться интересу к чтению, учит быть ответственным за своё развитие. Поэтому я советую нашим школьникам читать каждый день: пятиклассникам-шестиклассникам – сначала читать минут по 15-20 книгу, выбранную по интересу, ребятам постарше – до 30 минут, пока не выработается привычка читать. Ведь чтение – это труд, и труд нелёгкий, а по-настоящему трудиться тоже надо учиться, учиться постепенно, не перегружаясь.

С уважением, учитель русского языка и литературы

Дубинина Вера Николаевна

More able and talented young minds (MAT)

When dealing with more able and talented students teachers/lecturers need to be able to keep them busy and always thinking. They need to be challenged continuously and stimulated with every topic they do. If they are not challenged, they tend to get bored fast and lose interest in the class and eventually tend to be dropouts.

It’s my understanding that it’s not very easy to raise a child that is MAT. As a parent you watch as your child often does not fit into social groups along with the way they retaliate and act. Due to the fact that MAT students are on a different level to the others they tend to be teased by peers and if their lecturer does not know how to differentiate the child will suffer. As a parent of a MAT child, you will need to always look out for your child and make sure they are being stimulated not only in school but in all activities. An IQ of an MAT child starts at 145, the highest recorded is 228.” Marilyn Vos Savant was born in 1946 in Missouri. In 1986 the columnist and author made history when she was named in The Guinness Book of World Records as the person possessing the highest IQ, with a reported score of 228. She is said to have achieved the score on the Stanford-Binet test at the age of ten”.

It is my understanding that if they are not stimulated, they will fall into depression and become very withdrawn. When they are not stimulated, they become labeled by teachers/peers as disobedient or naughty and develop a hatred for learning all together.

Having an MAT child/student is not easy they need to be continuously busy and stimulated which means never the same work, even during free time such as afternoons and weekends.

When thinking about MAT students, they find life hard. They struggle to make or even find friends that will stay around, that are their age.

More able and tallented does not mean that they are brilliant at everything. Let’s use Einstein he was terrible at languages and failed in school at the end he dropped out. However in the end his talent was physics and mathematics. These young minds are often misunderstood and just need a lot of extra attention. We all want to be loved and understood don’t we...

By Danielle Blake

Back to the Future of Education:

The Relevance of Classical Models

to Teaching Today. 

To know is to be able to do - ancient African proverb

Dear Parents, Teachers, Students and Guardians,

    I am writing to offer a perspective on how teachers could improve on a central part of the ‘teaching/learning’ process, in this case, examinations; but contrary to expectations, it is to the past that I direct our attention, and not to ‘recent advances’ in ‘mind-brain science’, or perhaps the latest from the techy world of AI.  The internet contains more than enough on these subjects - and much of it, I dare say, of doubtful quality and relevance. 

    If I might beseech your forbearance for the length of this ‘letter’, then it is rather to the past that I wish to convey your attention, so that I might unfold the pedagogical paradox of going ‘back to the future’.  To my mind, going back to the future is to go back to the often-ignored classical models of education that I would argue, can best furnish us with the ability to turn into reality, concepts such as ‘life-long learning’ which, unfortunately, in many settings, remain mere slogans.  By the end of this letter, I hope you will see that the purpose of this going back is, in the spirit of Carlyle’s sartor resartus, a kind of modern professional development appeal to re-tutoring the tutor.

    The classical model of education I would like to present here is the ‘magister et discipulus’ model, aka the master and the apprentice (m&a), and I would like to illustratively employ this concept in the context of how we might guide our students through baseline tests/examinations.  The m&a dyad, you might recall, is the relationship between the experienced and the inexperienced, the virtuoso and the virgin, if you like, in a familial context.  It is worth bearing in mind that traditionally, the m&a context was not a ‘class-room’.  It was instead, a real-life environment, in which, throughout a definite period, the neophyte was able to engage all their senses whilst observing the master repeatedly and empathetically model all of the procedures requisite for an excellent educational outcome; that, at least is my take on m&a.  Now let’s apply that scenario to exams, that we might see how we can improve as teachers.

    We all know that last minute cramming, frayed nerves and vacant stares are not the best way to do well in an exam.  Teachers themselves would presumably not take a teacher’s exam in this sorry state, and so the lesson from the classical model is simple.  Sit the exam yourself.  Sit the exam, (especially baseline tests) that you require your students to sit, and, in full view of them, model - and so encourage - the requisite confident, calm, and focused approach - whilst simultaneously reminding them about the importance of planning.  This is easier when there is more than one teacher in your department, so that as in English, for example, I for my part, recently joined the students as an exam candidate for an unseen paper - set by another English teacher.  But there is a greater value to this practice.

    At the beginning of a new year, during formative assessment, this approach will give the teacher valuable data on what questions and what techniques students might have difficulties with - all from the true perspective of the ‘empathy’ we often preach but seldom practice - and all the better to inform planning.   Empathy will naturally draw us to the fact that there is many an exam taking student under a duress which is not necessarily a reflection of their ability.  However, this discomposure is something that perhaps only a psychologist might detect, as the students themselves would seldom confess.  Reminds one of the classic: “do you understand?” question, that always receives a frequently false affirmative.

    The long and short of this aspect of the m&a model is that D.I.Y is an excellent method of formative assessment for your students, and at the same time it offers a still greater instruction of value, which is that this practice can also be an equally apposite summative assessment of the teachers themselves.  We never stop learning, right?  Latter day pedagogues love to lecture on the value and love of ‘life-long learning’, but do we actually embody it? OK, you’ve got 2 PGCE’s from a famous ‘international’ university, and you’ve been teaching for 30 years. So what?  Do you truly - empathetically - understand the lives of the generation that you are teaching, and are you able to effectively transmit digestible portions of your certified corpus of knowledge in a way that students are able to retain - not just for exam-time regurgitation, but as part of their suite of embodied skills? 

    An affirmative to that question is given by those to whom teaching is truly a calling.  This is what makes a true teacher, aka a master of their subject (all aspects) or at the very least on their way to being a master; the true teacher is not only a maestro of his subject, but an empathetic magister, who knows exactly what it is like to study, and to be tested.  The teacher ‘in it for the money’, or the one who simply ‘loves kids’ would be better off establishing an orphanage; but the master must know what it is like to be a kid or an apprentice; a journeyman successfully going through both the study and especially the examination process that will lead to their own eventual occupation of the position of master.  In conclusion, in modern educational parlance, we speak of the entire pedagogical process as ‘teaching and learning’, which in my opinion is inaccurate; it is rather, modelling and studying but on this, more, perhaps, in my next, definitely more terse contribution.

Yours Faithfully,

Kofi Ababio (Mr. K)

List of some famous master-apprentice relationships

• Socrates & Platon
• Mr. Miagi & The Karate Kid
• Yoda & Luke Skywalker
• Waldemar de Brito & Pelé
• Professor Albus Dumbledore & Harry Potter

Message from the Head of School (Mr. Daniel Brace) 

This week saw the initial meeting of a brand-new Parent Teacher Association at Gorki which we have been trying to start for a long time, so my heartfelt thanks go to all those that were in attendance at the initial meeting – thank you all. 

Please see the attached flyer and the dedicated boards in receptions to find out how you too can join this fantastic group. The first official meeting will be on April 12th at 1445 in the main building conference room – all parents are welcome to attend, please let us know in advance though so we can prepare accordingly please. 

This week has seen the last of the snow and ice around the campus and now we are beginning the process of tidying and resetting our outdoor areas ready for the spring weather. There are a number of plans that will come into effect over the next few months so please keep your eyes open for changes and ways you can become involved. 

Staff have been working tirelessly to prepare our senior students for their final exam preparations – only a few more weeks until we begin the final UK based examinations offered in Russia, good luck everyone, keep revising. 

We are fully engaged with preparations for next year in Gorki and are looking forward to welcoming a few new faces to our community as well as planning for the improved curriculum options and additional IGCSE time on offer. 

Primary will soon begin their excursion program swiftly followed by secondary students now that the weather is more friendly - I hope everyone has a great and engaging time. 

Key Dates 

12th April – PTA meeting at 1445, main building 

17th April – UK curriculum exams begin 

28th April – terms break begins 

Primary 

Message from Ms. Anna (Nursery Teacher) 

Dear Parents, 

These first three weeks in Nursery have been very busy with, for example in Numeracy, us doing a lot of revising and building upon topics covered in previous terms (such as using our knowledge of 2D shapes to start creating new shapes!) Meanwhile, in Literacy, we have now reached the letter ‘r’ and the class has enjoyed the Jolly Phonics song for this letter, pretending to be dogs tugging at a rag! The children have also done very well with exploring alliteration and syllables, and next week we will again be having fun with rhyming words. 

This week, with the children’s homework, we also have our next ‘Family Projects’ activity for both Nursery and Reception to talk about and share photos from a recent holiday, whether they just went somewhere nearby to visit family or aboard somewhere. I look forward to the class sharing together their photos and experiences! 

It was wonderful that Spring seems to be finally appearing as, in Nursery, we are exploring minibeasts and plants in our ‘In The Garden’ topic. Last week, we looked particularly at bees and how important bees are to us in making honey and helping more flowers to grow. The children had fun acting out our ‘pollinating’ activity with our little bee and flowers. Meanwhile, this week, we have been talking about how plants grow and a plant life cycle; how from a little seed, it grows a root, becomes a seedling, into a full-grown plant which then makes more seeds for more plants to grow! The children afterwards enjoyed finding pictures of plants in different stages of growth and putting them all in the correct order in the cycle. Next week, I look forward to us exploring butterflies and the life cycle of a butterfly, which is linked to the story we are currently reading in Storytime of ‘The Very Hungry Caterpillar’.  

Our new school house event is also about creating artwork to celebrate the coming of Spring, and I can’t wait to see all the beautiful work that children in both Lower and Upper Primary create!    

Wishing everyone a wonderful weekend! 

Ms. Anna 

Message from Mr. Mariano (Year 3 Teacher) 

Hello everyone! 

We are happy spring is here and are looking forward to all the good things we are going to do this season.  

This week, Year 3 has been hard at work with our current experiment that monitors the growth of plants. Students have planted either a muster, cress or dancing plant. Interesting results that confront our initial hypothesis are coming up. Originally, we thought the Dancing plant would be the fastest growing, yet we have seen how the mustard plant, has up to this point, grown the biggest.  

In English, we are exploring scripts, with the aim of reading the script for the play students will put together in drama in the future. Students are very excited about the prospect of participating in the production of Aladdin.  

On the other hand, in Math which is the favourite subject of several of our students, we are ¾ done with our unit on fractions (pun intended.). Despite this unit being particularly difficult for some students, we have managed an understanding of mayor concepts. Some other students have found this topic easy and we are even exploring concepts above their age group.  

This has been a great term so far, and we expect nothing but great things in the rest of this term. 

Kind regards 

Mariano Arrea Salto   

Secondary 

Message from Marius Harmse (PE Teacher and Year 8 Form Tutor) 

Dear Parents and Guardians,  

With 3 months left on our school calendar, there are some exciting things to look forward to with PE and sport at Gorki. 

For the PE classes, we are focusing on a wide variety of sports to further the students ball skills and knowledge of sport.  

The secondary students are focusing on strength and fitness with circuit training that improves their stamina and focuses on different muscle groups each week. 

As for the sport at Gorki, we are in the process of competing in our first event as a school against other schools. This is a big stepping stone for us, as we set ourselves a goal this year to have a team of our own that we can enter into different competitions. More information on this event will be given out at a later stage.   

The year 11 IGCSE class is busy preparing for their exam, and we would like to wish them the best of luck. 

Message from the Head of School (Mr. Daniel Brace)

We have had another busy week in Gorki. A group of external teachers from our sister schools came to us to perform an inspection designed to highlight the strengths of our teaching as well as some areas for improvement. The feedback was very positive but has given us a number of areas to look at and develop. We are continuing our drive to improve, grow and develop and will ensure that this is maintained well into next academic year.

I am delighted to be meeting some representatives of our parent body on Monday afternoon with the CEO Mr. Ilnaz Mustafin. This will give us the opportunity to discuss the continuing development of the school, future plans (including new courses on offer) and the role our parents play in the continuing success of our campus.

We will continue improving the house system and are offering many ways for our teachers to recognise, support and reward students for attainment, progress, attitude to learning and personal development.

We welcome Mr. Georgy back to year 5 after an extended leave, it is great to see you back.

Please keep an eye open for our excursion paperwork, this will be coming out soon as transport is now easier with the change of season, and our talent program designed to highlight the extra curricula skills our students have ready for the end of year graduation performance.

Please remember to see Edupage front page for the newsletter as it contains information and feedback from staff across the campus.

Key Dates

10th April – revision week for year 11

17th April – 12th May – year 11 final exams

17th – 21st April – Book week

17th – 28th April – Russian curriculum tests

22nd – 25th May – checkpoint progress exams

Message from Ms. Maria Ivanova (School Pyschologist) 

The exam period is coming and students are overcome by exam anxiety. I would like to remind parents and students about simple truths. If you still think they don't work, then you're wrong. They work great, the main thing is to do! 

1. Make a clear preparation plan. 
2. Create a learning routine. Creating a routine (for example, practicing for an hour after dinner or half an hour every morning) will maintain consistency and system in preparation.
3. Take care of your spirit and body. Healthy sleep (go to bed before 23.30 and sleep at least 8 hours), exercise, and a balanced diet will improve memory and other brain functions. 

4. Take breaks. This will help you to relax and to sort out the new information.

5. Turn off the phone, do not use social networks, do not get closer to the TV. 

6. If you feel that you out of mood to study, start with the topic that seems most interesting to you. This will help you get into a routine. 

7. Go for walks in the evening. During the preparation, nerves are on shot, so you need to relax a little. 

8. Create a special place for studding. It is important to choose a place where there will be no distractions, you can arrange the materials for preparation and leave them during the break. 

9.  Focus on the quality of preparation, not the quantity. It is more effective to schedule many short preparation sessions than one “marathon". Try to do blocks from half an hour to an hour, with necessary breaks of 5-10 minutes between them. This way you will be able to maintain your concentration for a longer time! 

10. Set specific goals for the training block. Goals give studding the meaning and provide a sense of satisfaction after completion. Formulate realistic goals that can be achieved in one study block, for example: learn terms from Chapter 1, take a test from Chapter 2, take notes on Chapter 4, or read your abstract for 30 minutes. 

11. Don't stop reading - write down what you learn. By typing or writing, you connect active learning, which helps you memorize more and understand the material better. Try to make flash cards, write short summaries of chapters, or create a diagram \ mental map of the material. 

12. Test yourself so that the information is better remembered. Review the test or questions for discussion after the training material. Another way to test yourself is to tell what you have read (studied), your friend, pet, or even a piece of furniture (only without peeping into the materials). 

Primary 

Message from Ms. Alexandra Klokova (Year 2 Learning Assistant) 

Dear parents, 

The students have had a busy but wonderful week which was full of different activities. The children have learnt lots of things. In English they have been learning about suffixes (-ing, -ed, -er, -est), about stories, particularly about the monster who didn’t know the school rules. The kids really liked the story and did the comprehension task very well. One of the questions was ‘What rule would you teach the monster if he came to your house?’ The answers were so amazing! Besides ‘don’t run’ or ‘don’t jump’ there were answers like ‘don’t eat my sweets’ or ‘play Lego with me’. In Russian we have been practicing reading and writing skills, we have been learning how to write cursive letters ‘Р’ and ‘Н’. The kids tried hard and did the tasks very neatly. 

In Mathematics they have been learning about shapes, direction, movement (clockwise and anticlockwise turns) and symmetry. This knowledge they could apply in Project while making birthday cards for their classmate Lubov (to fold the piece of paper as symmetrical as possible). They enjoyed the process so much and did their best to make it nice and beautiful, to wish all the best for her. Their wishes were so sincere, warm and lovely! They wished their friend to be happy and healthy, lots of presents, they said what they like best about her, for instance, ‘I like that you always smile’, ‘I like to be friend of yours’, ‘You are so positive!’.  

Overall, it’s so interesting to see how the students change every day, become more motivated and confident. This week they have all demonstrated that they enjoy studying at school and learning every day. I’m sure next week will be even better, the weather is improving, the days are getting sunnier, and the kids and teachers can feel the spirit of spring.   

Have a good weekend! 

Best regards, 

Ms. Alexandra 

Message from Mr. Georgy (Year 5 Teacher) 

Dear parents and students, 

What an amazing feeling it is to be back! Truly, I am so delighted to be back home in Moscow and working at our fantastic school again. It was such a warm welcome back from the whole of the Gorki family: parents, students and colleagues.  

I have returned to my Year 5 class that I was teaching at the start of the year. It feels like I never even left! I have been really impressed with the maturity and understanding the students have shown, who have had to do complete a number of progressions tests this week, (sorry again Year 5!) for me to understand how far they have developed since I have been away. There really has been minimal fuss and no complaints and I thank them for that. It has not been just all tests this week, however. Some fun and engaging lessons have taken place too!  

In Maths, it was all about radius, diameter and circumference of a circle. The students learned the formulas and how to find all 3 measurements, which also naturally involved an introduction into pi and how to find it on a calculator. The students especially enjoyed the group work where they had to set questions for each other to answer. Some even attempted (successfully) with the challenge of using inverse operation to find the radius and diameter of a circle when only given the circumference! 

We also began a new topic in Global Perspectives which looks at what it means to be healthy. We began to explore lots of different aspects involved with health such as diet, exercise and the right amounts of sleep. This will be carried on into next week where we will begin to look at an interesting case study about Uzbek food and how their diet and change of lifestyle has impacted their health. Furthermore, this topic links nicely and overlaps with our new Science topic - the digestive system and balance - which we will be starting next week. In English, we will begin a new writing topic - non-chronological reports - which we will also be starting next week.  

Thank you again for the warm welcome. I look forward to seeing you all soon. Take care and have a great weekend.  

Mr. Georgy 

Secondary 

Message from Ms. Amanda Paiva (Performing Arts Teacher and Year 7 form tutor) 

Greetings, my dear CIS family!! 

It is nice to be back after a break that included a refreshing dose of sun and ocean. This term is going to be eventful and exciting for Gorki as we begin planning for the Spring and Summer performances. All students from year 5-11 will be given an opportunity to showcase their talents as they audition for a spot in  ‘Centerstage’, The end of year Gorki talent contest.  

Students are currently in the planning phase and I am happy to direct them based on their interests, talents and our collective vision for the final performance. 

The show would not only be an opportunity to present their talents, but it would also be a wonderful prospect to develop real life skills including; collaboration, creativity, confidence and problem-solving skills. The performers will be rewarded through the house system and an award presentation for their efforts. The proposed date for preliminary auditions is April 27th and the contest will be on the 15th of June. Our aim is to encourage all students to be a part of this show and there will be a number of technical and creative rolls they can sign up for as well.  

Students from year 3 and 4 will present the guest performance of the show and will stage a mini musical, Aladdin in trouble!! We are excited to begin rehearsing for the play this term and look forward to including loads of creative cross curricular activities to make the learning process extra productive.  

I look forward to sharing more details via Edupage in the upcoming weeks!! 

Message from Mr. Bradley Parker (Science Teacher) 

Dear Parents and Guardians, 

All things science! 

The year 11’s, have been working at a sprinters pace with the IGCSE’s just around the corner. The last few weeks have been dedicated to organic chemistry and hydrocarbons. Next, we will discuss what these hydrocarbons can produce, like polymers and plastics, finally we will explore the ethical ways of disposing these materials. 

Year 10 had a break from the regular program and dissected some pig hearts, they identified the different parts of the heart and could explain the functions. 

Year 9 have been working through a flipped lesson design and putting together presentations on states of matter. 

Both year 8 and 7 have been working towards delivering classes on reaction rates. This week they will be creating reactions and timing the outcomes on bar graphs in order to conclude what factors will affect the rate of reaction. 

Have a great week exploring and learning!!! 

Mr. Parker. 

Message from the Head of School (Mr. Daniel Brace) 

Thank you for an excellent term and I look forward to this term being even better. 

There are several very important announcements to be made so I will keep this passage short and use it to remind you of the following; 

• Please reply to the options forms if you haven’t already (yr 8 & 9) 

• Please see the message from Mt Kingshott re- yr 11 exams 

• Please engage with our admissions team with regard to a parent meeting on the 27th March.

Key Dates 

27th March – parent event 

17th April – yr 11 exams begin 

Primary 

Message from Ms Jeanelle (Year 1 Teacher) 

This week specifically, Ms. Maria, the school psychologist, treated the Year 1s with a board game titled “All About Me”. This game prompted the pupils to ask and answer questions to learn about each other. Most of them were very engaged and – for a change – didn't fight to get a turn, but waited patiently until they could tell the group about their interests and ask out about others. The kids realised they have much more in common than they previously thought. Afterwards, we could hear them discussing the knowledge they gained about each other during Ms. Maria’s visit.  

We also discussed Compassion, our monthly value, and listened attentively to a book titled “Kindness is My Superpower”. The group created a Shared Storyboard, and while the boys weren’t very keen on collaboration, the girls took turns retelling the story with sketches, and even giving each other advice on how to improve each frame.  

The boys came alive in the last two frames, when they were prompted to draw what the book’s lesson was and how they can apply it in their own lives. Their depictions were adorable!  

“I will help my mommy very much,” Zakhar said while drawing. “And here I draw how much she loves me because I help.” 

George drew himself next to a cake, a table set for four and presents. When asked why, he said: “I am nice to friends and they give me lots of birthday presents.” 

Fedor drew an enormous blue fish, explaining that it’s a swordfish. “When I in Maldives, I help baby swordfish,” he said.  

Despite the never-ending Game of Thrones in our classroom, the teachers realised that we’ll be alright: Our Year 1s are gradually turning into compassionate, responsible leaders after all. 

Message from Ms. Lara (Year 4 Learning Assistant) 

У нас в школе новая четверть, новый месяц и новая ценность, на которой мы фокусируемся.  

В этот раз это СОСТРАДАНИЕ.  

Мисс Мария-школьный психолог провела ассамблею, где мы говорили об эмоциях, учились их выражать, распознавать и принимать.  

Ребятам были даны карточки с заданием выразить определённую эмоцию. Было весело, радостно, порой грустно, печально, невыносимо тоскливо, яростно, страшно, впечатляюще и снова весело! 

Ещё мы делали плакат, находя и используя подходящие обрывки из журналов с заданной эмоцией. Дети рассказали мне, что даже предметы и природа выражают чувства. Если смотреть внимательно, можно это увидеть!  

Я верю, что понимание и принятие эмоций другого человека приходит через понимание и принятие своих собственных. А ещё это навык, который можно развить.  

Спросите детей как они чувствуют себя сегодня и дайте им время подумать. Это важно! 

Warm regards, 

Ms. Lara 

Message from the Head of School (Mr. Daniel Brace) 

Thank you to Ms Yulia and the rest of the Russian curriculum team for a fantastic and entertaining Russian Celebration week. The students and staff had a great time exploring culture, education and their own social development. It was wonderful to see so many of our parents at the event and to be able to chat with many of you, I look forward to more discussions in the future. 

Thank you to the Year 12 team from Skolkovo for coming in and delivering a talk with our year 11’s to help them decide their future routes within education at the CIS group of schools. The feedback has been really positive and I am hoping that many of our students will take advantage of staying within our system to get A levels or re-take GCSE’s as appropriate. 

Please have a grate Defender of the fatherland weekend and I look forward to seeing ypou all for our final week of this term. 

Key Dates 

27th Feb. – 3rd Mar. School as usual – Progress reports due. 

6th – 12th March – School holidays 

Message from Mr. Joshu Levy (Computer Science Teacher and Digital Learning Leader) 

Dear parents and guardians,  

It has been a pleasure and delight in educating our bright and intelligent children at our CIS Gorki. I for one, have been amazed by the progress made by our students in term 3 alone. Our students are taking an active interest in ICT and Computer Science subjects, with most of them successfully doing HTML coding and starting to learn Python programming (the framework for AI – Artificial Intelligence and Machine Learning technology).  

Additionally, our students have performed brilliantly in the term 3 paper 1 and 2, with a significant improvement in handwriting, explanation and comprehension of learnt concepts. These elements will be critical in their future development and learning progression in this subject.  

In Primary Computing (years 4+), we are continuing to develop Microsoft Office-based skills including arithmetic operations and data representation in Excel. Understanding how information retrieval and assimilation is performed, based on thematic topic using search engine and representation in Microsoft PowerPoint.  

In lower secondary computing (years 7-9) we are moving slowly towards developing computational skills in coding, which includes (but not limited to) HTML, CSS coding and Python programming in the later years. The year 9s just had their assessment on theoretical framework comprehension in the above-mentioned topics. Moving towards, in terms 4 and 5, practical-driven classes will be conducted, culminating in a final year project, undertaken by each of them.  

In secondary (10-11) we are doing year 1 of the IGCSE Computer Science syllabus and revision for the exam in year 11. However, one thing I do like to remind our parents and guardians, is the importance of:  

1. Pre-reading. 

2. Self-study.  

These two elements are critical for self-development and learning progression and together we are moving in direction, with structured and guided learning and discovery is followed. 

Message from the Head of School (Mr. Daniel Brace) 

This week we have been finalising the options programmes for our KS3 students moving into KS4 and our KS4 into 5. The invitations will be with the relevant parents and students soon – please make every effort to attend as these sessions are reflective as well as informative. 

There will be a series of interactive forms coming to parents, students and staff over the next month. These are anonymous ‘baseline’ surveys designed to enable out stakeholders to engage with the school to inform our planning and development. If you are a parent representative, or wish to be, please contact our admin team to arrange to meet with the leadership team and have your say.  

Next week is Russia week and our national curriculum team are working hard to ensure the event is engaging and successful. Please help them by ensuring the students are in school and that you attend our ‘gala’ event on the Wednesday afternoon. Well done to the National curriculum team, under Ms Yulia, for all the hard work so far, I am looking forward to seeing the students and staff in action.  

Key Dates 

20th – 22nd February – Russia week, please be prepared for your invitations to various events 

22nd February – Russia week ‘Gala event” & Father's Day celebration 

23 - 24th February – school holiday 

27th Feb. – 3rd Mar. School as usual – Progress reports due. 

6th – 12th March – School holidays 

Primary 

A Message from Mr. Arno (Y2 Class Teacher) 

Dear Parents, 

I have noticed that many of the students in Year 2 have an eagerness to learn that is quite remarkable and applaudable. Students who are intrinsically motivated to learn are an absolute delight to teach. They ask questions and speak about topics in a way that is educationally exciting.  

Answering questions is probably one of my favourite things about teaching. It shows me that the students are listening and that they are thinking critically about what I am teaching. I get extremely nervous if students don’t ask questions, because then I am busy teaching above or below their level of understanding. 

This week was my turn to lead the assembly in lower primary, and I chose the topic “perseverance.” It is important that my students realise that teachers will not be upset or angry at them when they make mistakes. Making mistakes is part of life. We all make mistakes. It’s how we learn from those mistakes that matters. The important thing to remember is to keep on trying. Never give up!  

We are currently busy learning about verbs, nouns, punctuation, and correct spelling during our English lessons. The students have been studying a few rules regarding plural nouns. We are busy measuring mass, volume, and length during the mathematics lessons. We are focusing on different types of materials in science. The students are aware of the fact that some materials are natural, while others are made by people. 

We are almost finished with Term 3, and I am proud of the progress that the students have made thus far. 

Kind regards, 

Mr Arno Greyling 

A Message from Ms. Asmik (Y3 Learning Assistant) 

What a lovely week we've just had❣ It was full of vivid activities. Some of them were educational like, learning about homophones and writing reports based on facts and opinions for English; and starting a new topic on fractions for Maths. The kids did great in their reading assessment, explored facts about deserts for their science lesson and made Valentines cards during golden time!  

I would like to point that Year 3 enjoyed all the activities this week but there was one of the activities they've enjoyed a little bit more, or maybe much more! Any ideas?! Of course, it was the Valentine’s Day card activity! The Year 3’s made outstanding cards for their classmates, friends, parents, and teachers. The cards were sent to the Valentine's box and on the 14th February, and everyone's received their lovely cards! Everyone was glad to share creative cards with each other and it was a pleasure to watch them use nice words among themselves! 

I hope everyone has a lovely weekend! 

Warm regards, 

Ms. Asmik 

Secondary 

Message from the English Teacher and Year 10 Form Tutor (Christopher Riordan) 

Hello to the entire CIS family! First off, I’d like to comment on how wonderful it is to be back home in Russia. I have just recently returned to Russia after a stay in the United States that took longer than expected, waiting on new documents. While it was great to be back in home country after a three-year absence, it became quite apparent to me that after spending the past 25 percent of my life in Russia, it has become home. It was also wonderful to see the students after so much time away.  

Over the last couple of weeks, Year 7 has been working on their biography writing skills. As a lead-in to this, the class took some time to develop interview questions to ask a partner and write a small biographical text with. The students seemed to join it and who knows, maybe we have some future journalists in Year 7. They have now begun to conduct research and planning for a biographical text on a famous individual. The students are writing on a range of figures from political figures in Russia to Korean Pop Stars. I look forward to seeing their final work.  

Year 8 has been honing their presentational speaking skills. One point of focus has been on preparing prompt cards with enough information to keep their talk on track with key points and any quotes or rhetorical questions to be included, but not writing out their speech. They have been considering many factors that go into a speaking presentation, including body language, eye contact and gestures to emphasize their points. Their confidence definitely seems to have grown with practice. Now, they are working on using these skills to engage in team debates. The first topic is whether Esports should be in the Olympic Games. Students will have a chance to vote on future topics.  

Year 10 has been focusing on strategies and techniques to use when answering Paper 1 Questions 1f and 2D of the IGCSE exam. The first question is a summary question that assesses the candidate’s ability to summarize specific elements of a text in a concise manner. The second question asks candidates to highlight and explain various ways that a writer uses language to convey a specific effect. We are also learning or reviewing different language features that may be used for various effects in this task. The plan is to build their confidence in identifying these features and being able to write using  P.E.E. or P.E.T.E.R. techniques.  

As always, impressed by the hard work and creativity of the students.  

Best wishes,  

Chris Riordan  

* 

Message from the Head of School (Mr. Daniel Brace) 

This week our students have been completing their exams, progress tests and formative testing in class. These allow the teachers to determine the level each student is currently at and gives us the data we need to see the progress being made and where we should be targeting our efforts in class more effectively. 

I would like to remind everyone at this point that ‘results’ only give a snapshot picture of attainment, knowledge, understanding and progress. These can all be improved upon with hard work, determination and communication. 

There will be a number of surveys coming home electronically over the next few weeks as we seek to improve our understanding of the way the school currently works and any improvements you may wish to see. These will ALL be anonymous but we will ask for a year group so we can target support and improvement to the right areas. Please complete the surveys as best as you can as this provides us with the information we are struggling to get from face to face meetings. The last two parent teacher meetings saw only 15% attendance which is a shame as it limits the feedback we, as a school, can provide.  

Once again a huge thank you to our extremely generous and charitable school community for raising such impressive sums for our charities and to support the student council in allocating resources for improvement. 

Have a great weekend. 

Key Dates 

20th – 22nd February – Russia week, please be prepared for your invitations to various events 

22nd February – Russia week ‘Gala event” 

23 - 24th February – school holiday 

27th Feb. – 3rd Mar. School as usual – Progress reports due. 

6th – 12th March – School holidays 

Primary 

Message from Mr. Joshua (LP Phase Leader and Reception Teacher) 

Dear parents, 

We have successfully completed yet again one more week here in Lower Primary. All the children are happy and demonstrate a great eagerness to explore and develop all their skills. School life is not only about learning and academics, although vital in a child’s development, but also about being social. Through a social environment, a child can learn and develop a sense of responsibility from an early age. This is a crucial value, which we all are obliged to exhibit. It is no coincidence that our monthly value this month is ‘responsibility’.  

Lower Primary had an eventful week. First, we had a visit from a dentist at Fantasy Clinic on Tuesday to talk about oral hygiene. The Year 1 and Year 2 children enjoyed the event, and will surely remember some vital information on how to take care of your teeth.  

This week’s House Events are closely related to Valentine’s Day. We had our Bake Sale on Thursday, which was a huge success! The children were overjoyed and had a great time socialising and having fun. We would like to thank all our parents who were involved and brought in so many different treats.  

We have started sending reading books home for everybody to have the opportunity to read a book at home. Kindly remind the children to take a book home to read. The books can be kept at home for a period of 2-3 weeks whereafter they should be brought back to school to exchange with new reading books. 

After some critical thinking and long discussions to find the best solution, it was decided to make certain changes with regard to assemblies here at Lower Primary. Assemblies will be held fortnightly, or every second week. Assemblies have become a routine where it has lost some of its excitement. Assemblies and giving out awards are an important part of school, as long as it remains effective and serves as a motivation for the children. The structure of the assemblies will also be revised.  

Every other week when there is no assembly, special activities will be arranged in the classrooms. The teachers will rotate between the classes on a weekly basis for this period, and will deliver a reading or PSHE lesson. It is of utmost importance to ensure that there is plenty of reading time during school. This change will provide this exact opportunity to the children. It is very good to see the progress in all the children in Lower Primary. Everybody is working very hard and we are very proud of each and every one of them. 

Kind regards, 

Mr. Joshua 

Message from Ms. Anahit (Y6 Learning Assistant) 

Many students get shrunk when they hear the word "exam". They don't understand the main purpose and importance of exams and get scared of them. 

Y6 was supposed to pass " check point" exams last week, in order to show that they are ready to go to the secondary school. We did our best not to create a feeling of depression, but at the same time to develop a sense of responsibility among them. They had been preparing for two or more weeks and they "won" the moment. It was like a type of competition, as everyone tried to get more score. Some of them showed excellent results, i.e., 95-100% of exam paper, the others tried their best as well. This week we started result-analyzing process and we expect it will help them to overcome future difficulties. 

Y6 is growing not only socially and physically, but also in educational skills.  

We keep being great!!!🌟🌟🌟 

Warm regards,  

Ms. Anahit 

Secondary 

Message from Ms. Alina Zavalnaya (Spanish Teacher) 

Dear Parents and Guardians,  

In Primary we started to learn fruits and it was exciting to observe how kids were learning new vocabulary and Me gusta las frutas song. I am sure that you know this song because all Primary students had been singing it for the whole week for pleasure! Also, we began to get to know well numbers from 1 to 20 and from 20 to 100 with all Primary year groups and had made a big progress while counting objects in the classroom, fruits, clothes items and etc.   

This term in Year 7 students has started to learn topic about time and present tense verbs conjugation. We had been practicing conjugation using interactive activities and moving. Student filled in gaps and opened the brackets in grammar «snacks» tasks.   

Meanwhile during our lessons with Year 8 we had focused on dialogue questions, verbs conjugations and present tense. It is a lot of things that we already know so nearly close to the next step - past tense, and I am sure that won’t be any difficulties for these talented students.  

Continuing our past tense conjugation Year 9 students had succeed with a lot along with making dialogues using verbs to be and to go in past simple in Spanish. We became experts in the verbs conjugations, making comic strips and projects activities. Keep it up!  

Year 10 lessons were productive and educational as usually as we had started to learn new vocabulary, as food, transport, how to make an order in a restaurant. During the practice we have been learning grammar structure - direct object with pronouns and used it making the sentences.  

Year 11 students had MOCK examinations and were very busy with papers but we still have a lot of things to complete, for example, next term we will focus on past tenses, conditionals, passive forms, future and simple subjunctive form. Anyway, we are trying to use all material in speaking practice, such as working in pairs, dialogues and etc. because when we are trying so hard it is definitely worth it, isn’t it? Have a good weekend!  

Warm regards,   

Ms. Alina Zavalnaya,  

Message from the Head of School (Mr. Daniel Brace) 

Almost half way through the term already – it is flying past, soon it will be time for the next set of reports and for students tio show off their fantastic progress again. Exam results will be issued to our year 11’s this week – this is a reminder of the work that they still need to do to complete the IGCSE course successfully. The International exams will be sat this year starting at the end of May and going into June so there is still time for students to continue to improve or to concentrate on their exam technique – all of which we shall be helping with over the next term. 

We will be sending out details of this year's options events aimed at giving the year 9 and 11 student & parents the information they need to make the right choices for their future qualifications. We will be holding an additional event for year 8’s as well this year as a way of introducing the IGCSE and International exam standards at an earlier stage. 

Please can I remind parents that students are NOT to bring in their own food without a medical exemption from our school doctor. We are looking into changes to the current school food provision and more details will follow. I would also like to take this opportunity to remind students and parents that MOBILE PHONES are only to be used at teachers' discretion, it is NOT a right nor is it to be an expectation to use phones whenever students feel like it. 

Key Dates 

9th February – Charity bake sale 

14th February - Valentines charity ‘non-uniform day’ (red or pink item should be worn) 

20-22nd February – Russian week celebration in school, parent invited on the 22nd 

Primary 

Message from the Nursery Learning Assistant (Ms. Anna Amelina) 

Добрый день, Уважаемые родители!  

Вот и подошел к концу первый месяц обучения после продолжительных Новогодних каникул.  

Детям было сложно погрузиться в учебный процесс, но мы справились .За небольшой период мы достигли многого .На наших занятиях мы продолжаем работу по совершенствованию  звуковой культуры речи ,грамматической правильности речи,воспитанию интереса к художественному слову и накоплению литературного багажа. В группе Nursery чаще всего организуем занятия,состоящие из одной части (чтение детям сказки,отработка четкого и правильного произношения звука и т.п.) На занятиях,кроме основной задачи, параллельно решаются и многие другие.Так ,например знакомство детей с новой сказкой является ведущей задачей занятия,но при этом преподаватель формирует у детей интонационную выразительность речи, активизирует словарь ,совершенствует звукопроизношение.  

С детьми 3-4 лет проводятся также комбинированные занятия,состоящие из самостоятельных частей. 

Допустимы самые разные варианты комбинирования: 

-чтение произведения художественной литературы и отработка умения вести диалог; 

-рассматривание сюжетной картины и игры на обогащение и активизацию словаря; 

-дидактическая игра на формирование звукопроизношения и игры (упражнения на совершенствование грамматического строя речи). 

Успех занятия во многом определяется тем,как сидят дети:они должны хорошо видеть преподавателя и демонстрируемый материал.На одних занятиях детям удобнее сидеть за столами,стоящими отдельно друг от друга; на других-детей целесообразнее рассадить полукругом;на третьих-младшим дошкольникам удобнее заниматься за столами,расположенными в ряд. 

Весь уклад жизни детского сада способствует развитию речи детей.Работа по обогащению знаний и представлений дошкольников во всех сферах их деятельности (игровой,бытовой,образовательной-занятия изобразительной деятельностью ,музыкальные и т.д.).Своевременно усвоенная дошкольниками точная терминология,опирающаяся на конкретные представления,значительно повышает уровень их речевого развития,совершенствует культуру речевого общения. 

Желаю всем прекрасных выходных и ждем Вас вновь на новой учебной неделе! 

Message from the Year 4 Classroom (Mr. John Veshi) 

Good afternoon Parents and Carers,

It was so wonderful to see you all who had come to visit during our Term 3 Parent Teacher Conferences! Here is what took place during our week in Year 4: 

This week in English students were introduced to a new style of poetry: Acrostic Poems! Using a topic, they were to write a word related to that topic vertically and start a sentence or idea with each letter. Students created wonderful poems about skateboards, animals, and even video games! During our grammar lessons we focused on subject/verb agreements and when to us –s/-s with singular or plural nouns. 

Continuing our maths topic of multiplication, students were introduced to several methods that they can use to solve standard multiplication problems. We became experts in the circle/dot method as well as the box method. By the end of the week, we were multiplying two-digit by two-digit numbers! 

Science lessons got REALLY LOUD this week! Using cups and plastic clingwrap, students got to witness and understand that sound moves in waves first hand. Placing sugar on top of the clingwrap and making sounds, boy did the sugar fly in the room that day! 

Have a fantastic weekend! 

Warm regards, 

Mr. V 

Secondary 

Message from Mr. Aleksei Sinkevich (Art Teacher) 

Dear Parents and Guardians, 

This term year 7 experiment with media and processes, such as printing techniques and will use a clay and alternatives, to develop initial drawings of texture on natural forms into abstract images or forms. They will focus on creating pattern by repeating shapes and colours. 

In year 8 students create a poster to advertise an issue of their choice, for example recycling. Using digital media or conventional art materials, learners gather images and use design processes to develop a poster and a logo. They will consider the effects of different letter forms and fonts and explore how to create compositions combining text and image. They will also experiment with different colourways and compositions. At the end of the unit learners will create a final design which is presented to an audience outside of the classroom. 

Year 9 are introduced to the chosen theme and explore possible responses in whole group discussions. Examples of work from a range of artists that relate to the theme in different ways. They may refer back to the work from previous unit and explore the emotional context of the theme. When gathering images to explore the theme, students encouraged to work as independently as possible, using a range of media such as photography, pencil, paint, collage and found objects. They reflect on past work and decide which media they would like to use, and they have time to experiment with these in order to develop their initial images. Students select at least one of the suggested artists from any that they have been exposed to over the previous units, to use as inspiration for developing their ideas and should come up with two different options for a final composition for a final outcome. 

Year 11 Selecting of starting point and brainstorm ideas. Making a mind map with key words, ideas, inspiration artists and areas for further research. They will choose artists relevant to their final artwork for IGCSE.  

Regards 

Message from the Head of School (Mr. Daniel Brace) 

Despite being a challenging week we have been able to finish our year 11 mock exams and look forward to seeing all of our parents at one of the PTC evenings this week (30th and 1st), please see edupage for booking details. On friday we welcomed our secondary parents into classrooms to see our students learning in action, a huge thank you to the science, ICT, English and Maths teams for allowing us to join in with your fantastic lessons.  

A kind reminder that we are still looking for ways to improve our communication with parents and are still trying to identify those parents who are willing to represent the parent body in meetings and at events to enable greater transparency in our decision-making processes. If you are willing to represent yourself and others, please let our administration team know. 

Key Dates 

30th January – PTC 1530 – 1700 

1st February – PTC 1530 – 1700 

30th January – mock checkpoint exam week 

Primary 

Message from Anna Zaremba-Pike (Nursery Teacher) 

Dear Parents, 

As our third week of this term ends, we are now halfway through the English alphabet in Literacy with the letter ‘m’ coming up next! We have enjoyed learning all the Jolly Phonics songs so far, and have begun to learn another ‘alphabet sounds’ song to help us keep recapping all those previous letters. It is also great how well the children are starting to progress with their writing of these letters, and to build upon their vocabulary with our new set of words each week. Then, in Numeracy, in addition to now constantly recapping and building upon topics introduced in the first two terms, we have now started ‘positional language’. This involves learning lots of new vocabulary with words such as ‘above’, ‘below’, ‘in front’ and ‘behind’. With topics becoming more challenging, it is good to see how much the children have grown in confidence to fully participate and engage in each day’s class activities.  

In Understanding The World, we continue with our term’s topic on ‘Animals’, using this topic as a way to look at our Early Years goals such understanding how there are different places and environments around the world, and ‘the need to respect and care for the natural environment and all living things’. The children also participated in the School House recycling challenge last week, and did very well sorting out all the different materials they were presented with! Also, last week, in Creative Expression, everyone had great fun on Friday painting and colour mixing with different coloured ice cubes and watercolour paints! 

Finally, I am so happy the children seemed to have enjoyed the first set of books handed out with last week’s homework. I hope this continues to go well, helping to grow their interest in- not long before- learning to read themselves.  

Wishing everyone a wonderful weekend! 

Ms. Anna 

(Nursery teacher) 

Now a message from Ms. Lara (Year 4 Learning Assistant) 

Эмоджи на математике?🧐🤓 

Почему бы и нет! 🙃🤗🤪😇 

На уроке математики мы решали примеры, а цифры заменили смайлами и картинками, которые дети сами выдумали и нарисовали. Y4 любит математику, а ещё они у нас очень творческие. Все ребята с большим энтузиазмом придумывали примеры, свои собственные! Например, были такие, где из сердца нужно вычесть мороженое, чтобы узнать значение стакана чая с пузырьками👀Если научился это делать, то можно уже и перейти к умножению облака на полумесяц! 🌨🌜 

Мы сначала это всё придумали, а потом вместе решили. Дети попробовали себя в роли учителей и получили большое удовольствие. Было весело и полезно!  

Хотите попробовать?  

🛟+🛟=26 

🛟-🧋=9 

🧋+🛟×❤️‍🔥=34 

Secondary 

Message from Judit Sarkozi (English Teacher, Year 11 Form Tutor, Leader for the House System and Student Council) 

Dear Parents,  

I am delighted to take charge in leading our House System and Student Council at CIS Gorki.   

Providing students with the opportunity to take a fully inclusive part in a whole school House System is an important part of our ethos. It is designed to encourage students to extend their learning in a range of curriculum areas and develop a sense of belonging. It is hoped that students will also develop a sense of community cohesion and responsibility within their Houses. 

Regular Student Council meetings will ensure to share our students’ ideas, interests and concerns. The overall intention is to promote the development of our school and the welfare of its students.  

I am excited about keeping you informed with the upcoming competitions and new ideas we have in line for our House System. On the 20th of January students can show their talent in a basketball competition lead by Mr Marius. On the 6th of February we have a Bake Sale competition led by Miss Tamara and on the 20th of February School Promotional Challenge with Mr Joshua.  

As teachers, professional educators, we encourage hard work and good manners through healthy competition. The House System aims to facilitate more mixing between the different year groups, increase community spirit, peer mentoring, boost the existing reward system, encourage students to get involved in competitions and develop leadership opportunities.  

Please encourage and support the students to take part in the upcoming competitions and let’s continue our term in high spirit!