Thank you for your support and attendance. I hope your visit provided you with answers to some of your questions such as:
How are they doing in class?
Does the teacher know them?
How are they coping with the transition?
How are the behaving and do they have friends?
What do they need to work on to be successful?
I believe it is fair to say that the majority of you were impressed by how quickly the teachers have got to know your children and, how their learning is being supported in class. The staff continue to work hard to meet the needs of our children.Arriving to school Late
We all run late sometimes. For your child, arriving late to school occasionally won't cause major disruption. Chronic lateness eventually takes its toll on a child's overall education.
• It may seem like 10 minutes isn't really that much, but a student who is 10 minutes late every day will miss 30 hours of school time that year.
• If a child is 10 minutes late getting to school, it is more like 20 minutes until they are actually learning.
The occasional late arrival is nearly inevitable. Things happen to all of us. Coffee spills and shoes get lost. Conversations need to happen. There are a million things that can cause people to run behind. Ideally our daily routines would include time to account for mishaps to minimise tardiness.
If you are finding that your child is late one or more times per week, though, you may need to change your routine to ensure a successful start to your day.
Clubs began last week and it is great to see so many clubs on offer!
Which club are you signed up to...? We are off to a flying start enjoy children!
Thank you to the teachers and Mrs Bassma Koshkok our ASA coordinator, who has put together an extensive and efficient program for our children.
Please remember you can only attend a club you are registered to.
Head Boy and Girl...
The Year 6 students were given an opportunity to be elected as Head boy or Head girl for Key Stage 2. This was one of the first opportunities to be involved in elected leadership. At the start of the selection process, all candidates had to campaign to be elected by their class mates. They wrote and delivered a speech outlining why they were the ideal person for the role. Congratulations to everyone who took part.
The first round of voting was carried out within class. Each class elected one boy and one girl to go through to the final round which was held during a special assembly in front of invited parents, teachers and all Year 5 and Year 6 students.
The twelve candidates were-
Shady Awad 6A
Selim Halim Mounir 6B
Ali Kareem 6C
Danial Joseph 6D
Yousef Omar 6E
Youssef Wael George 6F
Malika Mohamed 6A
Farida Omar Hatem 6B
Mariam Tamer 6C
Maya Mostafa Tarshouby 6D
Jomana Saber 6E
Rosie Sullivan 6F
The quality of the speeches and the supporting PowerPoint's were impressive. The Year 5 and 6 students were then involved in the democratic voting process back in classes. Teachers were also given a vote based on the promises made, the quality of speeches and the presentation.
We are pleased to announce Selim Halim Mounir and Rosie Sullivan have been elected as the Head boy and Head girl for 2017-2018. Congratulations! (By M.Gumpo, Deputy Head)
Skipping breakfast can make children feel tired, restless, or irritable. In the morning, their bodies need to refuel for the day ahead after going without food for 8 to 12 hours during sleep. Their mood and energy can drop by midmorning if they don't eat at least a small morning meal.
It's important for children to have breakfast every day, but what they eat in the morning is crucial too. Choosing breakfast foods that are rich in whole grains, fiber, and protein while low in added sugar may boost childrens' attention span, concentration, and memory — which they need to learn in school.
Parents please can you ensure that your child has breakfast each morning as this sets them up for the day.
Please send your child with enough food for the day (it is a long day).
Hard working, growing children get hungry often.
Talk 4 Writing in Year 3
Year 3 are using the strategy of Talk for Writing to help us learn and write a narrative which is focusing on settings. Talk for Writing is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version. Talk for writing builds on Three Key Stages: Imitation, Innovation, and Independent Application.
Imitation – Students are supported visually by a story map and physical movements to help the children recall the story or non-fiction piece. In this way the children hear the text, say it for themselves and enjoy it before seeing it written down. Once they have internalised the language of the text, they are in a position to read the text and start to think about the key ingredients that help to make it work.
Innovation - The key activity in this stage is shared writing, helping the children to write their own by "doing one together" first. By showing how to plan the text and then turning the plan into writing. This allows the children to see how you can innovate on the exemplar text and select words and phrases that really work.
Independent - This stage will continue to focus on the next steps needed to support progress so the children can become independent speakers and writers of this type of text.
Year 3 have read the model text, created a story map (turning words into symbols) to help us internalise the text, and creating actions for the story. We are now able to retell the story using our story maps and actions and have a better understanding of what is a setting and mood, and parts of a narrative. (By A.Noga, Year 3 Year Group Leader)