Creative Writing in Year 1
In Year 1 the students study a range of text types and genres in their English lessons. The texts are carefully selected to include an appropriate balance of fiction, non-fiction and poetry. The students are encouraged to actively explore, investigate, understand, use and develop their knowledge of English and in particular reading, writing, listening and speaking skills through the use of regular, guided group and paired work, independent group work and individual work.
Our Year 1 students recently read the story of The Jigaree by Joy Cowley. After much discussion and a great deal of imagination, the students then wrote their own story about meeting an alien.
At this stage of the year the students are encouraged to use punctuation, full stops and capital letters, in their stories and apply their phonic knowledge to spell words.
These are some examples of the stories.
My alien’s name is Bob and he has an oval body. He has one eye on his forehead. Also he has two legs and two hands and most of all, fat wings with spots on his fat wings. I took him home.
Sinddhizhai Divakaran
Once upon a time I went to the moon and I saw an alien. She has two eyes at the top of her head and she has two wings. Her name is Shaldan. We went to the planetarium.
Ayaana Kuthas
I was at the moon when I saw an alien that cried because she had lost her mom and dad. So I helped her find her way back home. I loved her but I needed to let her go but she came back every time. She told me her name was Summer.
Isabella Heidmann
I saw an alien in the bin. He was peeking out the bin. I walked close then I went in his space ship. He drank juice. He had purple skin and he had a T-shirt with a skull. He went back to Mars and he went home. His name was ET.
Aidan Bezuidenhout
My alien’s name is Jasper. I met him at the park. We had an adventure. After that he went to his house.
Caleb Ajayi
Ann Cordner
Year 1 Teacher
Fairy Tales – A World Of Fantasy!
Our theme in Foundation for the past two weeks has been Pirates and Fairy tales. Magnificent castles, dainty princesses, charming princes, little elves etc – the world of make believe! Fairy tales can aid child development and help children develop into creative, intelligent and emotionally whole human beings. Read aloud Fairy tales can also instill a love of reading, improve vocabulary, develop the imagination and even increase intelligence.
I asked some of the students in my Pre-Reception class what their favourite Fairy tale was and why. These are some of the answers they came up with:
Hannah Baker (4) – “Cinderella because she has a pink dress and pink is my favourite colour.”
Keverne Paul (4) – “Jack & the bean stalk is my favourite because the giant comes down the stalk.”
Jaanae Pillay (5) – “Snow White & the seven dwarfs. She is beautiful and a prince comes.”
Tilda Rohlandt (5) – “Cinderella is my favourite because a fairy appears and she gets to go to the ball.”
Ruby Kiley (4) –“Snow White and the seven dwarfs because it just is!”
Allegra Schoeman (4) – “Cinderella is my favourite. I watched the movie and it’s nice.”
Lilia Blom (4) – ‘Rapunzel because she is beautiful!”
Kungawo Xhasa (4) – “Rapunzel is nice & I watch it at my home.”
Laila Zaki Ibrahim (4) –“Princess & the pea. I like the princesses.”
Keona Chukwuemeka (4) – “Rapunzel is my favourite. I Love her beautiful dress.”
Omar Zaki Ibrahim (4) – “Goldilocks and the three bears because the girl was inside the house.”
Yohann Lawrence (4) – “Jack & the beanstalk because my dad bought me new crayons and I use my imagination to draw.”
Cindy Nunan
Pre-Reception Teacher
The Library Is A Fairy Tale
The Nursery had a wonderful time visiting our school’s library this week. We looked at different Fairy tale books such as Bambi, Cinderella, Snow White and Pinocchio just to name a few.
We learned how to look after books and how to not tear the pages. We also learned that we need to be very quiet when visiting the library because other people could be reading.
Before we returned to class Mrs M sat down and read us the story “The Billy Goat’s Gruff”. We love listening to her read with such feeling and enthusiasm.
We had so much fun in the Library and cannot wait to learn about and read more Fairy tales soon.
Jacky Billings
Nursery Teacher
Scrumptious Lessons In The Afrikaans Class… “KOS-TEMA”
During Term 3 the Year 8 classes discussed and studied food as a topic area.
Throughout some of our lessons, talking about our favourite tasty treats, made us very hungry. (Especially the lessons before break time.)
Wat is jou gunsteling kos? (What is your favourite food?)
- Sushi is my gunsteling kos in die hele wêreld. Maar dit is ‘n bietjie ryk as jy te veel eet. (Rylee Howes)
- Hoender en groente is my gunsteling kos. (Keno Theart)
Wat is jou gunsteling ongesonde kos? (What is your favourite unhealthy food?)
- My gunsteling ongesonde kos is ‘n hoenderburger en skyfies. (Philade Luthango)
Wat is jou gunsteling gesonde kos? (What is your favourite healthy food?)
- My gunsteling gesonde kos is vrugte. Vrugte smaak baie lekker. Ek hou van lemoene, appels, kersies, aarbeie, piesangs en druiwe. (Layla Moodley)
Wat is die vreemdste kos wat jy al geëet het? ( What is the strangest food you have ever eaten?)
- Die vreemdste kos wat ek al geëet het, was krap. Dit is vreemd, omdat jy eers die skulp moet kraak voordat jy by die vleis uitkom. (Vincent Chamunorwa)
Watter land dink jy het die beste kos? (Which country do you think has the best food?)
- Ek dink Suid-Afrika het die beste kos, want ons het biltong, koeksisters en lekker braaivleis.
(Nandi Buthelezi)
Watter kos weier jy om te eet? (What food do you refuse to eat?)
- Ek hou regtig nie van aartappels nie. Ek eet langtand daaraan. (Oscar Berger)
Wat bestel jy gewoonlik by ‘n restaurant? (What do you usually order at a restaurant?)
- Ek bestel gewoontlik stokvis en skyfies by ‘n restaurant. (Kian Frauendorf)
Here is a recipe for proudly South African “ Soetkoekies”
Smaaklike ete!
Carmen de Villiers
High School Afrikaans Teacher
Read More
In The Mood To Write
In Year 6, the students have been working on their descriptive writing skills as well as their ability to create a specific mood through word choice. They had an assessment where they responded to a photo that allowed them to either create a calm, relaxing mood, or one of fear and tension. Naluthando Mangaliso and Darian Iyer both wrote stunning pieces of contrasting moods. I applaud their talent and look forward to reading more from them in the future.
Yours in writing,
Marisa Esterhuizen
Year 6 Teacher
Tone: Calm and Relaxing
By: Naluthando Mangaliso
By the time I had set up my camp-fire to heat up my freshwater hake, I suddenly glanced up at the fire-orange, majestic sun, taking its decent like a cruising airplane. My eyes were glistening with eternal joy for this was no ordinary sight. This was a momentous view of the blazing cherry-red and apricot-orange infused sky.
The mild scent of the air swam into my nostrils and in the process polishing it like a priceless shoe. The sun-smoothed sand caressed my naked feet with love, and the music of the wind sunk into my ears as if a DJ was in my head.
There was one thing that stood out to me though.
This brunette-brown, young, vibrant tree was dancing with the music as if it was on stage and at the same time, it seemed to be giving me this joyous smile that warmed me to the heart like a mug of cappuccino.
By then the sun had descended and the moon was ascending like a jet, dashing on a runway. My now golden hake was inviting me to eat. It didn’t have to ask twice.
Tone: Fear and Tension
By: Darian Iyer
Read MoreSlowly, I drifted downstream. The icy fog bit deep into my flesh while blood-red flowers glared at my soul. I was almost paralysed by the fact that this once luscious canal could turn into part of hell in less than a day. The convoy would arrive soon.
I rowed…
And rowed…
And rowed…
Beginning to cloud over the river was the fetid scent of decayed fish. I was close. While resting my aching bones, I gnawed on a ripe apple. Although being fresh and pure, the mere aura of the canal had diseased the taste of the fruit. Tasting like a pair of moulded socks, I spat out the vile thing. The cacophony of mutant animals were bullets to my eardrums. Feeling like my life had drained away, I thought of when joy and mirth ruled my life.
The trees waved in frustration, trying to stop me.
But my tenacity persevered.
Without warning, an arrow whizzed past my head, a horizontal bolt of lightning, just grazing my ear. The sentry howled with anger as my life essence dissolved it into a pile of ash. Nearing it, I noticed the dirt start to look almost like scorched flesh.
Oh wait… it was.
I was at the demon convoy…
Sound In Science
In Year 4 we have been learning about Sound in Science this term.
Sounds are made when things vibrate. A vibration is a quick movement that makes a backwards and forwards motion. Sound has different volumes and pitches and the size and shape of the sound waves determines the kind of sound we hear. Animals such as bats, dolphins and whales use Echolocation to help direct themselves through their surroundings. Echolocation is the process of using sound waves to find objects that are not in sight range.
The Year 4’s have been investigating what causes pitch to change and how one can create music using that. They are now building their own creative instruments which need to be created from recycled materials and built in class. The students are not only learning from the teacher regarding the topic but they are also able to teach themselves when it comes to practical tasks such as this.
At this stage they are still busy building their own musical instruments and we are all very excited to see the final outcome.
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin
Brittney Hakime
Year 4 Teacher
Brain Breaks
If you remember back to when you were in school, in my case, twenty odd years ago, the expectation was for us to sit still, do our work, and keep quiet. Things have changed. Schools have changed. Children have changed.
Research has shown that children need a mental break every 25 to 30 minutes. This is where Brain Breaks come in. The benefits of Brain Breaks are multiple. Studies have shown that students are calmer, more focused, and ready to learn. Students have been found to be less stressed and more engaged in a classroom that allows for Brain Breaks. These breaks have been shown to revitalise, energise and activate children’s brains so that they are ready for learning. Brain Breaks are not only for during school time.
They can be used anytime you find your child needs a quick recharge. Brain Breaks even help to retain memories.
What is a Brain Break?
A short 5 to 20-minute break to help children to ‘reset’ for the next lesson. Brain Breaks can take many forms.
Here are some ways that I do it in my classroom:
- Dancing – following specific dance steps, Popsico is one of Year 2GB’s favourites.
- Outside movement with brain integration – children skip and cross their hands from knee to shoulder as they skip. This integrates the left and right brain, essentially boosting brain function.
- Rub your belly, pat your head – children, once again, do an activity where both sides of the brain are required.
- Find it fast – give children a person or persons they need to find in the class with something that is the same as theirs e.g. same shoes, eye colour etc.
- Inside Break – a Brain Break can be as simple as a quick 5-minute break for the children to do something calm, in the class, for a short time
I have found that using Brain Breaks in my classroom have allowed for a calmer class, more focused learners, and happier children overall.
Gillian Baker
Year 2 Teacher
From the Principal’s Desk, 29 August 2019
Dear Parents
We have had an immensely busy term thus far and this got me thinking the other day about goals.
We navigate through our lives running from one task to the next, sometimes missing beautiful moments along the way. It feels like we barely blink and our children are walking, going to school, graduating, getting married and suddenly it is time to retire.
Perhaps it would be good practice for us to sit down and take stock of where we have been, where we are now and where we want to go. This is a wonderful exercise to teach our children as they work towards their goal of graduation. However, the ultimate goal of graduation must also be met with balance.
Teaching our children to enjoy the journey will ultimately help them achieve success. It is all too easy to lose sight of your goals when you are overwhelmed and stressed. Taking the time to allow yourself to breathe and enjoy the moment will help you re-evaluate yourself and your goals. This introspection will lead to healthier, happier and more successful individuals entering the adult world with confidence.
Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful. – Albert Schweitzer
As we are nearing the end of the third term, I would like to remind parents to start purchasing the correct uniform for the summer months. It is very important that the students wear the correct uniform and that we, as parents and teachers, encourage them in this endeavor. In doing so, we instill a sense of pride in the students with the end goal that wearing the correct uniform is not a chore, but a matter of honour. I therefore urge parents to prepare now for the change in uniform next term.
Last night was the opening night of our high school’s musical production ‘Little Shop of Horrors’. Although a successful opening night, it was disappointing to see the lack of support for our students and for the burgeoning cultural program at our school. The students and teachers have worked incredibly hard to put this performance together and last night was an awe inspiring showcase of their talent. I encourage all our students and parents to purchase tickets for the last two performances as we owe it to the students to support their efforts and to support the growth of arts and culture within our school community.
Regards
Edna
Zeitz MOCAA
On Friday the 23rd of August the grade 9-12 art students had the propitious opportunity to attend an outing to visit the Zeitz MOCAA – a stirring occasion that enabled us to view the largest collection of African contemporary art in the world.
In the early morning we departed from school to the V&A Waterfront, where the museum stands. We had arrived slightly early which gave us the chance to explore some of the clever constructions that stood just outside the museum – which included chairs that were built to not stand right up but instead roll around whilst an individual is seated.
After some fun and laughter we were taken through the employee entrance which lead us all the way down to the basement, where you could look above to view the impressive architecture of the monument we stood in. Our introductory guide had explained some brief history of the building and how in the 1920s it had been built as a grain silo but was later altered to house countless works of modern artistry. The historical landmark itself was considered art, not only it’s contents.
The exhibitions were briefly talked about – including the new opening of William Kentridges’ : “Why should I Hesitate.” Although that was not yet open, us students were told to make our way to the 2nd and 4th floors where we could gaze upon the exhibition “Still Here Tomorrow to High Five You Yesterday,” which spoke about the importance of political and social issues spanning over the continent. We were given a worksheet to complete to aid us in analyzing 3 chosen displays on these floors to help us better understand how we can use these techniques to better convey a message in our art pieces. Once finished with traveling around everyone returned to the basement to complete the write ups.
At lunch time we hopped back onto the bus to take us to the Waterfront food court where everyone ordered food and socialized a bit before leaving back to arrive at school at 2 o’clock that afternoon.
The experience is one that can not be easily forgotten and I believe us students not only enjoyed ourselves greatly but gained more outlook into the world of art and how you can use various mediums to convey a message through space, lines and shapes.
Jenna Cook
Student Year 12B
Science & Sundials!
“Have you ever played outside all day and noticed that the length and location of your shadow changed as the hours went by?”
You probably also noticed that the sun changed location in the sky throughout the day too. The sun’s change in location caused a difference in the size, shape and direction of your shadow.
This week our Year 2’s grabbed the opportunity to work with a real sundial and see first-hand how it works.
We set up a “home-made” sundial on our tennis court using a bucket filled with sand, holding a tall stick in its center. Each Year 2 class was taken out to observe this “make-shift” sundial at 3 different points in the day. Every time a child is chosen to draw a line in chalk exactly where the shadow of the tall stick is at that point. The time of observation is written next to the drawing, for the next class to come out a little later to observe and record their results.
The students thoroughly enjoyed the realism and practicality of this experiment. They enjoyed being able to go back to class and record the data they had collected, drawing pictures for each observation taken. They have now seen, first-hand, the way in which a shadow moves throughout the day as well as how and why the sundial came about.
Sundial for Kids: Facts & History
https://study.com/academy/lesson/sundials-lesson-for-kids-facts-history.html
Siobhan Hendry
Year 2 Teacher