Year 5 Solar Systems
In Science, the Year 5s have been learning about The Earth in Space. One of the core concepts this unit of work is based on is the fact that everything in the solar system orbits the sun.
We decided that a practical demonstration was in order, so we built ourselves some solar systems. This helped us to gain a concrete grasp of how the solar system fits together. We included the eight planets of the solar system – and some of us even got creative and added Earth’s moon to our models!
Now, as we like to say, the whole world is not only in our hands, but also hanging from our classroom ceiling…
Hannah Kirkaldy
Year 5 Teacher
Read More
Habitats
A habitat is a place where an animal lives. It provides food, water and shelter. There are many different types of habitats around the world from forests to grasslands and from mountain slopes to deserts. Different habitats are home to different animals. They live well together because they all do things to help keep the whole habitat healthy and in balance.
This week, the Year 4’s have been learning all about habitats and the adaptations of animals for their habitats.
Have you ever wondered what the purpose of a cockroach is? We often see them as dirty pests that infest the spaces they live in. Animals like cockroaches are really important in a habitat—they eat the dead plants and recycle the nutrients back into the soil, which helps the plants to grow.
The Year 4 students were curious about animals in their own habitats and they decided to observe snails. To fulfil this curiosity we designed a choice tray. We planned how we will test some snails to see where they like to be most in the environment. We placed 4 variables on each corner of the choice tray, twigs, leaves, sand and stone. We observed where the snails ventured towards, over a half an hour period, and noted our findings.
There were interesting findings across the year group in the different classrooms. One conclusion we could all agree on- if the environment changed, animals can sometimes change the way they behave.
Well done to our budding scientists!
Nadia Mahomed
Year 4 Teacher
Read More
Amazing Presentations!
The process of learning a language not only involves reviewing grammar and vocabulary; it includes trying to understand and acknowledge the culture and traditions of that country in a comprehensive way.
The more you know about these factors the deeper your linguistic immersion will be.
In the case of the Spanish language, it is even more important and relevant due to the diversity within the Spanish speaking countries – 21 countries in total spanning 4 continents (Europe, Africa, North- and South America).
For this reason, the Spanish students at BIS have been learning about the different Spanish speaking countries around the world: Puerto Rico, Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Spain, Uruguay and Venezuela.
Year 5 and 6 were asked to choose their favorite one, and to do a simple immersion in a variety of topics in the country of their choice.
Some demographic and geographic aspects were discussed during the oral presentations: the capital, total population, identifying the color of the flag and naming the continent that it’s located.
Other, more cultural, aspects were also presented like the typical food and music or the most popular sports.
Finally, they were asked to select two important or relevant people from that country and their profession: the king or the president, a famous actress or actor, a successful singer or a sports figure.
Sharing this information with the whole class enriched the experience and I can’t feel prouder of the outstanding posters and incredible PowerPoint presentation and videos that they were able to put together.
Javier Vidal
Spanish Teacher
Read More
Monsters
The key to learning any language is practise. Therefore, oral presentations are a pivotal part of the German lesson and gives all the students the opportunity to show what they have learnt in class and to practice their pronunciation. This term in Year 5, we learnt all the vocabulary for naming and describing the body as well as describing the character of a person.
The project was to design a monster as colourful and different as possible and then to describe the monster using all the vocabulary including numbers, colours, plurals and grammar learnt in class.
The oral included a general introduction about the student and a description of their own body including colour of hair and eyes. A vital component to a good oral was using the sentence construction and vocabulary exactly as learnt in class so that all the students were able to understand the presentations.
The Year 5’s invented many very interesting and original looking monsters and they were given very creative names. We were introduced to Gütädid, Laura, Bibi, Lola, Yu-de-cuta 1782, Nina, Blobby and Cerberus to name a few.
They came from very interesting places, as far as Pluto, and as close as Cape Town. They were very creative with all the colours then carefully naming them in German. They included many interesting amounts of body parts; 4 legs, 6 arms, 3 eyes, 2 heads and 2 necks. The description of the character of the monster included many similarities with the students themselves e.g. laut ,lustig und frech (loud, funny and cheeky). We also tested our listening skills, as the class was asked questions about the monster’s description to show understanding of what was presented.
Please see some examples of the students’ work in the photos attached. They did a great job in their presentations.
Well done Year 5’s and looking forward to continuing the journey in German with you next year in Year 6!
Frau Kerstin Pani
Primary School German Teacher
Read More
Welcome Back To Term 3 2021!
The Year 6 teachers are incredibly excited to be back at school and starting lessons with our students! Even though we are online, we can still feel the eagerness and commitment resonate through the screens from our Year 6 students. It is lovely to see their faces and hear them contribute to lessons just as they would in class.
This week, the Year 6’s entertained our lessons by showing us their new pets that graced their homes over the holidays!
During Science, we started learning about Electrical Conductors and Insulators and we were able to see an impressive circuit presented by Year 6 student, Juliette East.
We giggled when I shouted “selfie” to take a picture for the Newsletter.
The students also opened up about missing everyone during the holidays and that they were happy to be back.
It was a great first week back and we are all looking forward to the rest of the term. The Year 6’s have a lot in store for Term 3 and we look forward to sharing this with all of you as we progress.
Brittney Hakime
Year 6 Teacher
Here are some great tips and tricks I know I have definitely learnt from my students to make an online lesson a little more interesting:
Read More
Landscape Art
In Art, the Year 6’s have been working on creating their own landscape art pieces.
As a class, we looked at many different images of landscapes, including paintings and photographs. We discussed the following elements of landscape composition: background, foreground, horizon, the source of light, lines that lead the eye, natural features and manmade features.
The students then went on to creating their rough sketches of natural features from some of the paintings and photographs that we looked at. Once this was done, they looked at local landscapes in our beautiful city and sketched the different landscapes, paying close attention to detail.
The final push was picking one local landscape and creating their own variations of a local landscape, using various techniques that they learnt in Term 1 and Term 2.
The Year 6’s really impressed their teachers by creating these familiar landscapes in Cape Town, including Table Mountain, Lion’s Head, the Waterfront, Boulders Beach and many more! We are so proud of the hard work and effort they put into their art pieces and how they have taken what they have learnt and applied it.
“Art is a place for children to learn to trust their ideas, themselves, and to explore what is possible” – Maryann F. Kohl
Brittney Hakime
Year 6 Teacher
Looking At Natural Elements In Poetry
This term in English, we have been looking at poems that showcase how poets use words to create a timeless flow of water.
Our poetry lesson started off with students adding the following conceptions to our classroom Poetry Wonder Wall:
- How would you define poetry?
- What concepts do you already know that are used in poetry?
- What would you like to know about poetry?
Thus far, we have looked at poems written by modern poets and historical poets. The poems have all been centered around the theme of water. Students have spent time analysing these poems, identifying poetic devices and comparing them to one another.
With the recent UCT fire, students had the opportunity to apply their understanding of poetry and create poems that focused on the natural element, fire.
Their brief was to create a poem focusing on the element of fire, using what they have learnt in class as well as applying an end rhyme scheme.
It was amazing to see the creativity that was displayed by the Year 6s.
Here are a few examples of their work:
Yes, I am the burning fire, watch my orange flame
They really think that they can beat me, but I will win the game
I am the red rapid riot, the newest talk in town
I can’t believe the fire fighters are here, I think I’m going down
Yes, I am as orange as the sun
But now I can’t have as much fun
The men in red are hosing me down
But now I’ve burnt some of the town
Yes, I was a burning flame
But the water has won once again
I feel really bad, I said with a lisp
That I burnt the mountain to a crisp.
Written by: Juliette East
I see a dark cloud looming over the mountain
Fire trucks coming, spraying water like a fountain
The orange colour is a deep reminder
That there is a fire, and it will be dire.
Plants getting taken as captive
As they’re not proactive
People looking for places to go
As they come close to the inferno
As the fighter’s fight the fire
Everyone has a deep desire
For the fire fighters to stop the fire
So that it won’t end in dire.
Written by: Dumisani Ngono
Enormous, golden flames light up the ebony black sky
Spreads in the forest, turns everything to ash and hurries down
All my trees burnt to death; it was alarming I don’t lie
Shocking shrieks and shouts gave an unpleasant sound
Sizzling and whizzing like a snake
Tons of charcoal smoke rises up high
Burns all the poor animals as well as the fish in the lake
Birds start to fall instead of fly
Thick pipes with long necks try to wash it away
Helicopters swishing and swaying like a tree
The flaming fierce fire will not be put out today
But altogether we can put it off and be free
Books and documents in the great library burnt into ash
This was definitely not a desire
Frightening flames did it in a flash
Oh, what a horrible fire!
Written by: Sanam Srikewal
Katherine Nel
Year 6 Teacher
Read More
New Techniques In Art
The past two weeks the Year 6 students have been learning how to shade and add depth to their Art. They started off creating their own value scales. Value scales consist of values ranging from white to black with several shades of gray between. These shades of gray help to create the illusion of depth and tone. Once completing their very own value scales, the Year 6’s went on to shade 3D shapes and add depth to their pictures using cross hatching, smooth shading and stippling.
Finally, they had to find a real life object, place it in front of them and draw what they saw, including all the shadows that fell on the object. The Year 6’s really impressed us with their art skills and followed the different techniques perfectly.
We look forward to seeing what they come up with in future art pieces.
Brittney Hakime
Year 6 Teacher
First Day Activity
Today was our first day in Year 6.
We did station work and wrote down in our own opinions about what makes a good teacher, what makes us happy, what we thought made a good classroom environment and what a learner is, is not, does and says. We also made a classroom essential agreement, showcasing how we can cooperate with others when working in groups and to show resilience in our school work.
We had a lot of fun settling into our new classroom and we hope 2020 will be an amazing year.
Maia Davies
Year 6 Student
Using Dialogue in Writing
News from the Year 6 class
In Year 6, students learned to develop their writing through the use of dialogue. Dialogue helps the reader get to know the thoughts and characteristics of the characters. It moves the story along, allowing the reader to relate to the characters while showing how the characters relate to, and influence, each other. Students were taught strategies by Mrs Esterhuizen in the English class to hook their readers using well-written dialogue. Here are two stories from our talented Year 6 budding authors.
Amanda Hack
Year 6 Teacher
Written by Rebecca Wiese
“You’ve got thirty seconds to explain to me what you are doing!” Zoey’s father asked angrily, tapping his foot.
“D-d-dad I, um, I was getting my riding helmet because I, umm, forgot it at the stable this afternoon and I—“ (of course Zoey was lying but her dad didn’t notice.)
“Do you have any idea what you put me and your mother through? We were so worried about you,” he said, his face softening.
“I know, I’m sorry and it won’t happen again. I thought that –”
“No buts young lady,” Zoey’s dad sighed. “Now come home to bed and no more sneaking out understand!” He started to walk to the car.
“Ok, I know,” Zoey sighed moving towards the car. As her dad was driving home he sat in silence, not realizing Zoey was not there.
“Zoey, I’m sorry I didn’t mean to be hard on you back at the stables. I just –”
But Zoey wasn’t in the car. She had jumped out without her father noticing and ran back to the stable as fast as she could.
“Ok big guy, let’s try this again,” Zoey whispered, moving closer to her horse Twilight, trying to put the saddle on without the horse being spooked again. But the horse immediately reared and struck her on the back.
“What have you done now, Twilight?” Zoey whispered falling to the ground in agony. And then Zoey’s world went black.
Written by Leah Breet
“That’s too tight,” King Bertie said as the tailor pulled at the strings on his shirt.
“Sorry your majesty, but I need to get this outfit ready before the party tonight,” Sir Cuffman, the tailor, said.
“Yes, you’re right. I wouldn’t want to look untidy for Cameron’s birthday.”
A few hours into Cameron’s birthday party, the King was called into the kitchen. When he walked in there was a glass with a green liquid inside with a note next to the glass.
“Good day King Bertie, I have come up with a new mouth-watering drink just for you. Signed: Chef Herron.” The King read aloud to himself with a posh British accent.
“Oh my, this is delicious,” he said to himself, with wide eyes and licking his lips.
A few minutes later, Sir Cuffman searched through the crowd of people at the party and pulled Cameron aside into an empty room.
“The King is missing.”
“WHAT?!”
“Yes, I last saw him walking into the kitchen a few minutes ago and he never came out, so I went in there and he was missing.”
“Well, have you searched everywhere?” Cameron said emphasising the word everywhere.
“Yes madam,” he said looking down, “but he was nowhere to be found.” Cameron sat down on the chair closest to her and buried her face in her palms.
“We need to send all the knights out to search for him,” she said standing up and leaving the room.
“Uh, y-yes ma’am,” Sir Cuffman said standing on his toes and leaning to her direction.
A few hours later Sir Cuffman and Cameron gathered all the knights and started counting them.
“Uh madam, Knight Felt is not here …”