Healthy Eating
In Year 1, we often talk about what is in our lunch boxes for the day. We have competitions to see which child has the healthiest lunch box.
The importance of packing a healthy lunch box is immeasurable. Children are more alert and focused when they’re fuelled with healthy food. Higher levels of sustained concentration mean that kids can more readily retain information and therefore learn.
Crisps, chocolates, cakes and juice are full of sugar and additives, which do not help a growing child.
Below are some of my class’s awesome super healthy lunch boxes.
Charlotte Cronje
Year 1 Teacher
The Importance of Sensory Play
Children use their senses to explore and try to make sense of the world around them. They do this by touching, tasting, smelling, seeing, moving and hearing. Providing opportunities for children to actively use their senses as they explore their world through ‘sensory play’ is crucial to brain development – it helps to build nerve connections in the brain’s pathways. This leads to a child’s ability to complete more complex learning tasks and supports cognitive growth, language development, gross motor skills, social interaction and problem solving skills.
Five reasons why sensory play is beneficial:
- Research shows that sensory play builds nerve connections in the brain’s pathways, which lead to the child’s ability to complete more complex learning tasks.
- Sensory play supports language development, cognitive growth, fine and gross motor skills, problem solving skills, and social interaction.
- This type of play aids in developing and enhancing memory.
- Sensory play is great for calming an anxious or frustrated child.
- This helps children learn sensory attributes (hot, cold, sticky, dry)
In the Nursery and Pre-Reception classes we incorporate sensory play and fine motor activities into students’ daily programme. Play dough is used as part of the heavy work component of a sensory diet. It can also help improve a child’s fine motor skills. They are encouraged to squeeze, stretch, pinch and roll the play dough and even cut the play dough with scissors.
Different types of painting can also help strengthen hand eye coordination and manual dexterity. Finger painting gives the student an opportunity to use their hands and get messy. Painting with a brush helps them learn to hold a brush and gain greater control using it as a tool.
The students also get to look for numbers covered in rice and play in corn flour mixed with water. A fun and messy activity enjoyed by most of the students!
Cindy Nunan
Nursery & Pre-Reception Teacher
Rocks, Rocks and more Rocks!
The Year 2 students’ enthusiasm for their new Science topic, Rocks, is over-whelming. After the first lesson, where they learned the difference between Igneous, Sedimentary and Metamorphic rocks, they scoured the playground and surrounding areas for rocks during their break.
We tried to find the correct category for each specimen and then match them to their possible uses. A few students had found small pieces of limestone and the class was so surprised when they learned that chalk and talcum powder were made from limestone. This prompted many questions! ‘Which rock did our roof tiles start off as?’ ‘Which rock did my mom’s kitchen counter top start off as?’
We will be building on this knowledge for the last half of this term, and I am looking forward to investigating the marvels of Rocks with my class even further.
Kim Coetzer
Year 2 Teacher
BIS Valentine’s Celebrations 2021
As a school we celebrated Valentine’s Day last Friday with a civvies day and treats available for pre-order. The Year 11 class worked very hard to put the day together- from folding hundreds of sweetie boxes to hurrying around the school with envelopes and class lists, they did themselves proud and ensured the event was a success.
It is wonderful that we are, once again, able to hold events such as Valentine’s Day celebrations and though they may not be as they were in previous years, it is important that we keep such annual events running.
We hope that all the students enjoyed the celebrations! Everyone certainly looked fantastic decked out in red, white and pink and the sweetie boxes and doughnuts were met with great enthusiasm.
We would like to thank the parents for their continued support and all the teachers across the school who worked together to make this event a success. The funds raised go towards the 2021 Matric Dance at the end of the year and we appreciate everyone’s support in this endeavour.
Alice Pryor
Year 12 Tutor Teacher
WATCH: Valentine’s Day at Blouberg International School 2021
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From the Principals Desk, 12 February 2021
Dear Parents
“Whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable – if anything is excellent or praiseworthy – think about such things.”– Phil. 4:8 NIV.
MINDFULNESS
To be mindful means to be conscious or aware of something. “It is a mental state that is achieved by focusing one’s awareness on the present moment.”- Dictionary.
This is often easier said than done. It is easy to become fearful and negative in today’s world. Listening to the news, reading the newspapers, can be a depressing reminder of the situation worldwide.
I believe it’s so important, amidst the worry of our daily lives, to focus our hearts and minds on what is noble and lovely. We are in the middle of February and already our students and teachers have achieved so much. Public schools will only reopen on Monday 15th February and their teachers and students are only now preparing for the academic year.
I am proud that our students have been busy with their academic programme since the beginning of the year and commend their enthusiasm and dedication. Sir Winston Churchill once said, “young men and young women, take up your mantle and rise; it is time for change.” We, the educators and parents, are the ones who empower and equip this generation for change. Let us pass the torch with pride!
Our students are all dressed up and ready to celebrate Valentine’s Day today. Such celebrations are important for morale and fellowship. Therefore, it is with joy, laughter, treats and music they celebrate the day and share the love!
On Monday, 15th February, we will have all students back on campus and we are sure they cannot wait to join their peers. Teachers will continue to prepare work for students who are abroad or have co-morbidities. As communicated two weeks ago, all other hybrid teaching ends today. Although our hybrid programme is running smoothly, the students need to have the benefit of face-to-face communication with their teachers.
As we look forward to the weekend, I encourage you to share the love with your family and friends. We cannot know what tomorrow will bring but we can celebrate today!
Kind regards
Edna
(Follow us on Instagram to see some of the Valentine’s Day photos and videos.)
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The Importance of Mathematical Thinking
“To solve math problems, you need to know the basic mathematics before you can start.” – Catherine Asaro
One thing that I have reiterated to all my students over the years is to consider Mathematics as a way of thinking. Kaye Stacey (2012, University of Melbourne) submitted that mathematical thinking is important in three ways.
- Mathematical thinking is an important goal of schooling.
- Mathematical thinking is important as a way of learning mathematics.
- Mathematical thinking is important for teaching mathematics.
As students are introduced to high school Mathematics, it would be wonderful if many students could have just a small taste of the spirit of discovery of Mathematics as described in the quote below from the Mathematician Andrew Wiles.
“One enters the first room of the mansion and it’s dark. One stumbles around bumping into furniture, but gradually you learn where each piece of furniture is. Finally, after six months or so, you find the light switch, you turn it on, and suddenly it’s all illuminated. You can see exactly where you were. Then you move into the next room and spend another six months in the dark. So each of these breakthroughs, while sometimes they’re momentary, sometimes over a period of a day or two, they are the culmination of, and couldn’t exist without, the many months of stumbling around in the dark that precede them.” (Andrew Wiles 1997)
Because Mathematical thinking is a process, l will discuss examples of what l do every time and again with my students in and out of the classroom.
- Logical Puzzles
A logical puzzle is a problem that can be solved through deductive reasoning.
In class we have used this website many times and my students find Mathematics easy if engaged in an interactive and fun way. They start to enjoy how mystifying, puzzling and challenging it is.
- 4 x 4 Magic Square Puzzles
Magic Square Puzzle
In conclusion, math skills are about much more than all the minutiae we teach in school because they are a strong indicator of broader cognitive abilities. And because cognitive aptitude is one of the most predictive factors of job success, testing my candidates’ math abilities is a great way to assess their ability to succeed in any given Maths test and after school activities.
Hebert Tapfuma
High School Mathematics
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Interactive Ways To Start Your Language Classes – Spanish Teaching Routines
“¡Hola amigos y amigas!”
This year, I am focusing on working with simple and effective resources to get the students into routines in Spanish class.
I believe that routines are essential for them to practice basic and simple expressions – every day, in a way that all our students can participate. Starting my lessons the same way, it helps students focus and start thinking and interacting in Spanish.
It takes time to establish a routine but once they get familiar with the vocabulary, the students can complete the tasks by themselves in less than 3 weeks.
The worksheet is designed to help students begin to understand themselves and be aware of how they are feeling each day (feelings), as well as what is going on around them. (The date, the season, the weather). It practices simple and practical language in a visual way that makes it accessible to the whole class.
To print less, I hand out a copy of the worksheet to students, at the beginning of the year, asking them to stick it on their notebook first page.
Then I use the projector in class to help them write down the same information in their notebook at the beginning of each lesson, especially at the beginning of the year.
I can say that I am very impressed with the positive impact that a solid beginning of the class routine creates, especially with the youngest students.
Having a repetitive start gives students the opportunity to settle in and feel comfortable with the change in language. It gives everyone in the class a chance to speak and sets the tone for the class.
In my classes, we start with general information (day, date, weather, feelings) and we will be adding more sections, especially in the last years of Primary school (express likes and dislikes, describe themselves).
It is important to note that I only see my classes once or twice per week, but they can still write down their routine in Spanish every day.
This is what I do at the beginning of class:
(It might take a few classes for students to master these basic routines but in 3 or 4 classes they will be familiarized with it and it will make the beginning of class smooth)
Routine 1 – Greetings.
I say, “Hola”
Students say, “hola”
Then I say, “buenos días” (good morning) or “buenas tardes” (good afternoon/evening)
Students say, “buenos días” or “buenas tardes”
Then I ask, “¿Cómo estáis?” (How are you?)
Students say, “bien. Gracias, ¿Y usted?” (Well. Thank you and you sir?)
I say “Bien. Gracias” “Well. Thank you.”
Routine 2 – Days of the Week – ¿Qué día es hoy?
I have a poster in the class with the days of the week, the months and colours (please see the photo)
The first week we sang the Spanish days of the week from Rockalingua, which the students will use later in a practical way to write down the date.
I ask, “¿Qué días es hoy?” (What or which day is today?)
I call on a volunteer and he or she says, “hoy es martes.” (Today is Tuesday)
I ask, “¿Qué día es mañana?” (Year 3 and 4) (What or which day is tomorrow?)
I call on another student that says “mañana es miércoles.” (Tomorrow is Wednesday)
I ask, “¿Qué día fue ayer?” (Year 5 and 6) (What or which day it was yesterday?)
Another student says, “ayer fue lunes.” (Yesterday was Monday)
Routine 3 – Months
We do the same thing that we did on routine 2 with the days of the week. We watch the months of the year song in Rockalingua. I ask “¿En qué mes estamos?” (Which month are we in now)
I call on a student and he or she says, “estamos en febrero.” (We are in February)
Routine 4 – Date
I ask “¿Quién me puede decir la fecha?” (Who can tell me the date?) I call on a student to say the date in a full sentence. For example, “hoy es viernes doce de febrero de dos mil veintiuno.” (Today is Friday, the 12th of February 2021.) I make sure the sentence is correct and then I have the whole class repeat.
Routine 5 – Feelings
“¿Cómo estás?” (How are you?) I ask the students how they feel today.
(I am tired.) Estoy cansado (masculine) or cansada (feminine)
(I am happy/well/not well.) Estoy feliz/bien/mal
Routine 6 – Weather
¿Qué tiempo hace hoy? (How is the weather today?)
I say, “mirad por la ventana” (Look out the window). I have students look out the window and I call on a volunteer to respond using a sentence about the weather. For example, “hoy hace sol” (Today it is sunny) “hoy está lloviendo,” (Today it is raining) etc. I use the Rockalingua song “¿Qué tiempo hace hoy?” about the weather in Spanish that contains vocabulary and grammar structures related to weather.
Routine 7 – Clothes
The students write down the clothes that they would like to wear according to the weather and have to choose a colour also for each clothing item. For example, (Today I am wearing a red dress or a blue t-shirt.) “Hoy llevo puesto un vestido rojo o una camiseta azul.”
I read the whole routine again for them and in a few minutes the students are speaking and interacting or at least getting compressible information in Spanish while they are reviewing basic and important topics, and most of the class is now focused on only one thing.
During the first lesson of the year, I hang out a copy of the beginning of the class routine (click here to view the document) and during the first 3 weeks we are filling in the document together to make sure that the students understand the vocabulary and time.
We also listen to all the Rockalingua songs that contain vocabulary and grammar structures related to this routine: the greetings songs, what’s your name, the feelings, the weather, so the students memorize the vocabulary in a fun and more effective way.
Javier Vidal
Spanish Teacher
Global Perspectives – Growing And Growing Up
This year the students in Year 1 are being introduced to a new subject offered by Cambridge Primary: Global Perspectives. In this programme the students will develop the skills of research, analysis, evaluation, reflection, collaboration and communication. It also offers opportunities to reinforce links with and skills learnt in English, Mathematics, Science, Art & Design, Digital Literacy, Music and Physical Education.
The Cambridge approach encourages the students to be responsible, innovative, confident, engaged and reflective.
Our first challenge in Year 1 is the topic, Growing and growing up. During our lesson time the students discussed the following, here are a few of their answers:
How do you know you are growing?
Every morning I look in the mirror and I look a little bit bigger? – Mataio
Every time you go to bed your bones grow. – Aziri
When you are growing, you get bigger and bigger and bigger. – Ifunanya
My mommy tells me I am growing. – Juliana
Why do you need to grow?
So you can get some food for your children? – Aubrey
So we can play and have fun. – Dean
So you can go to big school and so you can help your mommy when she is at work. – Defne
So you can become responsible and get a nice family. – Eva
How were you different when you were younger?
I didn’t know how to draw. – Keona
I was shorter and I couldn’t walk. – Wany
I couldn’t open the door and I couldn’t swim. – Pearce
I could crawl and I was walking with a balancer. – Stuart
Do you want to be a child or a grown-up? Why?
A child because you don’t have to worry when someone steals you because your mom and dad will help you. – Tilda
A child because then you don’t have to worry about anything and you don’t have to go to work. – Hayley
A child because I am fast. – Muhammad
A grown-up because then I can work and go to the shop and buy things. – Omar
A child because you can do more things when you are a child. When you are a grown up you have to work. – Jaanae
A grown-up because then I can do what I want to and then I can have a child and tell them what to do. – Nevaeh
We are looking forward to further discussions and learning about what games older people played when they were young.
Ann Cordner
Year 1 Teacher
(*Masks were removed for photograph purposes only.)
From the Principal’s Desk, 5 February 2021
Dear Parents
“We are what we think. All that we are arises with our thoughts. With our thoughts we make the world” – Buddha.
This week I have been particularly mindful of life’s journey. People often use the phrase ‘we’re all in the same boat’ and I believe this holds true to some extent; it’s just that our boats are all a little bit different. The way we approach life’s challenges is informed by our lived experience.
Whilst some have experienced the loss of a loved one, others are celebrating new life. Some have lost their jobs whilst others have discovered new revenue streams or embarked on an exciting new venture. There are those of us who remained isolated, finding peace and solitude in the quiet, whilst others have taken a walk on the beach and felt their spirits lift.
The experience of frustration and tiredness is a commonality at the moment; we have daily choices to make and some come easier than others. We might all be facing the same pandemic, but the way it affects each family is different. It is the same experience at school. Our teachers are affected by the pandemic, by the shifts between school-based and online learning, differently. It is difficult to be an educator during this time as the shift away from traditional teaching this year was sudden and steep. Despite all these challenges we remain, as always, resolved and dedicated to our craft.
As we celebrate “World Read Aloud Day” we encourage you to read with your children. Teach them that there are infinitely better ways to learn than from an electronic device. There is a myriad of interesting topics for us to share with our children so why not explore the options? Introduce your children to new ideas, stories, and perspectives. Reading is a wonderful pastime and invaluable family time.
“The MORE that you READ, the MORE things you will KNOW. The MORE that you LEARN, the MORE places you’ll go.”- Dr. Seuss.
I wish you all a wonderful weekend of reading!
Edna
WATCH: Year 3 student, Noma Mashazi, reads to us in celebration of World Read Aloud Day.
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Learning More About Shapes
We have been learning about making and recognising basic shapes in Pre-Reception. The students had the opportunity to create and explore with shapes to learn what shapes look like and how to make them
We went on a shape treasure hunt in our playground. The students had to match their given shape with the shapes of the hopscotch and other games on the playground.
In the classroom we used Lego blocks, beads, play dough and match sticks to make different shapes. We also practised drawing shapes and cutting them out. We made even a square man during arts and craft time.
The students will continue to observe shapes in every activity they do and every book they read. Shapes are everywhere and fun to explore throughout the year.
Martie van Dyk
Pre-Reception Teacher
