Aftercare And Holiday Care
At BIS our main focus for Aftercare is to provide support for students when formal school activities close for the day. Some of the benefits and value that students receive when enrolled in our BIS Aftercare Programme includes:
- Basic homework routines support by aftercare assistant.
- Fun activities such as reading, drawing, arts and crafts, movies.
- Basic needs are met which includes safety, a snack, play time.
- Strengthened relationships with peers and more quality time to spend with parents at home, as homework and other activities are completed at Aftercare.
We also offer a fun, interactive and structured Holiday Care Programme, where extra-mural activities and recreation forms part of the daily routine.
Some of these activities include:
- Participation in sporting activities to strengthen and develop physical and team building skills.
- Learn life skills through participation in a range of informal and structured activities that teach children how to cope with everyday situations.
We have an exciting Holiday Care Programme planned for the June/July school holidays; enroll your child by clicking on the link below.
Avril Lai Wing
Aftercare Manager
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‘X’ Marks The Spot
This Term in Geography, the Year 3 students have been learning how to read a map, what map symbols are used for and following directions on a map. They also learnt a great deal about grid references and compass roses. This all coincides with History where we are learning about ‘Explorers’.
When investigating map symbols, the students had to create their own map symbols for the classroom. Once they had completed that, they used those symbols to draw a birds-eye view of their classroom to show their knowledge and understanding of the concept.
We extended the concept by playing directions board games and completed a compass challenge game in groups.
The best part of the whole term was that each student was given a chance to create their own treasure map, and present an oral about their map explaining how to get to the treasure using directional language. Each map had to have an appropriate name, a key showcasing exciting locations, feature a compass rose for directions and footprints to the treasure (x marks the spot).
Students were allowed to stain their maps with tea or coffee and burn the maps to age them so that it looks authentic. I remember doing this exact activity in primary school, so I was very excited to see what each student came up with. I loved the various locations they used, like skull caves, waterfalls, sinking sand and volcanoes, only naming but a few. The Year 3 teachers are super proud of how much effort all our students put into this task. I am sure that you will agree with us when you see their beautiful maps.
We will continue exploring maps and atlases for the rest of this term while discussing the various famous explorers. I cannot wait to do the scavenger hunt and I am certain the Year 3 students will enjoy it too!
Wendy Menton
Year 3 Teacher
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Creating 3D Shapes
During the term, the Year 4 students have been learning about 3D shapes, forming part of their Mathematics curriculum. Through research, collaboration and investigation the students learned the names of these shapes as well as their properties.
As part of a class project, students were given the task of creating a structure/model using no less than three different 3D shapes. They had to construct each shape, using nets, before assembling their project. Our budding engineers worked tirelessly to come up with amazing designs and we could not be any prouder.
After the construction was complete, students had the opportunity to share their project with their peers in an oral presentation.
We are very proud of our students.
Yvette Fourie
Year 4 Teacher
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Learning Using Models And Research
Learning is more than remembering terms and concepts. It is the start of a lifelong adventure of inquiry. The Year 3’s have been challenged and assisted in their research by using technology, observations, and secondary sources to study the Earth, Moon and Sun. What they have discovered, they have demonstrated using models.
Last Monday, the early risers had the privilege of seeing a Blood Moon. Aside from watching and discussing a YouTube video to learn what causes a Blood Moon lunar eclipse, they took photos and created a couple of beautiful collages of the Cape Town May 2022: Blood Moon.
The iPads have also been used to research lengthy websites and discover the 7 ways the Earth is round. They did this by simply using the subtitles as a reference. We also explored how to use Kiddle – a search engine designed for kids to use to find information quickly. We then moved on to using YouTube as we mined for diamonds of information on a Dr Bionics video about the structure of the Earth.
Of course an interactive way to display our knowledge, is to use models.
This term we have used our hands to demonstrate how the primitive (reactive) brain and the prefrontal cortex helps us focus and solve problems.
We made interactive lungs with cards, balloons and straws to show how air comes in through our nose and mouth and inflates our lungs.
We are especially proud of our plate models, which show the phases of the Moon; the names of each stage as the Moon rotates on its axis and orbits the Earth. Some students were even able to show where the Sun would be during a lunar eclipse.
Information that students find for themselves, discuss, and demonstrate their understanding of becomes a lived experience instead of a book study.
Carey Schoots
Year 3 Teacher
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Multiplication Scavenger Hunt
In Mathematics, the Year 6’s have been learning about multiplying whole numbers by two digit whole numbers. They have learnt about many different methods to work out their answers such as the Grid Method, Expanded Written Method and Formal Written Method. This week they put all this new information to the test and took part in a Multiplication Scavenger Hunt.
The Year 6’s received clues such as:
– I’m a four sided shape but people call me five.
– Here we hold meetings and celebrate stars of the week. To find the next clue go take a peek.
– With clothes of green, and bark not of a dog. Search me for the goods, I sleep like a log.
– A site of work and getting things done, and making calls for your sore tum.
– Back and forth I take you, higher and higher you fly. At time you can push me and I might make you cry.
Can you figure out where these locations are?
When they arrived at their destination, they would find a task card waiting for them with a number sum or a word problem on it. Once they worked out the correct answer they could come back to me and receive their next clue. This turned into a competition, with each group trying to get to as many task cards as they could.
This was a lot of fun and a more hands on way of learning. It allowed the Year 6’s to show off their newly learnt multiplication skills, as well as practice other skills such as: team building, patience, group work and time management skills.
Brittney Hakime
Year 6 and 7 Mathematics Teacher
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Sound
“Tell me and I forget. Teach me and I remember. Involve me and I learn”. – Benjamin Franklin.
Our budding scientists in Year 5 have been learning all about how sound is created. As stated in the quote above by Benjamin Franklin, the best learning takes place when students are actively involved in the learning process. Hence, it was time for our students to put on their scientist hats and participate in some thrilling scientific experiments in class!
As seen in the pictures below, each student had to stretch a piece of plastic film tightly over the open end of a plastic bottle. They had to then light a small candle, causing endless excitement amongst the students! It was then that the fun started. The aim of the experiment was to test if sound vibrations travel through the air, as we cannot see them with our own eyes. If this theory was indeed correct, the flame would flicker when they tapped the bottom of their bottle!
And…EUREKA!
The experiment was a success and as any accomplished scientist would do…the experiment was done repeatedly and with much amazement by each student! After all the excitement, the lesson was concluded with some serious reflection, thinking, debating and discussion about our findings.
The best way to learn science is by doing science and to never stop questioning!
Jennifer Rose
Year 5 Teacher
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Bright Science Sparks
“The Shadow Proves the Sunshine” – Switchfoot
The year 4’s have just completed a week of shadow investigation. On Monday morning we set out with a mission to discover how shadows move and change throughout the day. We started our lesson in groups by answering questions about shadows and light, discussing what we already know and what we still need to learn. It was key for every group to cooperate with one another by being polite and kind to the other members of the group. Sharing and taking turns was also a key factor in working towards a group agreement on their answers.
Our research starting point was making predictions about how the shadow would move or change. A simple upright pencil on cardboard was all we needed to set this test in motion. Our first observation was that light always travels in straight lines. Anything in the way would cause a shadow. Throughout the day, in fact every hour, we witnessed that our shadow moved to the east. Our pencil shadow was long in the morning. As the day progressed the shadow became shorter, being the shortest at noon. After midday the shadow of the pencil slowly grew in length again.
Our testing was not yet complete! Working in groups again, we investigated which objects were transparent, translucent and opaque. We also discovered that we could change the size of our shadow by moving closer or further away from our light source. After collecting and recording our observations over the course of the week, all our findings were crafted into games.
Looking back over this week it is clear that every Year 4 student has taken ownership in this investigation. In return, this will create a sure scaffolding for future light exploration.
Carol Blake
Year 4 Teacher
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