KISU Primary Newsletter
Number 513................................... 5th March 2022
Do you know:
1. What the title of the last book that your child read is?
2. What your child's favourite subject is?
3. Which teacher in school they would turn to if things are going wrong?
4. What their favourite meal in the canteen is?
5. Who their best friend is?
6. What homework they have this weekend?
7. If they have any tests or assessments next week?
8. Are there any subjects they find particularly difficult?
9. What they do at break and lunchtime?
10. If there is anything making them unhappy?
When my children were at school I am not sure I would have been able to answer all of these questions, but I do know that I should have been able to. There is lots of research that shows that positive parental involvement in a child's education has a major impact on progress and achievement. Set yourself the task of spending some quality time with your child and get to know more about their school life so that you can answer all of these questions and more.
Ms. Shartah spent some time working at KISU as an intern before taking over fully at the start of this term.
Highlights from Last Saturday's Sports Day
3-1 Heritage (Win)
1-4 French School (Loss)
3-1 Acacia (Win)
4-0 Acacia (Win)
4-2 Galaxy (Loss)
2-3 RISU (loss)
10-0 AIS (Win)
1-1 Galaxy Tie
1-2 Acacia Loss
0-3 Rainbow Loss
1-0 Heritage Win
The PowerPoint we shared with parents has been emailed to parents which also has within it links to websites which the handouts came from...
There are many free resources to help you to help your child at home. For any support, please reach out to your child's Class Teacher.
Mother Tongue Week 28th February - 4th March
Questions, Questions, Questions!
Inclusive International Diversity
What are Year 5 up to?
Are you listening?
Why Listening Skills Are Important
Listening skills will affect your child’s:
- ability to develop speech and language skills
- ability to read (Auditory perception is vital for reading)
- ability to follow verbal instructions at school
- ability to socialize and communicate effectively
- ability to cope in general at home and at school
In modern times, children may be exposed to large periods of screen time as well as many types of stimuli that can be overwhelming. They also tend to have less free time to play.
This affects their concentration span and their overall performance, especially their ability to read, which involves hearing, distinguishing and blending sounds.
The good news is that by paying attention to this skill at home for just 5 to 10 minutes a day, you can make a massive difference to your child’s overall listening ability and help them cope better at school.
Listening is an important part of your child’s overall cognitive development.
The best time to start doing these activities is as early as possible (it starts with your baby listening to sounds and music) and right through the preschool and primary/elementary years.
Here are a few games and activities to practise using listening skills:
Make up a word or sentence and whisper it into your child’s ear, who must whisper it to the next family member, who continues passing the message around the table. The last person to hear the message says it out loud.
Call out instructions by saying, for example, “Simon Says put your hands on your shoulders.” When you give an example that doesn’t begin with “Simon Says,” such as “Jump three times,” your child must not do it.
I Went to the Zoo and I Saw a…
This game is more advanced than the previous ones and involves listening as well as memorizing.
Choosing any animal names, start the game by saying “I went to the zoo and I saw a monkey.”
Your child then responds with “I went to the zoo and I saw a monkey and a lion.” You respond with “I went to the zoo and I saw a monkey, a lion and a tortoise.”
For each turn, repeat the animals that have already been listed, in sequence, then add a new one. You may not repeat an animal.
At first, this may be tricky, but with time you will be amazed at how many animals your child can remember.
This game is actually easier with more people because it is easier to associate words with different people than 10 words from the same person. So be sure to get the siblings, parents and grandparents involved.
This game can be varied with any list e.g. I went to the shop and I bought a…” or “In my fruit salad there is a…”
Which One is the Odd One Out?
This is a game that develops listening for a particular piece of information.
Say a string of words to your child that are part of a particular theme or category. Insert one word into the set that does not belong and ask your child to identify the word that doesn’t belong.
apple, banana, leopard, pear and apricot.
The word leopard is an animal but the rest of the words are types of fruits.
Start off with an easy example like this and later make the categories less obvious or make the odd word of a slightly different category.
For example, say a list of vegetables and insert one fruit, or say a list of negative emotions and add in a positive emotion.
Make Up an Impromptu Story
At bedtime, make up a nonsense story together by adding on one line each and seeing where the story goes.
Mom: Once upon a time there was a little girl.
Child: She was fighting with her brother.
Mom: Suddenly they heard a big noise and went to the window…
Model Good Listening
It goes without saying…If you want your children to be good listeners; you need to model that behaviour.
Listen to them when they talk to you. Validate what they are saying. Listen to your family members.
Year 2 are inferring...
Year 2 children have been practising the skill of inference in their reading lessons.
Inference is using observation and background information to reach a logical conclusion. You probably practice inference every day. For example, if you see someone eating a new food and he or she screws up their face in an unpleasant way, then one can infer that he/she does not like the food. Or if someone slams a door hard and on purpose, one can infer that she/he is upset or angry about something (without hearing an outburst to corroborate).
Think of it as 3 easy steps...
Step 1 Observe: What can you see or what information have you been given? (start with a literal response).
Step 2 Wonder: What do know and want to know in relation what it is that you can actually see or about the information that you have been given?
Step 3 Infer: Make an informed assumption based on evidence and reasoning by putting together all the visual cues, known facts, your prior knowledge, your prior experience to .
Your schema plays a big part in influencing your inferences; facts + schema = inference.
Schema is a reader's background knowledge. It is all the information a person knows – the people you know, the places you have been, the experiences you have had, the books you have read – all of this is your schema. Readers use their schema or background knowledge to understand what they are reading.
Here is a task that Year 2 children had a go at in class today and would like other children in different year groups to do to practise their inference skills. Parent's please encourage your child(ren) to use the following information to draw a complete picture. The Year 2 children can't wait to see your pictures of the scene.
Use the information given, known facts plus your schema to infer and add in any extra information and details.
Why do they want a cleaning robot? Where are they? What is the room/place like? Why is the person in that place? Who are they with? What are they doing? Do they need a cleaning robot? Why is the robot female?
Early Years PE Progress
During this term, the Early Years children have learnt and developed skills in Gymnastics, Dance and Swimming.
In Gymnastics children have investigated movement, stillness, and showed how to find and use space safely. They have explored basic gymnastic actions on the floor and on apparatus. They have copied or created, remembered and repeated short movement phrases and linked actions, e.g. two jumps or two rolls or a jump that leads into a roll. They have performed individually, in pairings and in groups. We have many talented gymnasts in Early Years!
In Swimming children have shown much improvement in terms of enthusiasm and many of our youngest pupils are much more water confident. Some children are now able to float and glide towards a coach and even swim across the width of our smaller pool with minimum support. What great progress we are seeing in a short amount of time!
Year 2 French (Français 2e année)
They are absorbing everything like little sponges and have moved on from introducing oneself, counting (numbers 1-20) and naming colours, to learning parts of the body. (Ils absorbent tout comme de petites éponges et sont passés de la présentation, du comptage (chiffres de 1 à 20) et de la dénomination des couleurs à l'apprentissage des parties du corps).
Well done Johannes for confidently speaking in front of the whole class!
(Bravo Johannes pour avoir parlé avec assurance devant toute la classe!)
Also, well done Year 2s for performing your French song in our KS1 KS2 assembly, it was great!
Creativity, collaboration, critical thinking and communication – the 21st century skills
Critical thinking teaches students to question claims and seek truth and creativity teaches students to think in a way that is unique to them. Collaboration teaches students that groups can create something bigger and better than they can on their own and communication teaches students how to efficiently convey ideas.
Year 6 students are working collaboratively to create a school magazine. This task requires students to work in groups and use their online skills to communicate with group members, assign tasks and work together to develop, edit and publish quality articles for the magazine. The students did all of the above with an openminded approach accepting other children's contributions, suggestions and ideas... Here they are working through a shared Google doc file.
Open-minded Primary Super Learners of the Week...
This week, pupils have been exploring what it means to be openminded. This theme tied in perfectly with our Mother Tongue whole school focus by encouraging all children to be self aware (tuning in to our own feelings, thoughts, and actions and also recognizing how other people see you), self confident, respectful and considerate. These qualities enable us to embrace each other and celebrate what it is we love about our friends and peers.
Year 6 Pranav Iyengar
Year 5 Anjolaoluwa Windapo and Abhav Midha
Year 4 Miia Merryfield and Jovana Videnovic
Year 3 Simon Sichilyango
Year 2 Armaan certificate
Year 1 Nrupali Mehta
Reception Jaythan Kimbugwe
KG3 Phoebe Liu Jun
KG1/2 Alvah Mugenyi
Specialist Subject Award Winners:
Primary Sports Person of the week is Zeinab Ahmad for performing such amazing rolls in gymnastics. Zeinab's forward roll, shoulder roll and log roll was technically perfect! 10/10!
Primary Super Musician of the week is Amaanya Sachdeva for actively participating in singing songs of different languages and instrumental activities with enthusiasm. Amaanya's behavior too is excellent and always sets an example to the rest of the class.
Primary French Speaker of the week is Rafi Damani for sustained focus and concentration during French classes this week.
Primary Artist of the week is Lethabo Hlanyane for simply being so talented. Everyone needs to know just how capable and able this young artist is. Every piece of work Lethabo does is executed with care and precision due to great effort and the passion she has for this subject area.