Two Weeks of Growth and Exploration for Little Learners 

Written by Ms. Liliia, September 2024.

Over the past two weeks, our little learners have had an exciting time exploring important topics geared towards their growth and development!

We began by discussing appropriate behavior, where the children learned the importance of sharing, taking turns, and being kind to one another. They engaged in role-playing activities to practice these skills in a fun and interactive way.

In our morning routine sessions, we emphasized the value of following a schedule. The children practiced washing their hands, saying good morning, and settling into their day with enthusiasm and joy.

In math class, the focus was on counting and number recognition from 1 to 5. The kids enjoyed counting various objects around the classroom and participated in hands-on activities that reinforced their understanding of these numbers.

Additionally, we celebrated our families by learning about different family members. The children created beautiful art projects representing their families, which they displayed proudly in the classroom.

Our days were filled with various art activities and active games that encouraged creativity and physical engagement. It was gratifying to see the children grow and bond over these enriching experiences!

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Developing Descriptive Writing Skills with Year 3

Written by Mr. Dilip, September 2024.

As the students adapt to the campus life, we focus more on improving their learning abilities. We aim to create the happy learning environment and motivate the learning enthusiasm of students. Students can follow the activities arranged by the teachers and study happily through rice and diverse activities and multi teaching space.

This week's English lesson with Year 3 focused on developing writing abilities. The emphasis on students' reading and writing abilities is one of the major changes from Year 2 to Year 3, and it is a constant challenge for the children. In order to inspire students to express themselves via writing, we must make sure the courses are as interesting and imaginative as possible. 

We started by setting the context: Mr. Mark has asked for a new Year 3 classroom, and it is the students' responsibility to design the classroom of their dreams. For this work, students were allowed complete creative freedom. First, we gave the pupils a variety of tasks to prepare for in their classrooms. A description of the classroom, supplies, technology, artwork, activities, and their preferred method of learning were all written by the students. After that, the students collaborated in groups to create their plans.

After completing their plans, the students had to create a layout for the classroom. Drawing the layout was the first step, and then came the crucial part—writing their description. One of the most important things for them to concentrate on was punctuation, which we have been practicing. The pupils created some incredible designs and had a great time using creativity to communicate their ideas. 

A presentation in the style of a gallery walk was the last task. It was required of the students to go around the classroom, looking at the other creations and asking the designers questions about what they had produced. After that, each person received a sticker, which they could apply to the design that most appealed to them. In order to persuade their peers to vote for their design, they had to practise both their presentation abilities and their use of persuasive and descriptive language throughout this portion of the experience. The students were all very excited, as we had a guest appearance from Mr Mark, who was impressed with all the designs and had an opportunity to select his favourite too. 

Especially for writing assignments, which some students find less interesting, it's critical to provide activities that foster students' creativity and collaboration among peers. Creating a supportive atmosphere for the children that inspires and motivates them to learn requires effective communication and teamwork. As the year goes on, we intend to keep working towards our objective of helping the kids become confident writers and look forward to witnessing them develop their talents. 

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Year 5’s Learning Model

Written by Mr. Matthew, September 2024.

This year’s cohort of year 5 students, like many others, have a wide range of learning styles, abilities, motivations and challenges to contend with. We welcomed many new students this year in year 5, many of whom find English their biggest hurdle. Recognising this, I catered the year 5 curriculum into inter-related units to enhance cross-curricular links and give students more chance to use new vocabulary across many subjects. 

Each lesson in year 5, is presented verbally and visually on the interactive smart board as well as modelled on the flipchart paper. Our lessons are carefully structured and scaffolded so that each student can access the lesson content and apply the appropriate amount of challenge for that student. Verbal feedback and marked work helps students to understand common errors and allows them opportunities to reflect and improve. 

During our first half-term, we focused on ‘All about me’ and ‘Health’. Students have been learning various aspects of descriptions; from feelings to personalities and a variety of areas of health in our lives from; daily routines to human digestion. All our learning will culminate in various projects or presentations normally in our Global Perspectives class, where students will use their IT skills, presentation skills and collaborative ability to present these ideas. This Friday our students will present their ideas to the class about leading a ‘Healthy Lifestyle’. I hope that students can continue their drive and motivation, and I look forward to sharing future projects with the BIS community. 

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Exciting Opportunities for Year 12 Students at Britannia International School

Written by Mr. Ian, September 2024.

As the new academic year unfolds, our Year 12 students at Britannia International School are embarking on an exciting journey by starting the Cambridge International Project Qualification (Cambridge IPQ) alongside their IELTS preparation. This innovative project-based qualification provides students with the opportunity to dive deep into a topic of their choice, fostering a passion for research and critical thinking.

The Cambridge IPQ is designed for learners aged 16 to 19 who wish to extend their learning beyond traditional exams. By participating, our students will not only enhance their academic profiles, but also develop essential skills that universities and employers highly value such as analysis, evaluation and effective communication.

Throughout this course, students will complete a 5000-word research project, allowing them to explore subjects that resonate with their interests or complement their current Cambridge International AS and A Levels. With guidance from myself they will identify suitable research topics, devise impactful research questions and meticulously document their progress.

As they engage with their chosen topics, our students will not only stand out in university applications, but also cultivate a lifelong love for learning. We are excited to see the incredible projects that will emerge from this initiative!

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