Newsletter #3 2021-2022

Newsletter #3 2021-2022

Content

Year 3

Year 1 & 2

Proyecto de robótica

Year 4, Week 10 Newsletter

Geografía española en primaria

Secondary science day

International week

Year 3

In year 3 we celebrated father’s day by creating reports about our fathers. We focused on sentence construction, using a wide range of conjunctions, adjectives and adverbs to construct powerful sentences. As the cherry on the top we practised our listening skills by following complex oral instructions to construct miniature trophies for our Fathers. All in all a personalised present that we hope our father loves!

Year 1 & 2

Sewing Project- this term we have began our design technology module, where children were required to design and create a usable product. Children chose to create a coin purse, after learning about Money in maths.

Firstly they created their concept and designed the product. They complied a list of materials and equipment they would need, before creating their product.

Children love participating in this activity, which is great for developing fine motor skills.

Proyecto de robótica

Seguimos con los proyectos de Robótica en el aula STEM. Construcción de dos vehículos con servomotores, sensores ultrasónicos y Arduino Nano. Para los chasis y las cubiertas utilizamos la impresora 3d.

El nuestro aula STEM, los alumnos trabajan por proyectos que ellos mismos eligen y desarrollan. Aquí dos ejemplos de dos vehículos construidos con Arduino y Arduino Nano. Para hacer los chasis, ruedas y el resto de elementos hemos utilizado la impresora 3D. Después conectaremos el sensor ultrasónico, servomotores y resto de componentes a la placas de Arduino donde está cargada la programación para cada elemento. El resultado: un vehículo capaz de evitar obstáculos y otro que se puede utilizar para competiciones de lucha de robots.

Year 4, Week 10 Newsletter

In science, Year 4 have been studying how sound works. After working on the theoretical side, discussing, noise, pitch, particles and vibrations, the students, in groups, made posters explaining how sound is made.

Once the theoretical understanding had been gained we began to explore how to make musical instruments using every day items and elastic bands. Our first stage of this project was ‘making music’ in the class.

From the class we went into the garden and play area to find how sounds can change using different size elastic bands.

After these experiments we produced information booklets explaining our favorite class-made musical instrument.  We had to give instructions on how to re-create the musical instrument and information regarding the process of  sound, how sound works.

Geografía española en primaria

Los alumnos de primaria han trabajado en la planificación y gestión de proyectos con el fin de alcanzar objetivos previstos para esta etapa en cuanto a geografía española y situación de las comunidades autónomas y el conocimiento del clima interno de su propio país. Todo ello a través de la presentación a modo noticia del tiempo y explicando las diferentes características que pueden presentarse en cada región.

Secondary science day

The students have been working in groups of between 2 and 4 on science projects related to Biology, Chemistry or Physics.

Each project involved the students creating a hypothesis and then through experiments proving their hypothesis. The range of topics included Sound, DNA, creating a battery free radio, material densities and many more. The judges were students and staff from our sister school in Mataespesa.

The business studies students also set up a bake sale during the Science Fair and raised over 200 euros for a charity in support. 
International week

Durante la última semana de este trimestre (4 al 7 de Abril) todas las clases desde Playgroup hasta Year 6 van a trabajar en un proyecto común, la “SEMANA INTERNACIONAL”. 

Cada curso representará a un país y durante esta semana, en clase, se trabajarán los distintos aspectos de la cultura y geografía de los siguientes países.

  • Playgroup: ITALIA
  • Nursery & Reception: MÉXICO y ESTADOS UNIDOS
  • Year 1 & 2: FRANCIA
  • Year 3: REINO UNIDO
  • Year 4: INDIA
  • Year 5: JAPÓN
  • Year 6: ISRAEL

El día 7, último día de este trimestre, a partir de las 15:00 podéis recoger a vuestros hijos en el jardín del colegio y dar un “paseo por el mundo” ya que los trabajos realizados durante la semana se van a expuestos en esta zona.

Pedimos a los padres no pasar más de 10 minutos en el área de exposición (tiempo suficiente para ver los trabajos) con el objetivo de evitar grandes aglomeraciones.

Así mismo, y a petición de muchos padres, se pondrá una hucha para recaudar dinero para Ucrania, de donación voluntaria, que se entregará a una asociación durante el Concierto por la Paz que se celebrará el 14 de mayo a las 18:00h y del que mandaremos más información después de semana santa.

Bread and Butter Pudding

 

Year 3 this week have been exploring the United Kingdom. We have looked at a range of maps, looking at the counties, countries, rivers and seas then applying this knowledge to draw maps. We have also learnt about the famous author Shakespeare, and read one of his plays.  This week we have also looked at the story of St. George, his history and retelling of the legend both orally and written. Part of exploring the culture in our amazing country has been cooking a couple of traditional recipes, (Bread and Butter Pudding and Porridge) which we thoroughly enjoyed whilst listening to a bit of a Gilbert and Sullivan operetta, the Pirates of Penzance. All in all an extremely fun and interesting experience where we immersed ourselves in learning about the United Kingdom!

Montessori Music Room

Let’s play music for the International Cooking Week

WE’VE MADE OUR OWN DRUMS, SHAKERS, RAINMAKERS USING  
RICE, BEANS, SEEDS, CHICKPEAS, etc. 
In preparation for the big international food day, the music room was abuzz 
with different music activities. These instruments can be used alone or 
with other DIY instruments to create the perfect percussion ensemble! 
Materials Needed: 
  • A few Pringles cans
  • 1 handful of filler material (seeds, rice, beans, or chickpeas)
  • Duct tape

How To Make Them:

  1. First you have to eat your yummy Pringles!
  2. Put a handful of filler material into the bottom of a Pringles can.
  3. Take the second Pringles can, place it open mouth to open mouth with the other, and tape them together.
  4. The more beans, rice, seeds, or chickpeas you can put into the can, the better, as this is what makes the sound.
  5. Lastly, you’ll need to cover the entire rainmaker with duct tape. 
The Maracas is an instrument that comes from Latin America.The Drums and Maracas typically have different pitches. This is to achieve a «pitch variation”.
Year 1 – 6

Bonjour!

For international week, we created a 3D map of Paris to identify the most famous French landmarks.

Year 1 & 2 children worked in groups to research French landmarks, French Cuisine and created a fact file about France. Year 1 children designed French Flags and decorations.

We have also been learning how to say basic French phrases and colours. Tomorrow we will create croissants! Bon Appetit!

Year 4: We studied India with the specific focus on mythology and storytelling,such as The Hindu Myth of Creation, the story of Ganesha´s Elephant head or The Jungle Book, producing both oral recitals and a variety of comic strips.
We also explored many different traditional activities including some Mathematical systems (Verdic maths tricks, using fingers and different mental
strategies), and other sports like chess and cricket.

Year 5: Japan was the country chosen by Year 5. Our focus was on Japanese
culture focusing on children behaviour. We practiced greeting people with those wonderful bows.
We also decorated chop sticks and tasted Japanese snacks with them, learned
some basic Japanese vocabulary and watched a sumo fight. Our written work was about our favourite Japanese characters.

Year 6: Before starting our project work about Israel we had to learn the names and location of all the countries and capital cities in Asia. Tajikistan (Dushanbe), Yemen (Sanaa), Bhutan (Thimphu)… and the most difficult Mongolia (Ulaanbaatar)!
Then, we divided into groups to create a poster presentation about Israeli;
Geography, People and Culture, Nature, Government, History and Fast Facts.
The kitchen staff helped us prepare Israeli hummus on toast… it was delicious!
We learned how to pray in Hebrew “Baruch ata Adonai, Eilohenu melek haolam…” and made a wish which we later pinned between the wall cracks of our Western Wall.
On the last day we explored the meaning of the kibbutz communities and read
Ms. Gabriela’s 1977 diary of her time living in a kibbutz in Israel. Her handwriting was atrocious. Finally, we studied important facts about the Dead Sea and sent a friend to float there!

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