Table Of ContentFrom the Head of School |
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From the Head of SchoolDoes the teaching profession have a useful history? Dear Parents, As many of you know, I teach history to our Year 7 students. We are learning about the events and people who shaped and influenced the making of the United Kingdom between the years 1066 and 1500. This was a very turbulent time in English history and a period of great changes, many of which are still visible today in societies not just in the UK but across the world. This has also led me to think about the noble and honourable profession of teaching. I was always going to be a teacher. I studied for four years at a teacher training college. When I was studying, I learnt many skills related on how to impart the best methods of learning upon young people and I developed a sound understanding of the many concepts and theories that have helped me to understand child development; how to learn effective educational practices and comprehend the complexities that surround the social world of education both in and out of the classroom. But recently, as I was marking some of my students’ history books, I began to think that if history has taught us anything, it must be that to move forward as a nation, an organisation, a group or even as individuals, we must understand the past. Surely the past shapes our future? So with this in mind I have been looking at the times gone by of the teaching profession. What I have found very interesting is just how long ago issues designed to improve education (in the broadest sense) were actually launched and implemented. I am yet to finish my conclusions as to whether or not what has happened in teaching over the last one hundred years or so has allowed us as educators to move forward (is there indeed anything new in education anymore?) but I would like to share with you some of the highlights from the last century that have aroused my interest so far. Apologies to those of you who have not experienced English/British education but perhaps you would be willing to share similar information about your country’s educational history with me? Regards and best wishes as always, Mr. Mark. 1911 – the Consultative Committee on Examinations in Secondary Schools report recommends that children take public exams at 16. More than 80 per cent of 14 to 18-year-olds were receiving no education at all. 1919 – Intelligence tests were used for the first time in Secondary School selection. 1929 – Open-air schools are established; 170 classes are held in London parks all year round and these were thought to help combat tuberculosis and other childhood infections. 1937 – The Handbook of Suggestions for Teachers emphasises the need for child-centred primary education. 1938 – The Spens Report on Secondary education recommends: expansion of technical and vocational courses; a leaving age of 16; and tripartite system of grammar, technical and secondary modern schools. 1942 – A call to schools to keep rabbits for food is made by the government. 1945 – The Minister of Agriculture calls for 100,000 older schoolboys and girls to help in the farming fields. 1948 – A five-year plan is launched to train 96,000 teachers, 60,000 of them women, to reduce secondary class sizes to 30 and primary to 40 by 1951. 1951 – O and A levels are introduced. 1954 – The 11-plus is said to be wrongly allocating one in three pupils. 1956 – The Duke of Edinburgh Award scheme for boys launched (girls begin in 1958). 1960 – Berkshire Primary Schools survey reveals 46 schools still with earth closets (outdoor toilets); 35 schools without mains water; six lit by gas; eight lit by oil; 22 with open fires for heating purposes. 1967 – The Plowden Report advocates the expansion of nursery schooling. 1986 – The GCSE is introduced for teaching, replacing O-levels and CSEs. 1992 – General National Vocational qualifications are introduced. What’s Going On @ CIS 31st March to the 19th May 2017. 31st March – CIS Music afternoon. 1st April – Saturday School Mathematics & Science. 7th April – Year 10 Work Experience ends. 8th April – Saturday School Mathematics & Science. 11th to 13th April – COBIS Primary Games. 18th April – School resumes for Trinity (Third) Term. 19th April – Year 9 Options Night. 24th April – Reception Parents are to send in different recycled items such as (empty cereal boxes, milk tins with lids or general grocery items) for our make believe shop in the classroom for Numeracy topic on money. 28th April – CIS Swimming Gala. 3rd May – Year 9 Students return Options Form to School. 4th May – Year 8 Visit to Nigeria Conservation Centre, Lekki, Lagos. 6th May – AISEN swimming Primary & Secondary @GSL. 12th May – Senior School Drama Production, The Women of Owu, after school performance. 13th May – Senior School Drama Production, The Women of Owu, afternoon performance. 15th May – Year 11 study leave & examinations begin. 17th May – Preschool and Nursery Trip to Nuts About Cakes (Bakery) to consolidate learning on the topic ‘People Who Help Us – Our Superheroes’ – specifically focusing on people who process our food. 18th & 19th May- Year 2 field trip to learn first hand about the topic on materials based on the concept ‘How We Live’. 19th May – Diversity Day. Half term holiday begins at school closing time. Advanced Notice. |
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From the Assistant Headteachers.This 1927 poem titled ‘You’ by Edgar A. Guest can be interpreted in many ways; under the prevailing political climate in Nigeria to the international scene where there is a growing trend of young men and women leaving their families and friends to join radical religious organisations.
Very close to home, our Year 9 Students are in the process of make some very important decisions about the subjects they wish to study over the next two years, leading to GCSE & IGCSE examinations including vocational qualifications. Naturally, as Parents you will want to do all you can to help and advice. The Key Stage 4 Subject Booklet is designed to help make the right decisions. We hope you will be able to read through it with your child and help them to make an informed choice. Please also encourage your child to discuss choices with subject teachers and form tutors. The subjects your child chooses for Year 10 & 11 are important as a foundation for further learning ‐lifelong learning. The majority of our students will go on to study A Level, IB or BTEC Level 3. We encourage students to study a broad range of subjects; later they can build on this broad foundation by specialising. The curriculum we offer at CIS is designed to encourage this by making sure that each student enjoys a good range of subjects. Each student will have the opportunity to study a range of accredited subjects appropriate to his or her strengths, potential, and preferences. Please ask at the School Office if you require a copy of the booklet.Going back to the poem, I urge both adult and child, woman and man, Christian and Muslim, student and teacher to ponder on Edgar’s message… Esther Anozia, Assistant Headteacher, THE POWER OF REFLECTION
One of the teachers shared this article with me and I found it thought-provoking. How often do we reflect on our behaviour and our choices, the implications and the strategies to redirect ourselves? A lot of the time, we do this unconsciously. Children, on the other hand, have to be taught how to reflect on their behaviours and their choices. The following article is one family’s reflection strategy which is insightful and can prove an extremely useful tool for parents and teachers alike. The three questions asked can be re-phrased to accommodate the social, moral, spiritual, and cultural (SMSC) awareness of your family. I hope you find it as useful as I did. Joy Isa We Ask Our Kids The Same 3 Questions Every NightBy Meg Conley
I’ve never been good at complicated or Pinterest worthy plans. So right now, the four of us stay connected simply by asking and answering the same three questions at family dinner every night. How were you brave today? I want my girls to know that courage is generally made of many small acts rather than one grand gesture. I need them to know they own their legacy of bravery — it is theirs to wield on the playground and in the world. Establishing their lionhearted bonafides early — when they still feel they are protected by their mom and dad — matters. Right now, we’re the floor they stand on but some day soon, in school, work and their personal life, they are going to need to stand on a foundation of their own making. When life is scary or a risk needs taking, I want them to be able look back on years of audacious actions that prove they can handle right that very moment. How were you brave today? I hope this question teaches them to recognize their valor so that by the time they really need it, courage is an old and familiar friend. How were you kind today? Kids can be cruel. So can adults. It’s kind of one of the things that makes us human. Of course, it isn’t enough to just be human, we must also be humane. Whatever your thoughts on public school, it is certainly an effective way to introduce children to the differences that both divide and sustain us. I don’t need my children to be the Mother Theresa’s of their playground. I *do* need them to be aware of what is happening in their surroundings and then I need them to problem solve to find ways to make their environment better. Too often society teaches our daughters that kindness is giving in or becoming weaker for others. That’s not what I am talking about here. We are teaching our girls that kindness is leading with understanding and becoming stronger for others. One day, that might mean speaking up in defense of a friend when everyone else is being quiet. Another day, it may mean sitting eating lunch with the girl who always sits alone. How were you kind today? Kindness is a strength and I am expecting my girls to flex it like a muscle every single day. How did you fail today? If we want our children to seek success with any consistency, we need to make sure they are not afraid of failure. Too often mistakes, missteps and misjudgment lead to an outcome of secrets and shame. I don’t want my children to hide bad test grades or broken friendships or anything else that bruises them. (Or anything else they bruise, for that matter.) Life is full of defeat — self-inflicted and otherwise — but that doesn’t mean we are defeated! It just means that we are trying and there is something beautiful in that, isn’t there? So we cheer for our failures every night. “I fell off the monkey bars today because I thought I could skip three bars at once. I couldn’t.” “You tried something new! I am so proud of you. And look how cool that band-aid looks on your scrape!” “I couldn’t write my name right when the teacher asked me to and that made me sad.” “You discovered writing your name correctly matters to you! What a great discovery. Do you want to work on that tonight?” This is my girl’s favorite question and I don’t really blame them. It’s mine too. It is freeing to talk about the day’s biggest debacles while eating grilled cheese and tomato soup. You mean I can mess up and still sit at this family table and be loved too? Absolutely. How did you fail today? Sharing our failures as a family is setting us for success as individuals. My husband and I answer the three questions every night too. The girls love our answers, giggling over our courageous moments, finding inspiration in our small kindnesses and helping us find solutions or acceptance in the face of our failures. Their reaction to our participation has been the most unexpected blessing of the whole experience. It is remarkable to watch them witness us as partners as well as parents. They make me braver, they make me kinder and they make me try — and sometimes fail — harder. My good, strong girls. We plan to ask these three questions in the years ahead. The answers will change but the love that receives them will remain the same. And for the four of us, that is enough. |
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From the Teachers.From the PE Department.It has been a very interesting and hardworking second half of the term for us in the P.E. department. The Foundation Stage and Key Stage 1 students have been learning about bowling in P.E, while the other Key Stages have been learning the basic skills in Tennis. Our Junior boy’s football team played against the Indian School team during the second half of the term, and it was a lovely game. Team CIS played the match with vigour and the first half of the game ended 3-0 in our favour. They continued to play with even more passion and discipline in the second half and ended the game with 4 goals in our favour and 1 goal for the Indian School. It bumper packed weekend for the sport’s department as CIS hosted the KS 3 & 4 Association of International School Educators of Nigeria (AISEN) Swimming Competition. We had over 10 schools in attendance from across Lagos state; Meadow Hall, Temple School and Atlantic Hall amongst others. The competition came to an end with Grange school coming 1st with 8 gold, 8 silver and 8 bronze medals. BIS came 2nd with 8 gold, 6 silver and 7 bronze medals. CIS came 3rd place with 7 gold, 10 silver and 7 bronze medals. The COBIS team which comprises of the Coaches, our fantastic and supportive parents and of course the athletes have been working tirelessly to prepare for the COBIS 2017 games. We have less than three weeks until the COBIS games. Our athletes are in high spirits and have shown a great level of commitment, confidence, strength and endurance. We appeal for continued support from the school community and all our wonderful parents. Have a great Easter Holiday. Regards, Head Coach Payne.
From the School Library.Dear Parents, This term has truly been an exciting and fun filled one. From the 20th – 24th of February we celebrated our Literacy week which was themed “Simply African”, where we as a school celebrated the literary arts and works of the Motherland. We had a variety of African Authors, such as Pa Jimi Solanke – he brought a nostalgic emotion to the week as parents and staff were able to go back in time to the days of their youth and share with the students the ‘Tales by Moonlight experience’. We also had Professor Yerima – a former Director General of the National Theatre and Troupe of Nigeria, amongst many other achievements. He came with his wonderfully written books such as The Trials of Oba Ovonramwen, The Sisters, Yemoja, Idemili, Attahiru, Little Drops, Akuabata, Ajagunmale, and Igatibi. He gave in depth workshops to students, staff and parents. Noma Sodipo – popularly known as Auntie Noma , she is a trained optometrist, who diverted into working with children and has a book called – A Pre-School Alphabet Book…A Treasury of African Names. She is one of the principle owners of The Lighthouse Educational Services which comprises a fully equipped studio for children’s TV programming. Her workshop with the Foundation Stage team was met with delight by both the students and staff. sosa Daniel-Aniko, a homemaker, who writes for pleasure and is delighted and awed that her works are loved enough to be sold. She had a storytime session with our foundation students who had a fantastic time with her. Her popular books are – ‘Fantastic Fedjiro, Veri Meri and Dear Eliza’. Stephen Davies, who came from the UK and held interactive workshops with students across the school, staff and parents. The theme/plot of many of his books is based on African settings. His popular books are – ‘Hacking Timbutu, Don’t Spill the Milk, Survivor Titanic and Sophie and the Abino Camel’. Stephen Davies was based in Burkina Faso since 2001 but has just recently returned to the U.K. The students during literacy week also had chance to show their command of the English language with spelling bees, declamation contest and debates. The annual dress-up parade represented the various parts of Africa and the African story characters. The book fair stand had a wide range of books from all over the world and this was visited by all members of the the school community. The published anthology of students’ writing for 2017 was aired on Channels TV – please follow this link – https://www.youtube.com/watch? Feedback from a visiting author. The highlights? Gate crashing one of Jimi Solanke’s storytelling sessions, sitting at his feet in awe of his charisma and his effortless mixing of story and song. Chatting in the library with Ayodele Olofintuade, whose book Eno’s Story we are now enjoying at home. I loved exchanging teaching tips with a dozen dedicated and inspirational teachers. Best of all my experiences was working with group after group of prodigious young storytellers, watching them create a smorgasbord of fabulous characters and story-concepts. I had the chance to meet with a group of parents, some of whom seemed concerned that their children were not reading enough. Such worries are natural but counterproductive. We encouraged each other to take an interest in the books our children are reading, without forcing or nagging them to read. We talked about the joy of sharing and recommending books within a family, and the importance of modelling reading ourselves. When a young person grows up in a house where books are read and treasured, it’s hard not to become an avid reader. We need to relax, friends, and allow books and stories to be a source of pleasure, not stress. After all, that is what Literacy Week is about: a time to celebrate the distinctively human pleasure of storytelling in all its forms. On the way back to the airport, I read the 2017 anthology Simply African from cover to cover; such a diverse and exuberant collection of writing. Ten years hence, I shall not be at all surprised to see Eduvie Oseragbaje, Serene Soyanwo and other CIS alumni on the spines of books at my local bookshop. Stephen Davies. For the past two years, CIS students from Years 1 – 10 have written, poems, short stories and fables, they have shown that it is never too young to start anything in life. Our book – ‘An Anthology of Stories and Poems, Written by Students’ is a true example of the the dynamic creativity and excellence of our students. This books has been printed and published with our high standard in mind and is available for sale in the School Library. I encourage you to stop by and get you very own copy. Finally, I must use this opportunity to thank all our parents who supported us in our various request to make the week a success, such as the ankara drive, which we used to decorate the school environment, highlighting the beauty of Africa. Those who supported the annual publications with adverts and our sponsors such as Mr. and Mrs. Awobokun for their financial support, Mrs Olohi Osakioduwa for her beautiful African setting decor of the Early Years Library; Studio 24 for their Photo coverage and Mr. & Mrs. Avuru for their financial support. Enjoy the various images of the week below.
Regards, Morenikeji Rhodes Plumptre (Mrs.) From Year 3.Welcome to Greece. A very big thank you to Mrs Oikonomou, one of our parent who took a keen interest and organised some activities for the Greek day. The children in Years 3A, 3B, 3C and 3D turned up in beautiful Grecian attires. It was a sight to behold, whites, purple and gold all on display. We took our learning to another level. I guess the most interesting part of our day was when we Skyped with an airline pilot who was in Greece and the children interacted with him asking a lot of questions about the country and the different Greek myths and legends we had learnt about. There was an assembly based on the Greek city states by Year 3A. Parents answered questions on the philosophers of that time. We even debated the on why girls should not go to school and participate in sports based on the culture and beliefs of Athenians. We all decided to move to Sparta. We had a mini-olympiad and ate a feast of Greek dishes after watching a short film on how flying was invented. Now let’s find out about the Romans! Regards, Okieimen, Onyia, Iyiola and Oluborode.
From the Computer Studies Department.Upper Key Stage 2 (Years 5 & 6) have been studying and working on media production (audio). They have learnt how to use beat creation software to create great beats. Using Audacity has been an interesting experience as students have been able to record their group song (audio) and confidently Edit, Format, Trim, Mix, Silence, add various effects and save their audio files in a format usable in any audio player and in a format usable only in audacity.
Year 7 Computer Studies Video clip. The Year 8 students have been working hard studying computer networks. They have demonstrated a clear understanding of the technology behind how devices communicate between each other. Their visit to the school’s server room has exposed them to the real time experience and physical identification of all the devices involved in computer network and network security like the file server, active directory server, internet server, routers, modems, power backup system and cabling. They have also extended their learning in this area to DOS Disk Operating System command like IPCONFIG, PING and the importance of IP addresses and its components. Year 9 Computer Studies Video Clip. Year 10 ICT students have been working on Database creation, formatting, editing and manipulation including designing and allocation/identification of primary key field, creating queries, forms, reports and relationships between up to three tables and creating queries and reports based on the relationship. It’s been a bit challenging but interesting because the students have been able to do almost all these objectives as at the last lesson. The current unit in Year 10 BTEC IT aims to broaden the learner’s knowledge on the characteristics that are valued by employers and the common job role undertaken by people working in the IT industry. The Working in the IT Industry unit affords learners the General skills required in the IT industry which includes: Interpersonal skills, Planning skills. Organisational skills, Good time management skills, Team working, Numeracy skills, Creativity and Problem solving skill. Learners are really enjoying this unit as these skills are required for their work experience. Year 10 BTEC Creative Media Production students are currently working on the Communication techniques for Creative Media Production (Unit 2). This unit aims to develop learners’ communication skills in media production context so that they are able to communicate using the correct language and terminology. Both oral and written communications are covered, as well as formal and informal communication. This is a 5-credit mandatory unit and can be taught in 30 guided learning hours, with learners expected to complete around 20 hours’ individual learning. It’s been a very exciting, thrilling and mind boggling IT experience for our pupils in KS1 and KS2. Not forgetting our budding technology gurus in the Foundation Stage who have evolved over the last two terms in their computer usage, appreciation and technology awareness. Year 11 BTEC Video Clip. Foundation Stage pupils in the Reception Year have evolved from finger touching monitors to making good use of their mouse and can independently coordinate their use of a mouse to load, exit and explore learning software during computer studies lessons. Students in the Foundation Stage have learnt through this term on ways to use their –
Keystage 1 pupils have developed more on their computer usage skills and can make use of the internet purposefully and also explain the advantages and disadvantages of the internet. Pupils did a whole lot of fun things during the lessons such as –
Pupils learnt how to edit and present all researched work in a proper way following rules not to claim other author’s work as theirs, learning what plagiarism and copyright is all about. Pupils also learnt what it means to research and edit information properly and present as a document for their “Favourite Animal Project”. Keystage 2 pupils have used the whole of the second term to learn about “DATABASE” and “INTERNET SAFETY”. What is a database? We learnt how to use a simple database application like the Microsoft Excel application on MS Office 2013 to learn how we can use a spreadsheet to insert data from different sources to build a database that can be used to solve problems and proffer long term solutions to different scenarios that may arise and also help keep records that we can make use of at any point in time that its required. Using the Ms Excel 2013, pupils learnt different skills using the spreadsheet such as :
Pupils in Lower Keystage 2 can independently use an Ms Excel software to create a simple database on favourite fruits in a class using all the necessary skills learnt to –
Internet Safety was also a very important part of the lesson this term educating students on how to make use of internet resources appropriately. Pupils have been told how important it is for adults to be aware of what goes on when using the internet. Guidelines and rules have been shared with students in class so they are aware of the importance of why they must not share private information with anyone or strangers online. Regards, Mr. Odeleye, Mr. Sharafa and Mr. Abimbola Arogundade. From the Mathematics Department.Mathematics has been fun and interesting this month of March. Lots of activities like games, puzzles, quizzes and outdoor learning have been part of our learning. The students enjoy the variety of activities used in their learning. Year 7 have been learning and studying linear equations. They learnt interesting aspects of linear equations such as working out how steep a straight line is (the gradient), how to calculate the gradient from a given equation and how to find it from a graph. They were able to relate this concept to real life applications like travel graphs and conversion graphs, using the conversion rate given and taking readings from a graph, to convert from one currency to another. Year 9 students have started applying the quadratic formula in solving quadratic equations. They have developed great skills in the use of the scientific calculator when using the formula. They are fully aware that when squaring a negative number, it must be put in brackets (this is a common mistake made by students).
One benefit of mathematical competitions is that it provides a challenge to teachers and students. Secondly, competition stimulates student curiosity and activity. Thirdly, it provides opportunities to recognize problem solvers. Regards, Mrs Anozia, Mr. Livingstone, Mr. Anumokwu, Mr. Emmanuel, Mr. Peter. From the Design and Technology Department.Design and Technology is a mixture of academic studies followed by hands on practical making skills using the full range of hand tools and powers tools that we have available in the school workshop. Please encourage your child to think about being safe in the workshop when using the tools and equipment on offer. Encouraging your child to think, plan, before acting, about being self-aware not just in the school environment but whilst travelling outside as well. The Design and Technology department is also proud to assist in the school’s latest drama production by constructing a variety of sets for the play. We have been eliciting the help of our students so that they can learn more designing and practical skills and see their end results on stage.
Regards, Mr. French & Mr. Benjamin. From Junior School French.
Year 2 have been learning transportation and how to get to school.They have enjoyed using the online games to remember some of these new words. They are still learning to use the verb to go and the prepositions used with the various types of transport. They made Mothers’ Day cards ahead of the celebration on the 26th of march. We hope you liked them mums!
Year 3 and 4 have been re-assessing their knowledge of basic questions in French using the role plays as a guide. Learning their numbers with songs from 50 to 100 has also been helpful in recalling them.They learnt how Easter is celebrated in France with “La legende des cloches de paques. ”The Easter bell legend which some of them found a bit weird! All that disappeared with the art and craft Easter card making they had to give as a gift for Easter.
Year 5 and 6 have been learning how to use expressions of quantity when buying items at the market. The role play market scene gave everyone the opportunity to speak and learn to calculate in French using Euros. They quite enjoyed the activity which also got them winning some healthy apples and bananas for answering questions in French!
Je vous souhaite. Joyeuse pâques. I wish you all a Happy Easter! Merci mille fois. Mlle.Feigne From the Music Department.
Dear Parents, We have had so much fun this half-term, so we have decided to let our pictures and videos speak for us.
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To nurture and empower every learner to become a transformative global citizen.
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For the first time both of my daughters are in school, each in different grades and different schools. It’s been interesting to see our family of four pulled in four different directions during the daylight hours. While I am grateful for the new ideas and people my children are being exposed to, I am concerned about losing touch with them as they journey away from me. I guess this just sounds so motherly of me, but I’ll write it anyways — I needed to find a way to strengthen our family bond even as our horizons broaden beyond the landscape seen from our front stoop.
Competitions also provide opportunities for students to explore non-routine problems, types of 
problems not usually encountered as a part of the regular mathematics curriculum. This is why we have been involved in this year’s South African Mathematics Olympiad which is made up of three rounds and at the moment we are proud of fifteen Years 7 and 8 students who have qualified for the second round coming up in May, 2017. Furthermore, competition provides opportunities for many students to participate actively. Competitions encourage students to explore alternative solution to problems and promote teamwork and enthusiasm. Mathematics competitions are useful for strengthening the education of gifted students. Students with disabilities are not deprived of opportunities for mathematics competitions. However, the ultimate classroom needs to create both cooperative and competitive learning environment.
The last few weeks have been very exciting in the French room with lots of role play used to reinforce our learning. The children have also had opportunities to display their other skills using cross curricular activities. This has helped to retain their knowledge of vocabulary learnt in the class.
(Mr Seun, Mrs Oresanya & Mr Korede).
