Kellett Dragon Issue 2 - Jan 2012

02 JANUARY 2012

LEARNING A MUSICAL INSTRUMENT KOWLOON BAY IS STEAMING AHEAD

JANUARY 2012

CONTENT

WHOLE SCHOOL 4

PRINCIPAL’S MESSAGE

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KELLETT NEWS Congratulations Welcome to our new staff Staff Leavers Kellett Cares Kowloon Bay site update The Janice Kwan Memorial Lecture Year 8 Fundraising Movember Library Fobissea Music Festival 2011: Beijing

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FEATURE ARTICLE Learning a musical instrument

PRIMARY 12-25

PRIMARY HIGHLIGHTS Deputy Principal Reception - Primary 6 French Chinese Studies Extra Curricular Activities PE School Council Reception Children First Week at School

Diwali Christmas ICT Art

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SECONDARY SECONDARY HIGHLIGHTS Deputy Principal Modern Foreign Languages English Mathematics Global Citizenship Geography Art D&T Music Science History Student Council Year 7 Induction Day PE Hong Kong Award for Young People Practise walk Extra Curricular Activities and Competitive Sport Program Remembrance Day Swimming Gala

WHOLE SCHOOL

KELLETT NEWS PRINCIPAL’S MESSAGE Earlier in the term Joanne Laufer and I travelled to the UK to visit a variety of Special Educational Needs (SEN)/Inclusion provisions. Our visit was linked to the development of the Kowloon Bay site where, under the terms of the lease we are required to make additional SEN/Inclusion provision.

Within the design of the new campus we have made provision for a centre of approximately 215 square metres. Our visit was prompted by the breadth of SEN needs of school aged children across the English speaking community in Hong Kong seeking entry into Kellett, and how our future provision could be best targeted to respond to these needs.

The purpose of our visit was to look at best practice, meet and talk with colleagues responding to SEN/Inclusion needs and look at some of the most recent and specifically designed specialist provisions.

We were accompanied on our visit by Sue Jones. Sue is an Assistant Principal in a school meeting specific learning needs for a broad cross section of students. Sue is a very experienced senior leader and was also able to offer us a wealth of information and an authoritative sounding board for our ideas.

We were overwhelmed by the generosity of both time and expertise offered by our colleagues. Our visit commenced with a fascinating meeting with Anne Hayward who brought us up to date with current thinking, the latest research from the Sutton Trust, and staffing advice. Anne is considered a national authority on Inclusion, and in our discussions she drew upon examples of excellence from across the UK. Through Anne Hayward we were introduced to Clare Geldard, Director of Operations for ICAN, the leading speech and language charity in the U.K. Clare introduced us to the work of ICAN and the potential support and expertise ICAN could offer as we grow. She also outlined effective and proven policy and practice in supporting students in order to achieve outstanding outcomes.

The lessons we learned have proved invaluable in shaping our thinking about both the type and design of the SEN/Inclusion provision we seek to offer at our new campus. This is a little of what we learned; Infant survival rates have never been higher in the developed world thanks to developments in medical science. Whilst such developments can only be celebrated it has led to an increase of children entering education with ever increasing special education needs of a complexity new to the education sector.

The traditional identification of needs, for example those across the autism spectrum, are no longer so clearly defined. Many of these children surviving early childhood not only have complex learning needs, but challenging medical needs as well. In the

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

U.K. this has led to children whose needs were traditionally met in special school settings being moved into mainstream classes with additional support in order to ‘make way’ for children with complex needs. Consequently these children’s needs are being increasingly met in mainstream classrooms by class teachers.

The work of Professor Barry Carpenter is particularly influential in this area, whilst we were familiar with his research it was helpful to find out about how schools are practically responding.

There is a nationally recognised shortage of specifically trained and practicing Special Education Needs teachers. Consequently schools are having to increasingly ‘grow their own’ staff within their school setting, and they are relying on advice from lead professionals, colleagues and national bodies to do so.

All of the schools we visited stressed the importance of Teacher Assistants, again these assistants where trained to very high levels within their school settings.

It was also impressed upon us that in order to maximise impact it is preferable for Inclusion/SEN provision to be designed to support one clearly defined area of need. Inclusion/SEN centres whose provision attempts to be all things to all people in a main stream setting, are rarely as effective as those supporting a narrow range of need.

We are now beginning to draw together the lessons learned to shape the provision that we feel will best meet the needs of our community and in doing so we aim to develop a centre of excellence and resource for the wider community.

Jo and I would like to thank Anne Hayward, Sue Jones, Clare Geldard, and Will Smith (Headteacher) Greenshaw School, Simon Garill (Headteacher) Heartlands School, Margret Sumner (Headteacher) at The Brook School and Simon Rosenberg (Headteacher) The John Chilton School and their teams for their time and invaluable advice.

Thanks also to the EC Harris, London team for arranging our visit.

Ann Mc Donald Principal

For further information about Professor Barry Carpenter’s research visit: https://www.ssatrust.org.uk/sites/NationalConference2010/speakers/Pages/ barrycarpenter.aspx

KELLETT NEWS CONGRATULATIONS TO JESSICA SNEATH AND THOMAS

WHOLE SCHOOL

CONGRATULATIONS TO WILL HUGHESCALEY AND MICHIYO ICHIYO Congratulations to Will Hughes-Caley and Michiyo on the safe arrival of their baby boy, Henry, born on August 1st 2011, a brother to George.

Congratulations to Jessica Sneath and Thomas who were married on 30 December, 2011.

WELCOME TO OUR NEW STAFF!

CHRIS ROSS ADMISSIONS TUTOR

REBECCA NEWBURY LEARNING SUPPORT ASSISTANT (SECONDARY)

KELVIN CHIN SCIENCE TECHNICIAN (SECONDARY) GENEVIEVE SPIZZIRRI-ART TEACHER P1

CORINNE YURISICH-LANGUAGE ASSISTANT (SECONDARY) SAM LUI-BOOK KEEPER EVANS WONG-ART/DT TECHNICIAN NICOLA ADAMS (RETURNED)-EDUCATION SUPPORT ASSISTANT (PRIMARY) WENDY IP-PA TO PRINCIPAL CATHY POOLE IS NOT LEAVING US BUT MOVING INTO THE ROLE OF HR MANAGER

STAFF LEAVERS

JUDY KWOK EDUCATION SUPPORT ASSISTANT (PRIMARY)

RENI MCMAHON EDUCATION SUPPORT ASSISTANT (PRIMARY)

Good luck to Reni who is leaving to have a baby.

IN THEIR PLACE WE WILL BE JOINED BY..

ELENA BATALLA ROSE FUNG

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

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WHOLE SCHOOL

KELLETT NEWS KOWLOON BAY SITE UPDATE Within 60 minutes of the early morning site handover from Government on 26 October, our Foundation Contractor (Tysan Foundation Limited) had already received shipments of steel and other construction materials, site office containers, and heavy equipment including cranes, diggers and generators.

With this efficient kick-off of our construction activity on site, Kellett is well and truly on the way to bringing to life a fantastic new campus in Kowloon Bay, opening on 9 September 2013.

The pace since then has been equally speedy. Within the first 10 days and under the close supervision of Kellett’s consultant team, Tysan lowered the site level by 2m and cleared those trees which would obstruct our project (vibrant new trees to be planted later). The foundation started to take form on 12 November, when the first steel H-pile section was driven into the ground. At their current pace, by the time you read this article in early January, we should have: UÊ À Ûi Ê Ì ÊÌ iÊ}À Õ `Ê ÛiÀÊÓäÊ Ê vÊÌ iÊ ii`i`ÊÓ{Ê Ê vÊ steel H-piles UÊ « iÌi`ÊÌ iÊÀi`Ê> `ÊÜ ÌiÊV ÛiÀi`ÊÜ> Ü>ÞÃÊ> `Ê hoarding UÊ*Ài«>Ài`ÊÌ ÊV i ViÊiÝV>Û>Ì ÊÜ À ÃÊ­Ü V Ê>ÀiÊµÕ ÌiÊ Ìi minor for HK as we have no basement) We look forward to welcoming you to our Foundation Stone laying ceremony on site sometime after the Chinese New Year holiday.

KELLETT CARES In November, several children and their parents helped run a Birthday Happiness birthday party for disadvantaged children in Tsing Yi. Birthday Happiness is one of the charities supported

by Kellett Cares. The Kellett volunteers also put together party bags for all the party attendees to take away.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

WHOLE SCHOOL

KELLETT NEWS THE JANICE KWAN MEMORIAL LECTURE A lecture was held in November to remember our fr friend and colleague, Janice. Dr Eric Chong spoke on the theme of Inspirational individuals and their o faith in challenging times. fa

YEAR 8 FUNDRAISING

The Year 8s visited the Pok Fu Lam Campus on 12 2 December to raise funds for the tribes people of Chiang Rai. A fantastic $19,700 was raised! All products were made and nd produced in Northern Thailand by local hill tribes people and nd small businesses of Chiang Rai.

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

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KELLETT NEWS WHOLE SCHOOL

MOVEMBER November saw a group of the male staff sporting some stylish moustaches for the Movember campaign. All funds raised went to charities supporting men’s health. The Kellett staff have produced a calendar which can be purchased for $100 at the front desk of the primary or secondary school.

For those of you who donated, thank you very much.

Justin McLaughlin

LIBRARY BOOKS DONATED BY STUDENTS FROM THE BRITISH SCHOOL IN TOKYO Following the Japanese tsunami in March 2011, Kellett School was only too happy to reach out and assist several families and their children who temporarily relocated to Hong Kong. To show their appreciation and gratitude those families have since, very generously, donated a selection of books to the Kellett library. In their words they felt they would like to leave Kellett “a souvenir from Japan by which your pupils will be able to learn about a Japan we all love and appreciate.”

Our thanks go to Ciara Vogler, Erin Vogler, Rebecca Denham, Emily Denham, Robert Hatt, Romane Lamoity, Hanae Lamoity, Kira von Lewinski, Moritz von Lewinski, Jasper von Lewinski, Christopher Davies, William Davies, William Hargrave, Hana Hargrave, Alex Billington, Max Campbell, Tamara Wilson, Sophia Wilson, Sean Wilson, Luca Simons, Hana Simons, Pascal Maeder, Nina Mehlig, Leon Mehlig, Araminta Williams, Orlando Williams, Takdeer Samtani, Kama Samtani, Brody Masnick, Jaimee Masnick, Charley Masnick, and Phoebe Masnick.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

KELLETT NEWS WHOLE SCHOOL

FOBISSEA MUSIC FESTIVAL 2011: BEIJING Kellett School visited Beijing as part of the FOBISSEA Music Festival in November.

We were one of the largest participating schools, with 26 choral and instrumental performers singing and playing a range of popular and classical music. The trip included a Gala Concert in Beijing, plenty of sight-seeing, and of course, the infamous FOBISSEA Music afterconcert disco!

ISOBELLE CARMODY We were extremely pleased to welcome the award-winning Australian writer, Isobelle Carmody, to our Secondary and Primary school this term.

She regaled her audiences with stories of her childhood, having to entertain her younger siblings with ghost stories and games, and explained many of the inspirations behind her stories.

Children in the Primary Battle of the Books club were also thrilled to have a special lunchtime audience with Isobelle as one of her books Little Fur: the legend begins is on this year’s competition list.

TINA MACNAUGHTON Kellett School was very fortunate to have a visit from Tina Macnaughton, an illustrator from the UK (and also aunt of the Wernert children in Reception, P1 and P2), who has illustrated many lovely children’s books including One snowy night by M. Christina Butler, and One magical day by Claire Freedman.

Tina told us that she has illustrated 20 books by many different authors. She brought along some of her work to show our students and has very generously given us two of her illustrations, which will be on display in the Primary Library, along with many of the books she has illustrated.

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WHOLE SCHOOL

FEATURE LEARNING A MUSICAL INSTRUMENT CAN BE

A LIFELONG JOURNEY AND JOY Music is a wonderful and engaging pursuit for any child and there is substantive evidence of the positive effects on children of music making. This is over and above the sheer fun and enjoyment of playing an instrument. Making music also: UÊBuilds greater social and team skills UÊ «À ÛiÃÊÀi>à }ÊV>«>V ÌÞÊ> `Ê«À L i ÊÃ Û }Êà à UÊ «À ÛiÃÊ >Ì ÃÊ> `Ê > }Õ>}iÊ«iÀv À > Vi UÊ «À ÛiÃÊ i ÀÞ]ÊV Vi ÌÀ>Ì ]ÊVÀi>Ì Û ÌÞ]ÊÃi v iÃÌii Ê> `ÊÃi v discipline SOME TRUTHS ABOUT LEARNING A MUSICAL INSTRUMENT TRUTH 1: Everyone is musical and nearly all of us have the ability to sing and to play an instrument. Of course some of us have more aptitude than others. That’s natural in exactly the same way that some people are more gifted than others in sport, or maths, or any other area of learning.

TRUTH 2: Because everyone is musical, everyone can develop their musical skills to the point that they are able. Very few of us will become professional musicians but most of us can have a life of enjoyment and achievement through making music.

TRUTH 3: There is no one way to learn to play an instrument.

Over the years various methods and approaches have been developed. One approach can suit one person but not necessarily another. Individuals need to find a style and approach that best suits them.

TRUTH 4: Music is often best enjoyed when it is shared with others. That ‘other’ can be a teacher or a member of the family.

They can be friends, or a class of other players, a band or a whole orchestra. The important thing about making music is that you make your music with other people as soon and as often as you can.

TRUTH 5: All music is made up of the same core elements such as melody, rhythm, harmony and tone. These precepts of music are evident in all styles from classical to rock. There is no best music through which to learn, nor is there any right order as to which style should come first. Success and enjoyment are more dependent on the learning approach and the student’s motivation and goals than whether you are playing Blur, Bhangra or Bach.

TRUTH 6: There are two major aspects to music-playing an instrument and understanding and being musical (some people call it music theory). These two elements are not separate subjects and should be integrated in the process of learning and developing as a musician.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

LEARNING AN INSTRUMENT AT KELLETT UÊ ÌÊ i iÌÌÊÜiÊ >ÛiÊ ÀiÊÌ > Ê£xÊ Õà VÊ«À viÃà > ÃÊÜ ÊV iÊ to both campuses from Monday to Saturday to teach lessons.

UÊ7iÊ >ÛiÊ iÃÃ ÃÊv ÀÊÛ Vi]Ê« > ]Ê}Õ Ì>À]ÊÛ ]ÊVi ]ÊyÕÌi]Ê clarinet, saxophone, drum kit, trumpet and tenor horn.

UÊ"ÕÀÊÌi>V iÀÃÊV> Ê> Ã ÊÌi>V Ê Ài V Ê À ]ÊÌÀ L i]ÊÌÕL>]Ê double bass, bass clarinet and viola.

UÊ/ iÊÃV Ê Ü ÃÊ ÀiÊÌ > Êv ÀÌÞÊ ÃÌÀÕ i ÌÃÊÌ >ÌÊ>ÀiÊ>Û> >L iÊ for hire at both campuses.

UÊ7iÊ>ÀiÊÌÀÞ }ÊÌ Ê`iÛi «ÊÌ iÊL>ÃÃÊi `Ê vÊ ÕÀÊ ÃÌÀÕ i Ì> Ê ensembles and would encourage students to consider instruments such as trombone, bass clarinet and double bass.

Music can change TOP TIPS FOR PRACTISING the world because UÊ*À>VÌ ÃiÊÀi}Õ >À Þ it can change UÊ* > ÊÞ ÕÀÊ«À>VÌ ViÊÃiÃà people. - Bono UÊ/>V iÊà ÀÌÊÃiVÌ ÃÊ vÊÌ iÊ Õà VÊ>ÌÊ>ÊÌ iÊ­` ½ÌÊ> Ü>ÞÃÊÃÌ>ÀÌÊ at the beginning) UÊ7 À Ê ÊÌ iÊL ÌÃÊÞ ÕÊV> ½ÌÊ« >Þ]Ê ÌÊÌ iÊL ÌÃÊÞ ÕÊV> UÊ*À>VÌ ÃiÊÃ Ü ÞÊ>ÌÊwÀÃÌÊqÊ VÀi>ÃiÊëii`ÊÜ i ÊÞ ÕÊ>Àiʼ ÌiÊ«iÀviV̽ UÊ >ÌiÀ]Ê«À>VÌ ViÊÞ ÕÀÊ« iViÃÊÀ } ÌÊÌ À Õ} Ê> `Ê ii«Ê} }ÊiÛi Ê vÊ you have made a mistake UÊ Vi ÌÀ>ÌiÊ> `Ê } ÀiÊ> ÞÊ` ÃÌÀ>VÌ Ã UÊ/ÀÞÊÌ Ê V Õ`iÊÜ>À Õ«Ã]ÊÃV> iÃ]Ê>À«i}} Ã]Ê> `Êà } Ì Ài>` }Ê in your practice sessions UÊ*À>VÌ ÃiÊ«iÀv À }ÊÌ Êv> ÞÊ> `ÊvÀ i `ÃÊqÊà ޫiÊv> ÞÊ overseas with a concert!

UÊ ÞÊ ÌtÊ ÛiÀÞÊÃiV `Êëi ÌÊ«À>VÌ V }Ê > iÃÊÞ ÕÊ>ÊLiÌÌiÀÊ« >ÞiÀ° TOP TIPS FOR PARENTS UÊ > iÊÃÕÀiÊÞ ÕÀÊV `ÊÌ> iÃÊÌ i ÀÊ ÃÌÀÕ i ÌÊÌ ÊÃV Êv ÀÊÌ i ÀÊ lesson on the right day each week.

UÊ « iÌiÊ> ÞÊ«À>VÌ ViÊÀiV À`ÊÃ iiÌÃÊÌ >ÌÊ>ÀiÊ} Ûi ÊÌ ÊÞ ÕÊLÞÊ your child’s teacher.

UÊ/ÀÞÊÌ Ê >ÛiÊ>ÊÌ iÊÃiÌÊ>Ã `iÊv ÀÊÌ i ÊÌ Ê«À>VÌ ÃiÊi>V Ê`>Þ]Ê> `Ê try to spend some of this time with them when you can.

UÊ > ÞÊ«À>VÌ Vi]ÊiÛi Êv ÀÊ>ÊÃ ÀÌÊÌ i]Ê ÃÊLiÌÌiÀÊÌ > Ê iÊ }Ê session just before a lesson. Ten minutes may be enough for a young child. Their teacher will be able to give you guidance.

UÊ ÃÌi ÊÌ ÊÌ i ÀÊ«À>VÌ ViÊ>ÃÊ vÌi Ê>ÃÊÞ ÕÊV> ]Ê>à }ÊÌ i ʵÕiÃÌ ÃÊ about what they’re doing and the pieces they’re playing.

UÊ Ã ÊÜ >ÌÊÌ iÞÊ` `Ê ÊÌ i ÀÊ iÃà Ê> `ÊÜ >ÌÊÌ iÞ½ÀiÊiÝ«iVÌi`Ê to achieve by the next lesson. This helps them remember and reinforce new concepts and new material.

UÊ > ÞÊ ÃÌÀÕ i ÌÃÊÃ Õ `Êv>ÀÊvÀ ÊLi>ÕÌ vÕ ÊÜ i Ê« >Þi`ÊLÞÊ>Ê beginner. Children need all the praise and encouragement that you can give them. Make your child feel that you are enjoying their music, and be tactful about any imperfections.

Don’t expect too much in the early stages.

UÊ Ã ÊÞ ÕÀÊV `ÊÌ Ê > iÊÕ«ÊÃ iÊ ÕÃ VÊ vvÊÌ iÊÌ «Ê vÊÌ i ÀÊ i>`Ê using some of the notes that they know. They might have done this in a lesson, but maybe feel less nervous about trying it at home. It will help them to be creative, and help them worry g notes. less about playing wrong

We all have ability. The difference is how we use it.

- Stevie Wonder (b.1950)

ÕÌ >Û } à i vÕ > ` }iÌÌ } Û Ûi`° UÊ `ÊÀi i LiÀ]Ê Ì½ÃÊ>L ÕÌÊ >Û }Êà iÊvÕ Ê> `Ê}iÌÌ }Ê Û Ûi`° TOP TIPS FROM TIP-TOP TOP MUSICIANS Top musicians always …

UÊ*À>VÌ ÃiÊiÛiÀÞÊ`>Þ UÊ ÀÀ ÛiÊxÊ Ê£äÊ ÕÌiÃÊi>À ÞÊv ÀÊÌ i ÀÊ iÃÃ Ê ÀÊÀi i>ÀÃ> i>À Þ v À Ì i À iÃà À Ài i>ÀÃ> UÊ,i i LiÀÊÌ ÊLÀ }ÊÌ i ÀÊ ÃÌÀÕ i Ì]Ê Õà VÊ> `Ê>Ê«i V ÊÌ Ê i À ÃÌÀÕ i Ì] Õà V > ` > «i V Ì lessons and rehearsalss UÊ ÃÌi ÊV>ÀivÕ ÞÊÌ ÊÜ >ÌÊÌ iÊÌi>V iÀÊ ÀÊ` ÀiVÌ ÀÊ >ÃÊÌ ÊÃ>Þ Ì Ì i Ìi>V iÀ À ` ÀiVÌ À >Ã Ì Ã>Þ UÊ Ê>vÌiÀÊÌ i ÀÊ ÃÌÀÕ i ÌÊ> `Ê ii«Ê ÌÊV i> Ê> `Ê«À ÌiVÌi` i Ì > ` ii« Ì V i> > ` «À ÌiVÌi` UÊ >ÀÀÞÊë>ÀiÊ>VViÃà À iÃÊ­ÃÌÀ }Ã]ÊÀii`Ã]ÊÛ> ÛiÊ ® ià ­ÃÌÀ }Ã] Àii`Ã] Û> Ûi ® UÊ ÃÌi ÊÌ Ê ÌÃÊ vÊ Õà V UÊ/> iÊ} `ÊV>ÀiÊ vÊÌ i Ãi ÛiÃÊLÞ\ Ãi Ûià LÞ\

Music, M usic, i a magic g far beyond eyond y d all we do here. Getting lots of sleep J.K. Rowling K.always Ro Row wling (b.1965) Aiming for good posture Eating healthily

Drinking lots of water

can damage their hearing Avoiding really loud music which can Enjoy themselves!

Lucas Cox Head of Primary Music

Music that M usic e expresses p th hatt which cannot c be put p into words and that which cannot annott remain silent. Victor H Hugo Music M usic g gives a soul to tthe universe,, wings g to tthe mind,, flight g to the iimagination, g and life to everything.. - Plato e everything KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

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WHOLE SCHOOL

Uʼ }ÊÞ ÕÀÊ«À>VÌ Vi½Ê«À L>L ÞÊÜ ½ÌÊÃ Õ `Ê ÕV ÊvÕ ]Êà ÊÌ> Ê about playing instead. They’ll find it more encouraging and appealing.

PRIMARY

PRIMARY HIGHLIGHTS It is well documented that the world will be a very different place when the children at primary school now reach adulthood. It is often quoted that with the fast changing pace of technology the careers that these children will enter have not yet been invented. It is also argued that recent developments in neuroscience and psychology give us greater understanding as to how children learn.

Keeping our curriculum in line with these changes is key to ensuring that the learning that goes on in our curriculum – the learning experiences our children engage in – properly supports our pupils for a future we are as yet uncertain of.

Gareth Mills (2011) argues that curriculum innovation is fundamental to creating more autonomous learners, improving critical and creative thinking skills and providing opportunities for the skills and mindsets children will need in the future.

To do so we: “must build on the best from the past [but] be orientated towards the future. We have a responsibility to keep the way we organise learning under review and to bring to bear the potential benefits of new knowledge and new ways of doing things.” (p.4) The primary section has been undertaking a curriculum review for a year now. By the end of June the main findings had identified that there were greater opportunities for our classes to integrate some of the themes or topics they were studying together. This term the Curriculum Working Party led by Miss White embarked on an integrated approach to learning through their “Oceans” project.

The game “Endless Oceans” was the starting point of this learning experience; children were given opportunities to explore the undersea world from the comfort of their classroom. From this a number of English language topics were immediately identified.

The children’s poetry unit was focused on a range of Ocean poems, their recount unit focused on their visit to the dolphins in Lantau, their persuasion unit focused on letter-writing to those who have the power to influence our environment and newspaper articles based on environmental issues.

In science the animal habitats unit moved to focus on the ocean habitat. Classification of living things, feeding relationships and adaptation to environments could all be placed in the context of the ocean. In humanities, the common practice of overfishing and pollution, two themes very relevant to Hong Kong, were studied.

Our review will continue and our curriculum refined as the year progresses, and as new technology or new ways of doing things emerge, we will continue to innovate and modify our learning experiences, building on the best of what we have and looking forwards into the ever changing future. The knowledge, skills and attitudes that children will need for life will be addressed through a rich and creative curriculum, relevant to them now and relevant for their future.

Ciaran Harrington Deputy Principal Head of Primary

Reference Mills, G (2011). Why curriculum innovation matters. Nottingham: NCSL.

RECEPTION VISITING THE POST OFFICE In November, we visited our local post office in Wah Fu to post invitations for the Christmas show. It was wonderful to see the reasoning and inquiry happen – How is my letter going to get to my house? Who is my postman? How do stamps work? The link to the show was perfect and the children gave an amazing performance – we hope p you y enjoyed j y everyy moment of it as much as we did! d!

BUSY DAY It was also great to see so many parents at our Reception Busy Day in late November, helping children to cut, stick and sprinkle glitter. The Santas, Stars and Wreaths made our classrooms look magical and festive!

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PRIMARY HIGHLIGHTS PRIMARY

PRIMARY 1

EXPLORING UNDER THE SEA P1 have been having a great time exploring under the sea. We have discovered lots of amazing under the sea facts and seen some wonderful things while diving on the Wii.

OCEAN PARK We had a fantastic time at Ocean Park. We saw lots of new and exciting fish and discovered some amazing fish facts.

PRIMARY 2 BLAST OFF FOR SPACE WEEK! During World Space Week, P2 learned about many different aspects of Space. We wrote Space shape poems, information texts about Space and made Maths rockets using different number stories. We also researched Neil Armstrong and the first moon landing using books and the Internet. We then made an A-Z video of all the interesting facts.

Everyone had great fun in the Covered Area making junk model rockets.

ON THE BUFFALO TRAIL… In November, we visited Pui O beach on Lantau to investigate different local habitats. We spent the day observing birds, buffalo, bugs and a variety of interesting plants in their natural environment. We learned about the different types of marshland, the berm, mangroves and the beach. The children especially enjoyed trying to catch mudskippers, crabs and tiny fish with fishing nets.

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PRIMARY

PRIMARY HIGHLIGHTS PRIMARY 3 TRANSPORT We kicked off our topics this year with “Hong Kong Transport’.

This culminated in the transport trip in which all P3s journeyed around Hong Kong on buses, trams, trains and boats. They used their maths skills to calculate fares and their mapping skills to track their journey.

ROCKS AND SOILS P3 have also been studying the topic of Rocks and Soils.

During this topic they made their own pet rocks and wrote information texts to describe them. They published their text using ‘2publish’ software. As part of this topic, they also learnt about how rock is formed and the rock cycle. The children looked at soil and conducted investigations into g how water filters through soil. P3 learnt about the rock statues of Easter Island, and made an attempt at solving the mystery of the Moai for themselves.

PRIMARY 4 THE OCEAN ENVIRONMENT P4 this term have been learning through the theme of ‘The Ocean Environment’. Using the Wii game ‘Endless Ocean’ as a stimulus in Literacy, the children have been creating images with similes in sea poetry, writing newspaper articles about a new fish discovery and writing formal letters about preserving the pink dolphin habitat in our Hong Kong waters. Our Educational Visit to observe the pink dolphins in their ever-decreasing and threatening habitat contextualised our games-based learning unit of study.

Within our Science lessons, we learned about habitats, and in Maths we collected and compared data within different dive locations in the ‘Endless Ocean’ game. When examining our Excel graphs, we could draw conclusions about which species preferred shallower water as opposed to a deeper, darker habitat.

In Geography we were incredibly shocked to learn that there are 1.1 million kilograms of plastic entering our oceans every hour of every day. On examining plastic waste collected in school over one week, we observed just how much plastic packaging we throw away, just how little gets recycled and where a lot of our plastic is ending up; in the North Pacific Gyre. Since we as humans are having such an impact on the gyre or plastic soup, to help raise awareness about this plastic issue we photographed the plastic waste and manipulated the images, using photography apps on the itouches and ipads, and included these images within a campaign poster and video. P4 thoroughly enjoyed this cross-curricular approach and were inspired to begin to make changes at home and at school. Look out for our campaign videos on Youtube!

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY HIGHLIGHTS PRIMARY

PRIMARY 5 WOODEN TOYS In Design and Technology, all students have been busy designing and making wooden toys that use a cam mechanism.

The children used a range of tools including drills, saws, files and glue guns.

ANCIENT GREECE P5 began the year learning about life in Ancient Greece. After studying a range of Greek myths including The Twelve Labours of Heracles, the children wrote their own versions of the story.

This culminated in a stop frame animation project, where the children made a film studio that included different backdrops and plasticine characters. After taking several hundred photos and spending time carefully editing, the children found the finished movies are well worth all the hard work.

FORCES

THE HIGHWAYMAN

Our Science topic of Forces included several investigations looking at upthrust, gravity and air resistance. The children had great fun making and testing their own parachutes to find out how the size of the parachute canopy affects the time it takes to fall to the ground.

We have recently been studying the classic poem The Highwayman, which has involved the children using iMovie and other programs to create a film trailer. The children have imported text, images and sound and added their own verses – they are very pleased with the results.

PRIMARY 6

KELLETT ISLAND P6 had a great time at Kellett Island! Actually it’s called Wong Yi Chau and lies just off Sai Kung, but we took it over for 5 days. The weather was fantastic and we had an amazing time. For many of us it was our first time sleeping in tents and cooking our own food. We also enjoyed kayaking, raft building, dragon-boating, archery, hiking and a rope course. It was a fun-packed week, which meant we had a very sleepy weekend when we returned.

HOK SHAN VISIT HO P6 welcomed our friends from over the road at Hok Shan School, as they visited us in the library one morning. Thirty-five students from Hok Shan came vis over to practice their English language skills with the P6’s. There were plenty ov of jokes and smiles exchanged as Kellett kids enjoyed being teachers for the session. We are looking forward to welcoming them back next term. se KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

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PRIMARY

PRIMARY HIGHLIGHTS FRENCH FRENCH SPEECH COMPETITION Kellett School hosted the 2nd Crédit Agricole Private Banking French Speech Competition organised by the AFLE (Association of Teachers of French) on 26 November. For this Solo Poetry Speaking event, 125 primary children from different schools around Hong Kong came to Kellett to recite a French poem in front of a jury. It was a great event and the level of the competitors and expectations of the adjudicators were very high. Four Kellett pupils entered the competition with a fantastic outcome, as two of them came first in the P4 and P5 girls event and one came third in the P5 boys category. It is a brilliant outcome for the school and it was a fabulous opportunity for those children who entered the competition.

Our two winners will be invited to the award ceremony to receive their trophy in February. Congratulations!

DRAMA WORKSHOP WITH MATHIEU BEURTON Mathieu Beurton, a French drama teacher from the renowned Cours Florent in Paris, came to Kellett on 31 October to run a drama workshop for students in the P3 to P6 French classes.

Through different fun drama activities, Mathieu Beurton helped the children to develop their ability to express themselves in French as well as giving them the opportunity to explore and manipulate the language.

CHINESE STUDIES TYPING IN THE LANGUAGE LAB

MAKING MOON CAKES P6 students made moon cakes and enjoyed sampling the delicacies during the mid-autumn festival.

Students from time to time go to the language lab and type their essays in power point shows. They then record their voices along with the text.

P1 WRITING P1 students are learning to write sentences from memory, for example, ‘My name is ….’ and ‘I am … years old.’

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY HIGHLIGHTS PRIMARY

EXTRA CURRICULAR ACTIVITIES

CHINESE DANCING CLUB The P5 girls, under the guidance of Miss Du and Miss Hoe, are enjoying learning the umbrella dance for their China Evening performance. We look forward to their performance in May.

CHINESE COOKING CLUB Mrs Lo has inspired some students to be future Chinese chefs. Every Wednesday afternoon, delightful aromas fill the stairwell near the cooking room.

P4 SPORTS After completing the topic ‘Sports’, Alexandra wrote an article on it to show how much she had learned. Keep p it up! p

P6 SEASONS AND WEATHER This season and weather article was researched and written

by Yuri and her team mates, Julia and Anna. Students were b grouped in 2s or 3s to research different countries’ seasons g and weather. They used google doc. to communicate and a sshare writing the article. They then had to present it to the cclass using power point.

P5 5 SCHOOL & SUBJECTS Alexander wrote a good article on ‘School and Subjects’ and his presentation was excellent.

Well done, Alex!

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

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PRIMARY HIGHLIGHTS PRIMARY

PE PE CURRICULUM Primary 5 and Primary 6 have been playing table tennis this term. They have been learning how to improve their performance and the different strokes. All should now be able and competent umpires, and the progress has been wonderful to watch in their playing ability. The popular ladder competition has taken place with the top three students from each class playing in a knockout championship competition.

Primary 1, 2, 3 and 4 have been following the British Gymnastics Awards scheme this term, with the exception of a couple of classes who have been doing their dance module. They will work through the levels next term. The awards scheme has allowed the children to work independently and in pairs and practice on skills and actions. They have enjoyed the challenge of trying to complete all of the skills in the level.

Reception classes have been working on games-related activities doing lots of throwing and catching skills with a variety of different pieces of equipment.

NETBALL In netball, we have participated in friendly matches against CIS, GSIS, Peak Bradbury. The Primary 3’s and 4’s enjoyed their first competitive School and Bradbu tournament and our Primary 6 girls won the Island School competition! The girls performed brilliantly beating GSIS, Peak School and FIS in the group stages Glenealy 5-2 in the final! On Saturday 3 December, the girls and beating Glenea took part in the ESF annual tournament hosted by Bradbury and Glenealy. The girl’s performance was w outstanding in the pool games, with four wins from four matches. They went wen into the final stages, beating Glenealy B 3-2 and FIS 5-4.

Glenealy in the final which was an extremely exciting and well They met Glen match. Glenealy were stronger on the day and took the title. We fought matc also had representation in the Bradbury end of year B and C team tournaments. Again, both teams were extremely strong winning all tournam group matches and moving onto the knock-out stages unbeaten.

The C team played GSIS in the final and got beaten at the bitter end 2-1. The B team went through to take the title with a bitte win over CIS 11-0! ccomprehensive om

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY

PRIMARY HIGHLIGHTS SATURDAY SOCCER We are hoping that we can attract more boys and girls from Primary 1 to Primary 6 next term from January through to March. Saturday soccer is run by our excellent coaches, all of whom are Kellett parents. A huge thank you to all those who help with the running of Saturday Soccer, both on and off the field! Adam Osborn continues to do a wonderful job co-coordinating coaches and organising the sessions. Our P3 and P4’s also took part in the annual Operation Santa Claus tournament. The girls and boys did a fantastic job and a fun event was had by all.

AQUATHON AQUAT We have enjoyed participating pa in two Aquathons this term against HKIS. The sw swimming part of the race consisted of a 100m swim off the pier p at Tai Tam Bay, followed by a 400m run along the shore. 65 children took part over the two racesfor many. a new and exciting experience e

SWIMMING GALA

FOOTBALL

Primary 6 children enjoyed their annual swimming gala with Ms. Eadon’s class sweeping the board by participation points and winning the inter-class relay. It was great to see so many of the children participate in the maximum number of events.

In football the boys have had a successful term and had a fantastic run in the DBIS annual football tournament.

They won all their matches in the pool stages and made it to the final, where they were beaten by Discovery Bay International School. An outstanding team performance and an impressive effort from all of the players. Unfortunately the Hong Lok Yuen girls and boys tournaments were postponed until the New Year. On Saturday 10 December the team participated in the annual ESF tournament with 20 teams taking part. P5 and P6 boys have enjoyed matches against GSIS and our weekly friendly matches against Glenealy at the football club.

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

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PRIMARY

PRIMARY HIGHLIGHTS PRIMARY SPORTS DAY Primary sports day was an enjoyable day! It was action packed in the morning for Reception and Key Stage One, with lots of running, jumping and throwing events. By the end of the morning everyone was exhausted. In the afternoon, Key Stage 2 didn’t stop and had 2 hours of full on activity and sports. Thank you to all the children who worked so hard and tried their best, and to the teachers who ensured that the day ran smoothly. It was great to see so many parents there on the day and great to see some getting involved with the events.

SPORT ECAS Our Sport ECA programme has been exceptionally busy on the sports front again this term. Our outside providers are offering Karate, Dance, and Brazilian football. All other sport ECA’s are offered by our own teachers, so a big thank you those who have run activities this term.

In gymnastics club the children have enjoyed working on the equipment and improving their floor skills. Netball is one of the main sports that we cover this term and we have had record numbers attending Monday’s sessions, so much so that we have had to have split venues. Children are showing great improvements in positional play and basic skills. Girls and Boys football on Wednesdays has been very well attended. Our girl’s football programme continues to go from strength to strength. It has also been great to see girls training together at Saturday Soccer. In yoga there has been lots of stretching and learning new positions. Thursday morning swimming continues to be very popular despite everyone having to get up early! We continue to see improved stroke technique and stamina as the weeks progress. P5 & P6’s had the opportunity to learn the art of Kung Fu. This club is on offer all year and the children who participate are showing great improvement and promise.

Fiona Pratt Head of Primary PE

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY HIGHLIGHTS PRIMARY

SCHOOL COUNCIL My name is Charlie and I was very excited to be voted School Council representative for P3-1 for 2011-2012. Every class voted one Representative and one Deputy Representative onto the Council.

Our ďŹ rst School Council meeting was held on Thursday 29 September and at this meeting we held the Executive Committee election. Congratulations to the following people who were voted onto this Committee: CHAIRPERSON: Kendall VICE CHAIRPERSON: Thomas SECRETARY: Yuri TREASURER: Jae Won The next meeting was held on Thursday 27 October and we discussed the playground equipment. We are very excited to tell everyone that new playground equipment such as skipping ropes, foam balls, juggling balls and Chinese yoyos have been bought for the lower playground and a giant jenga and a foos ball table have been bought for the roof playground. We talked about the rules everyone has to follow when they use the equipment and ways to make sure that everyone knows how to look after the new equipment and how to use it. We also decided to have new colour-coded labels to show which equipment goes into which storage bin. All of this information was shared in assemblies led by some School Councilors.

In our last meeting held on Thursday 24 November we decided on the playground equipment rules that class councils had talked about which are: 1.

2.

3.

4.

5.

Please put the equipment carefully away in the correct bin Play with the equipment properly or you will be asked to put it away Always share the equipment and play with it fairly Treat the equipment the way you would treat your own things If you are not sure how to use the equipment ask a school council rep, teacher or ESA

We hope you are looking forward to having some new things to play with in the playground and hope you have lots of fun with all the new equipment.

RECEPTION CHILDREN FIRST WEEK AT SCHOOL DIWALI

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

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PRIMARY

PRIMARY HIGHLIGHTS RECEPTION CHRISTMAS PLAY

LUCIA

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY HIGHLIGHTS PRIMARY

P1 CHRISTMAS PLAY

P2 CHRISTMAS PLAY

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

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PRIMARY HIGHLIGHTS PRIMARY

ICT GAMES BASED LEARNING VISIT During the past four years, students at Kellett have had the opportunity to extend their learning, particularly within the area of Literacy, using computer games as a stimulus. Our work has become quite well known within Hong Kong and teachers have presented their work at a number of conferences within the region.

As a consequence of this, we sometimes get requests from other schools to actually visit and see what we do ‘for real’! One such visit took place this term.

Principals, senior staff and teachers from three Hong Kong schools visited us in October to find out more ore about our work with computer games. games Colleagues from Pak Kau College, EduYoung College and QualiEd College were able to spend time speaking to students and teachers about the work they have been doing. In particular they saw P1 children using the Wii to enhance Literacy, as well as the P4’s work on the environment that they created as a result of using the game Endless Ocean.

The Principals and teachers were able to consider how they could transfer some of the things they had seen into their own situations, and reflected on how they could use ideas such as this to implement change within the curriculum.

As is often the case when colleagues visit Kellett, the visitors left impressed with what they had seen; from the innovative practice through to the focused students, not to mention the amazing displays!

ART PRIMARY ONE AND PRIMARY TWO P1 and P2 have been busy getting ready for their Christmas show.

We made beautiful snowflakes using a variety of different materials, using cold colours to add pattern to their paper cut out designs.

P1 perfected the art of patterning, creating perfec hanging 3D 3 snowflakes and further helped to decorate decora the large reindeer that joined our Christmas backdrop. It was a thoroughly enjoyable few weeks, full of sparkles and glittery designs, that culminated in a scenic de winter wonderland!

We are also very grateful wo to Reception for making such beautiful stars that Recept made the auditorium complete.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

PRIMARY HIGHLIGHTS PRIMARY

PRIMARY THREE P3 have been looking at 3D shapes and in particular still life paintings. We looked at the artist Cezanne and learnt about how he made his pictures of fruits look realistic. We studied how to make an object look 3D and drew some large, colourful bottle pictures using oil pastels, to demonstrate the graduation of light to dark shading across an object, allowing it to become a solid shape. The children later drew their own still life pictures in the style of Cezanne and we had a great time arranging the different fruits in class, trying to get the best angles, and composition.

PRIMARY FOUR The P4s have been mastering the art of stencil printing and we had a great time making stencils for the Pirate flag bunting that went up in the auditorium for the P4 show, ‘Pirates of the Currybean’. Everyone in P4 designed their own skull and cross bones flag and then drew them onto sheets of card that we later cut out and sponged fabric ink over.

We used different-coloured inks to ensure a decorative effect, and used glow-in- the-dark ink for the eyes and bones. Some added fabric eye patches and hats, whilst others were happy with the simplicity of the white ink on a black background. This provided a great opportunity to get ready for our next stencil -printing topic, which was Christmas wrapping paper.

PRIMARY FIVE The ancient Greek ceramics project at the beginning of this term was tackled with much enthusiasm and excitement, and the children made great progress designing and making either a jug or a pot which later was painted and glazed, and finally fired. The importance of joining the clay together and sealing it successfully was a skill very much learnt, and the children spent a lot of time gaining the correct shape and desired design.

This culminated in an array of very impressive and imaginative vessels. We later saw the children work on their Christmas card for Kellett Cares, which was an Asian inspired design of bamboo with hanging Christmas ornaments.

PRIMARY SIX We have spent a lot of time looking at the genre of portraiture and have studied the artist Tai-Shan Schierenberg and how he creates painterly works full of layers giving the feeling of texture and expression.

We have worked in pencil, and then later in acrylic, to achieve a self-portrait study made up of black and white values. This project has been a challenge but thoroughly enjoyed by all involved, and has really stretched the children in terms of their drawing and painting skills. The final results were very dramatic large scale works that show how hard all have worked in the attempt to produce realistic studies of the face at a variety of angles. The children, as well as this, thoroughly enjoyed producing wrapping paper for the annual sale for Kellett Cares.

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SECONDARY

SECONDARY HIGHLIGHTS For the last three years at the ‘Pathways to University’ Information evenings, I have been highlighting the importance of students building an irresistible personal profile to sit alongside their academic profile.

A good school focuses on each student’s personal academic progress and attainment whilst simultaneously providing the guidance and opportunity to support students in building their personal profile. Kellett’s aim and the six statements which support the aim clearly underpin the importance of both the academic and personal profile.

We aim for all our students to have ‘a love of learning and confidence for life’.

We achieve this aim by ensuring our students: UÊ V iÛiÊ«iÀà > Ê>V>`i VÊiÝVi i Vi UÊ ÀiÊV w`i Ì]Ê>ÀÌ VÕ >ÌiÊ> `Ê >ÛiÊ>ÊÜ `iÊÀ> }iÊ vÊ transferable skills UÊ1 `iÀÃÌ> `ÊÌ i ÀÊÀië à L Ì iÃÊ>ÃÊ i LiÀÃÊ vÊÌ iÊ global community This is underpinned by our community’s commitment in providing its students with: UÊ ÊÃÌ Õ >Ì }Ê> `ÊÃÕ«« ÀÌ ÛiÊ i>À }Êi Û À i Ì UÊ ÊLÀ >`ÊVÕÀÀ VÕ Õ Ê> `ÊÛ> Õ>L iÊiÝÌÀ> VÕÀÀ VÕ >ÀÊiÝ«iÀ i Vià UÊ > i }iÊÜ ÃÌÊ vviÀ }Ê «« ÀÌÕ ÌÞÊ> `Ê} Û }ÊÀië à L ÌÞ But how is a balance between the two profiles achieved?

Experience suggests that there is no magic answer; what works for one student is not necessarily going to work for another. But effective time management and a focus on achieving quality over quantity in activities will make a difference.

Time management is so important. Simply putting aside a dedicated amount of time to achieve one task without distraction is beneficial. In today’s technological world this almost needs to be a learnt skill and can feel ‘alien’ but we do work more efficiently when we only focus on one task at a time. This might not be as fun as multitasking but it is more time efficient.

A focus on quality activities ensures that time is well spent. I often say playing football for a team, or playing rugby for a club or being a violin player, though all very important, are no longer good enough anymore. Everyone is playing something. To what extent are the skills you have learnt being used constructively?

For example, are your sporting skills being used to help coach a junior football or rugby squad? Are your violin skills being shared

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

with others in public performances? Are you teaching English to young people who need a role model, or helping to build a new school building for a community which needs support? Going on a beach holiday in Bali might be a great experience, but is it time well spent? The quality of the activity or experience needs to be considered before investing valuable time in it. Maximise the return on your time investment.

This may sound very demanding and bordering on ‘Tiger Motherish’ but consider this; one in three applicants did not get into UK universities this year because of the demand for course places. Our current Year 10 students will submit their highly polished and persuasive UK university applications in October 2014 which is not much more than two and a half years away.

By then they need that irresistible personal profile to sit alongside the strong academic profile they are currently gaining at Kellett.

So trying to do everything on offer, both in and out of school, is just not practicable or realistic. At best it leads to mediocre performance both academically and personally. Students need to choose, commit and aim for excellence in the areas that they are focusing on and most passionate about. Parents and teachers offer advice but students need to be part of the conversation.

School work must always take priority. During lessons, students need to be able to focus on the task at hand and make progress in every lesson. For their thirty hours of lessons a week they need to be in the best state of mind both emotionally and physically.

Teenagers have enough going on in their lives without the overburdening of an unrealistic or over ambitious extra-curricular activity programme. The benefits of any activity which keeps them out of school for their 180 school days a year needs to be carefully balanced with the impact on academic progress.

At Kellett, guidance on time management comes from all staff, tutors and the Head of House. It is part of the conversation which teachers have with their students. The quality of our extracurricular programme is monitored to ensure time is being well spent. The introduction of the Sport Leadership Award (Year 9 upwards), the Hong Kong Award for Young People (Year 10) and a move to lay the foundations of a debating team via the Hong Kong Model United Nations are examples of high value extracurricular activities which good schools offer to help their students stand out from the crowd when applying for university.

Beyond university application, such activities fully support our students in having a love of learning and confidence for life.

SECONDARY

SECONDARY HIGHLIGHTS

Sport Leadership Award www.sportsleaders.org The Year 9 and Year 10 curriculum includes the Sport Leadership Award Scheme. This provides the students with the opportunity to gain experience and a qualification in a leadership role in sport. In addition students develop a sense of self-worth that they would not otherwise find. The award scheme equips young people with effective communication and organisation skills, while engendering responsibility and self-respect. The Sports Leadership award also encourages personal growth, through a commitment to volunteering, establishing and maintaining activities that help people to play together and develop strong cohesive communities which thrive. This award scheme will be another great building block for the students who are keen to Ì> iÊÕ«Ê* Ê>ÃÊ>Ê - ÊÃÕL iVÌÊ Ê9i>ÀÊ£äÊ>ÃÊÜi Ê>ÃÊÌ iÊ ii Ê sporting students who want to gain coaching qualifications.

Hong Kong Award for Young People (The Duke of Edinburgh Award) www.ayp.org.hk Hong Kong Award for Young people is offered to students from Year 10 upwards, and like its predecessor, the Duke of Edinburgh Award, is part of the International Youth Award. On joining HKAYP, students become part of the enormous number of young people all over the world who are participating in similar activities. As such, any achievement at Bronze, Silver or Gold level is recognized worldwide. Through participating in HKAYP,

students are encouraged to face the challenge of worthwhile leisure activities and voluntary service through which they can discover their hidden abilities and gain a special sense of satisfaction and achievement by overcoming a challenge. They are encouraged to develop their physical activities and to foster a spirit of adventure and discovery through expeditions.

Hong Kong Model United Nations www.hkmunc.org.hk The origin of Model United Nations (MUN) dates back to the 20s with the establishment of the League of Nations, followed by its transformation to United Nations in 1945. MUN has been a student-oriented activity which simulates the UN General Assembly. About 400 MUN conferences are held worldwide every year, in which 200,000 high school and college students have taken part. The sizes of the conferences vary, as they can be held locally, at classrooms or internationally, at the UN Headquarter. Teams of participants will become country members of the UN. Each MUN delegate acts as the country’s ambassador to the UN, and discusses world issues like human rights, terrorism and sustainable development. Students will learn to be leaders in MUN, which has been a training ground for leaders of different fields. MUN is also a valuable occasion to meet friends from all over the world.

Simon Giddings Deputy Principal Head of Secondary

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

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SECONDARY

SECONDARY HIGHLIGHTS MODERN FOREIGN LANGUAGES SECONDARY LANGUAGES DEPARTMENT This is a very exciting year at Kellett Secondary for languages; we have grown considerably as a `iÂŤ>Ă&#x20AC;Ă&#x152;Â&#x201C;iÂ&#x2DC;Ă&#x152;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x2C6;Â&#x2DC;Ă&#x152;Ă&#x20AC;Â&#x153;`Ă&#x2022;VĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;>Ă&#x160; Ă&#x2022;Ă&#x20AC;Ă&#x20AC;Â&#x2C6;VĂ&#x2022;Â?Ă&#x2022;Â&#x201C;Ă&#x160; Leader, Language Support Assistants for both core Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x152;Ă&#x153;Â&#x153;Ă&#x160;Â&#x2DC;iĂ&#x153;Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vviĂ&#x20AC;Ă&#x160;>Ă&#x152;Ă&#x160; - Ă&#x160; â&#x20AC;&#x201C; Spanish and Latin. Ă&#x20AC;Ă&#x192;Ă&#x160; Â&#x2C6;Â&#x2DC;`iÂ&#x2DC;Ă&#x160; Ă&#x153;Ă&#x17E;iĂ&#x20AC;]Ă&#x160; Ă&#x2022;Ă&#x20AC;Ă&#x20AC;Â&#x2C6;VĂ&#x2022;Â?Ă&#x2022;Â&#x201C;Ă&#x160; i>`iĂ&#x20AC;Ă&#x160;Âş Ă&#x160;>Â&#x201C;Ă&#x160;Ă&#x152;Â&#x2026;Ă&#x20AC;Â&#x2C6;Â?Â?i`Ă&#x160; to be leading such a dedicated team of experienced and talented language teachers with whom I have every conďŹ dence that we can instil a love of learning languages in our Kellett studentsâ&#x20AC;? Ă&#x20AC;Ă&#x192;Ă&#x160; >Ă&#x20AC;Ă&#x152;Â&#x2C6;Â&#x2DC;iĂ&#x160; Â&#x153;Â&#x2DC;Ă&#x152;>}Â&#x2DC;i]Ă&#x160; Ă&#x20AC;iÂ&#x2DC;VÂ&#x2026;Ă&#x160;/i>VÂ&#x2026;iĂ&#x20AC;Ă&#x160;Âş Â&#x2DC;Ă&#x160;Ă&#x2022;Â&#x2DC;`iĂ&#x20AC;Ă&#x192;Ă&#x152;>Â&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă&#x20AC;iÂ&#x2DC;VÂ&#x2026;Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x192;Ă&#x152;iÂŤÂŤÂ&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x192;Ă&#x152;Â&#x153;Â&#x2DC;iĂ&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160;Ă&#x20AC;Â&#x153;Â&#x201C;>Â&#x2DC;ViĂ&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;]Ă&#x160; such as Spanish and Italian, as well as to a better grasp of English. It is the world language of theatre, arts, dance, architecture as well as cuisine and fashion. Therefore it is a hugely beneďŹ cial language to master.â&#x20AC;? Ă&#x20AC;Ă&#x160;,Â&#x153;LiĂ&#x20AC;Ă&#x152;Ă&#x160; Â?Â?iÂ&#x2DC;]Ă&#x160; >Â&#x2DC;`>Ă&#x20AC;Â&#x2C6;Â&#x2DC;Ă&#x160;/i>VÂ&#x2026;iĂ&#x20AC;Ă&#x160;Âş-Ă&#x152;Ă&#x2022;`Ă&#x17E;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;>Ă&#x152;Ă&#x160;Ă&#x2022;Â&#x2DC;Â&#x2C6;Ă&#x203A;iĂ&#x20AC;Ă&#x192;Â&#x2C6;Ă&#x152;Ă&#x17E;Ă&#x160;Ă&#x153;>Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x152;Ă&#x2022;Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;ÂŤÂ&#x153;Â&#x2C6;Â&#x2DC;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;`iVÂ&#x2C6;`Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x201C;Ă&#x17E;Ă&#x160;vĂ&#x2022;Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;V>Ă&#x20AC;iiĂ&#x20AC;Ă&#x160;>Â&#x2DC;`Ă&#x160;Â&#x201C;Ă&#x17E;Ă&#x160;Â&#x2026;Â&#x153;ÂŤiĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160; Ă&#x152;Â&#x2026;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;Ă&#x20AC;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x160;Ă&#x152;i>VÂ&#x2026;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160; Ă&#x160;Â&#x201C;>Ă&#x17E;Ă&#x160;iÂ&#x2DC;>LÂ?iĂ&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â&#x2026;>Ă&#x203A;iĂ&#x160;>Ă&#x160;LiĂ&#x152;Ă&#x152;iĂ&#x20AC;Ă&#x160;Ă&#x2022;Â&#x2DC;`iĂ&#x20AC;Ă&#x192;Ă&#x152;>Â&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;vĂ&#x160;Â&#x153;Â&#x2DC;iĂ&#x160;>Â&#x2DC;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;½Ă&#x192;Ă&#x160;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x17E;]Ă&#x160;VĂ&#x2022;Â?Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;>Â&#x2DC;`Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}i°Ă&#x160; Ă&#x192;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x152;Â&#x2C6;Â&#x201C;iĂ&#x160;`iĂ&#x203A;Â&#x153;Ă&#x152;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â?i>Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x192;Â&#x153;Ă&#x160;VĂ&#x20AC;Ă&#x2022;VÂ&#x2C6;>Â?]Ă&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x20AC;iĂ&#x160;Â?Ă&#x2022;VÂ&#x17D;Ă&#x17E;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â&#x2026;>Ă&#x203A;iĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x153;ÂŤÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x2022;Â&#x2DC;Â&#x2C6;Ă&#x152;Ă&#x17E;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x192;Ă&#x152;>Ă&#x20AC;Ă&#x152;Ă&#x160;Â?i>Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;>Ă&#x152;Ă&#x160;>Â&#x2DC;Ă&#x160; early age.â&#x20AC;? Ă&#x20AC;Ă&#x192;Ă&#x160;7iÂ&#x2DC;Â?Â&#x2C6;Ă&#x160;8Â&#x2C6;>Â&#x153;]Ă&#x160; >Â&#x2DC;`>Ă&#x20AC;Â&#x2C6;Â&#x2DC;Ă&#x160;/i>VÂ&#x2026;iĂ&#x20AC;Ă&#x160;Âş Ă&#x160;viiÂ?Ă&#x160;Ă&#x192;Â&#x153;Ă&#x160;Â?Ă&#x2022;VÂ&#x17D;Ă&#x17E;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;LiĂ&#x160;Ă&#x153;Â&#x153;Ă&#x20AC;Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;LÂ&#x2C6;}Ă&#x160;v>Â&#x201C;Â&#x2C6;Â?Ă&#x17E;Ă&#x160;Â&#x153;vĂ&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;-VÂ&#x2026;Â&#x153;Â&#x153;Â?°Ă&#x160;Ă&#x160; Ă&#x160;Â&#x2026;>Ă&#x203A;iĂ&#x160;Â?Â&#x153;Ă&#x203A;iÂ?Ă&#x17E;Ă&#x160;ÂŤĂ&#x2022;ÂŤÂ&#x2C6;Â?Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;v>Â&#x2DC;Ă&#x152;>Ă&#x192;Ă&#x152;Â&#x2C6;VĂ&#x160; colleagues who have made me feel very welcome at Kellett Secondary.â&#x20AC;? Â&#x2C6;Ă&#x192;Ă&#x192;Ă&#x160;+Â&#x2C6;Ă&#x160;<Â&#x2026;Ă&#x2022;]Ă&#x160; >Â&#x2DC;`>Ă&#x20AC;Â&#x2C6;Â&#x2DC;Ă&#x160;/i>VÂ&#x2026;iĂ&#x20AC;Ă&#x160;Âş ½Â&#x201C;Ă&#x160;>Â&#x201C;>âi`Ă&#x160;LĂ&#x17E;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;`Â&#x2C6;vviĂ&#x20AC;iÂ&#x2DC;ViĂ&#x192;Ă&#x160;LiĂ&#x152;Ă&#x153;iiÂ&#x2DC;Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;>Â&#x201C;Ă&#x160;VĂ&#x2022;Ă&#x20AC;Â&#x2C6;Â&#x153;Ă&#x2022;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â&#x17D;Â&#x2DC;Â&#x153;Ă&#x153;Ă&#x160;Â&#x201C;Â&#x153;Ă&#x20AC;iĂ&#x160;>LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160; Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;°Ă&#x160;Ă&#x160;/Â&#x2026;Ă&#x20AC;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`Ă&#x17E;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;Ă&#x20AC;iiĂ&#x160;vÂ&#x153;Ă&#x20AC;iÂ&#x2C6;}Â&#x2DC;Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x192;]Ă&#x160; Ă&#x160;Ă&#x20AC;i>Â?Â&#x2C6;Ă&#x192;iĂ&#x160;Â&#x2026;Â&#x153;Ă&#x153;Ă&#x160;Li>Ă&#x2022;Ă&#x152;Â&#x2C6;vĂ&#x2022;Â?Ă&#x160;Â&#x201C;Ă&#x17E;Ă&#x160;Â&#x201C;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160;Ă&#x152;Â&#x153;Â&#x2DC;}Ă&#x2022;iĂ&#x160; >Â&#x2DC;`>Ă&#x20AC;Â&#x2C6;Â&#x2DC;Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160; Ă&#x160;Â&#x2026;Â&#x153;ÂŤiĂ&#x160;Ă&#x152;Â&#x2026;>Ă&#x152;Ă&#x160; the skill of communicating in Mandarin will bring my students an enriched identity, new ways of thinking and a world of fascinating experiencesâ&#x20AC;? Ă&#x20AC;Ă&#x192;Ă&#x160; `Ă&#x153;Â&#x2C6;Â&#x2DC;>Ă&#x160; iÂ&#x2DC;`iĂ&#x192;]Ă&#x160; >Ă&#x152;Â&#x2C6;Â&#x2DC;Ă&#x160;/Ă&#x2022;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x160;Âş Ă&#x17E;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x152;Ă&#x20AC;Â&#x153;`Ă&#x2022;VÂ&#x2C6;Â&#x2DC;}Ă&#x160; >Ă&#x152;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x192;VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;vÂ&#x153;Ă&#x20AC;ivĂ&#x20AC;Â&#x153;Â&#x2DC;Ă&#x152;Ă&#x160;Â&#x153;vĂ&#x160;>Â&#x2DC;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x152;iĂ&#x20AC;Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;>Â?Ă&#x160;Â&#x201C;Â&#x153;Ă&#x203A;iÂ&#x201C;iÂ&#x2DC;Ă&#x152;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x20AC;iÂ&#x2C6;Â&#x2DC;Ă&#x192;Ă&#x152;>Ă&#x152;iĂ&#x160;

Â?>Ă&#x192;Ă&#x192;Â&#x2C6;VĂ&#x192;Ă&#x160;Ă&#x152;i>VÂ&#x2026;Â&#x2C6;Â&#x2DC;}°Ă&#x160;Ă&#x160;/Â&#x2026;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x160;>Ă&#x160;Ă&#x20AC;>Ă&#x20AC;iĂ&#x160;Ă&#x192;Ă&#x2022;LÂ?iVĂ&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160; Â&#x153;Â&#x2DC;}Ă&#x160; Â&#x153;Â&#x2DC;}]Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`Ă&#x17E;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;Â&#x201C;>Â&#x17D;iĂ&#x192;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x20AC;iĂ&#x192;ÂŤÂ&#x153;Â&#x2DC;`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â?Â&#x2C6;viĂ&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;>Ă&#x160;Â&#x201C;Â&#x153;Ă&#x20AC;iĂ&#x160;VÂ&#x153;Â&#x2DC;Ă&#x192;Â&#x2C6;`iĂ&#x20AC;i`Ă&#x160; way, sparking an appreciation of literature and history. For me the pleasure of teaching Latin comes from dusting off peopleâ&#x20AC;&#x2122;s conception of the subject and bringing the Romans and their lust for life into vivid colour for the students. The pupils I have taught here so far have had no problem identifying with those who lived a couple of millennia ago in a distant part of the planet.â&#x20AC;? Ă&#x20AC;Ă&#x192;Ă&#x160;-Â&#x153;ÂŤÂ&#x2026;Â&#x2C6;iĂ&#x160; Â&#x2C6;]Ă&#x160; >Â&#x2DC;`>Ă&#x20AC;Â&#x2C6;Â&#x2DC;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;-Ă&#x2022;ÂŤÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;Â&#x2C6;Ă&#x192;Ă&#x152;>Â&#x2DC;Ă&#x152;Ă&#x160;Âş Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Â&#x2DC;Ă&#x160;iĂ&#x192;Ă&#x192;iÂ&#x2DC;Ă&#x152;Â&#x2C6;>Â?Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;VÂ&#x153;Â&#x201C;Â&#x201C;Ă&#x2022;Â&#x2DC;Â&#x2C6;V>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Â&#x201C;Â&#x153;`iĂ&#x20AC;Â&#x2DC;Ă&#x160;Ă&#x192;Â&#x153;VÂ&#x2C6;iĂ&#x152;Ă&#x17E;°Ă&#x160;Ă&#x160; Ă&#x17E;Ă&#x160; Â?i>Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;i]Ă&#x160;Â&#x2C6;Ă&#x152;Ă&#x160;Ă&#x153;Â&#x2C6;Â?Â?Ă&#x160;Â&#x2026;iÂ?ÂŤĂ&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;ÂŤĂ&#x20AC;iÂŤ>Ă&#x20AC;iĂ&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x2022;ÂŤVÂ&#x153;Â&#x201C;Â&#x2C6;Â&#x2DC;}Ă&#x160;VÂ&#x2026;>Â?Â?iÂ&#x2DC;}iĂ&#x192;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;vĂ&#x2022;Ă&#x152;Ă&#x2022;Ă&#x20AC;i°Ă&#x160;Ă&#x160;7iĂ&#x160;Â&#x2026;Â&#x153;ÂŤiĂ&#x160;Ă&#x152;Â&#x153;Ă&#x160;}Â&#x2C6;Ă&#x203A;iĂ&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x153;iÂ?Â?Â&#x2021; Ă&#x20AC;Â&#x153;Ă&#x2022;Â&#x2DC;`i`Ă&#x160;>Â&#x2DC;`Ă&#x160;iÂ&#x2DC;Â?Â&#x153;Ă&#x17E;>LÂ?iĂ&#x160;iĂ?ÂŤiĂ&#x20AC;Â&#x2C6;iÂ&#x2DC;ViĂ&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â?i>Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iÂť Ă&#x20AC;Ă&#x192;Ă&#x160; Â&#x153;Ă&#x20AC;Â&#x2C6;Â&#x2DC;Â&#x2DC;iĂ&#x160;9Ă&#x2022;Ă&#x20AC;Â&#x2C6;Ă&#x192;Â&#x2C6;VÂ&#x2026;]Ă&#x160; Ă&#x20AC;iÂ&#x2DC;VÂ&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;-Ă&#x2022;ÂŤÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;Â&#x2C6;Ă&#x192;Ă&#x152;>Â&#x2DC;Ă&#x152;Ă&#x160;Âş Ă&#x160;LiÂ?Â&#x2C6;iĂ&#x203A;iĂ&#x160;Ă&#x152;Â&#x2026;>Ă&#x152;Ă&#x160;Â?i>Ă&#x20AC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Â&#x2DC;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160;Â?>Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x160;Ă&#x153;Â&#x153;Â&#x2DC;`iĂ&#x20AC;vĂ&#x2022;Â?Ă&#x160;Ă&#x153;>Ă&#x17E;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â?i>Ă&#x20AC;Â&#x2DC;Ă&#x160;>LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160; other cultures and way of life and I very much look forward to working with all the students learning French at Kellett Secondaryâ&#x20AC;?

LANGUAGE PERFECT WORLD CHAMPIONSHIPS 2011 In September 2011, students at Kellett secondary took part in an online languages competition. They competed for their class, school and country against other students from around the world by earning points in a range of foreign languages on Language Perfect. The goal was to motivate students to get excited about languages, learning, and having fun at the same time.

UĂ&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;Ă&#x20AC;>Â&#x2DC;Â&#x17D;i`Ă&#x160;xĂ&#x17D;Ă&#x20AC;`Ă&#x160;­Â&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Â&#x153;vĂ&#x160;Â&#x153;Ă&#x203A;iĂ&#x20AC;Ă&#x160;ÂŁ]äääĂ&#x160;Ă&#x192;VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x192;ÂŽĂ&#x160;Ă&#x153;Â&#x153;Ă&#x20AC;Â?`Ă&#x153;Â&#x2C6;`iĂ&#x160;>Â&#x2DC;`Ă&#x160;ÂŁnĂ&#x152;Â&#x2026;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;V>Ă&#x152;i}Â&#x153;Ă&#x20AC;Ă&#x17E;Ă&#x160;­Ă&#x192;VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x192;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;viĂ&#x153;iĂ&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;>Â&#x2DC;Ă&#x160;Ă&#x201C;ääĂ&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ž° UĂ&#x160;7iĂ&#x160;Ă&#x153;iĂ&#x20AC;iĂ&#x160;>Ă&#x153;>Ă&#x20AC;`i`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x152;Â&#x2C6;Ă&#x152;Â?iĂ&#x160;½Ă&#x152;Â&#x153;ÂŤĂ&#x160;Ă&#x192;VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160; Ă&#x192;Â&#x2C6;>½Ă&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x153;iĂ&#x20AC;iĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Ă&#x192;VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x160;Ă&#x153;Â&#x153;Ă&#x20AC;Â?`Ă&#x153;Â&#x2C6;`iĂ&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160; Â&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x192;iĂ&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;{Ă&#x152;Â&#x2026;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;V>Ă&#x152;i}Â&#x153;Ă&#x20AC;Ă&#x17E;° iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x153;Â&#x153;Â&#x2DC;Ă&#x160;Ă&#x17D;Ă&#x2021;Ă&#x160;ViĂ&#x20AC;Ă&#x152;Â&#x2C6;wV>Ă&#x152;iĂ&#x192;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x152;>Â?t UĂ&#x160;Ă&#x201C;Ă&#x2021;Ă&#x160; Ă&#x20AC;i`Â&#x2C6;Ă&#x152;Ă&#x160;ViĂ&#x20AC;Ă&#x152;Â&#x2C6;wV>Ă&#x152;iĂ&#x192;Ă&#x160;o UĂ&#x160;{Ă&#x160; Ă&#x20AC;Â&#x153;Â&#x2DC;âiĂ&#x160; i`>Â?Â?Â&#x2C6;Ă&#x192;Ă&#x152;Ă&#x192;\Ă&#x160;Ă&#x160;->`Â&#x2C6;i]Ă&#x160; Ă&#x20AC;Â&#x2C6;>}Â&#x2026;>]Ă&#x160; Ă&#x20AC;VÂ&#x2026;Â&#x2C6;iĂ&#x160;>Â&#x2DC;`Ă&#x160; Ă&#x152;Â&#x2026;>Â&#x2DC;Ă&#x160; UĂ&#x160;Ă&#x17D;Ă&#x160;-Â&#x2C6;Â?Ă&#x203A;iĂ&#x20AC;Ă&#x160; i`>Â?Â?Â&#x2C6;Ă&#x192;Ă&#x152;Ă&#x192;\Ă&#x160;Ă&#x160; i}]Ă&#x160; >Ă&#x192;Â&#x201C;Â&#x2C6;Â&#x2DC;iĂ&#x160;>Â&#x2DC;`Ă&#x160;/Â&#x2C6;Â&#x201C;Â&#x153;Ă&#x152;Â&#x2026;Ă&#x17E;Ă&#x160; UĂ&#x160;Ă&#x17D;Ă&#x160; Â&#x153;Â?`Ă&#x160; i`>Â?Â?Â&#x2C6;Ă&#x192;Ă&#x152;Ă&#x192;\Ă&#x160; iĂ&#x20AC;Ă&#x152;Â&#x2C6;iĂ&#x160;>Â&#x2DC;`Ă&#x160; iÂ&#x2DC;Ă&#x20AC;Ă&#x17E; 7Â&#x2026;>Ă&#x152;Ă&#x160;>Ă&#x160;v>Â&#x2DC;Ă&#x152;>Ă&#x192;Ă&#x152;Â&#x2C6;VĂ&#x160;Ă&#x192;Ă&#x152;>Ă&#x20AC;Ă&#x152;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;>V>`iÂ&#x201C;Â&#x2C6;VĂ&#x160;Ă&#x17E;i>Ă&#x20AC;]Ă&#x160;Ă&#x153;iÂ?Â?Ă&#x160;`Â&#x153;Â&#x2DC;iĂ&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;-iVÂ&#x153;Â&#x2DC;`>Ă&#x20AC;Ă&#x17E;t 28

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

ENGLISH iPADS IN ENGLISH – YEAR 7 " Ê->ÌÕÀ`>ÞÊxÌ Ê Ûi LiÀ]Ê> ÊÌ iÊ9i>ÀÊÇÊÃÌÕ`i ÌÃÊÜiÀiÊ Û Ûi`Ê ÊÌ iÊ-iV `>ÀÞÊ-iVÌ Ê"«i Ê >Þ°ÊÊ7 À }Ê ÊÌ iÊ } Ã Ê

i«>ÀÌ i ÌÊÜiÀi\Ê*À Þ>]Ê Þ]Ê"ÃV>ÀÊ> `Ê- « >ÊvÀ ÊÇÊ-ÌÕ>ÀÌÃ]Ê->vwiÊvÀ ÊÇÊ/Õ` ÀÃÊ> `Ê ÀV iÊvÀ ÊÇÊ7 `à ÀðÊÊ/ iÊÃÌÕ`i ÌÃÊ worked in two groups to dramatise part of the class novel they have been studying this year – Skellig by David Almond. The purpose of this was partly to test the use of new technologies, with one group using ipads to film and edit their dramatization, whilst the others used flipcams and moviemaker on their laptops. Ì Ê}À Õ«ÃÊ«À `ÕVi`Êà iÊiÝVi i ÌÊÜ À Ê> `Ê ÛiÀ> ÊÌ iÊÃÌÕ`i ÌÃÊi Þi`ÊÌ iÊiÝ«iÀ i Vi\ʺ ÊÌ ÊÌ >ÌÊ ÕÀÊ Êw ÊÜi ÌÊ>ÃÊ« > i`Ê and I felt that being a camera woman was part of the directing process too” said Priya. However, when it comes to a clear winner LiÌÜii ÊÌ iÊÌÜ ÊÌiV } iÃ]ÊÌ ÃÊÜ>ÃÊ >À`ÊÌ Ê Õ`}i]ÊÜ Ì ÊÌ iÊy «V> ÃÊV }Ê ÕÌÊ>Ãʺi>à iÀÊÌ Êw ÊÜ Ì »ÊLÕÌÊ >Û }ʺ iÃÃÊV ViÃÊ Ü Ì ÊÃ Õ `ÊivviVÌûÊÜ ÃÌÊÌ iÊ «>`ÃÊÜiÀiÊÌ Õ} ÌÊÌ ÊLiʺ >À`iÀÊÌ Êi` ÌÊÜ Ì ÊLÕÌÊ >`Ê} `ÊLÕ Ì ÊÃ Õ `ÃÊivviVÌû°Ê - ]ÊÌ iÊ ÕÀÞÊ ÃÊÃÌ Ê ÕÌÊ ÊLÕÌÊ ÊÌ iÊ i> Ì iÊiÝ« À }ÊÌ iÊ >ÌiÃÌÊÌiV } iÃÊ ÃÊÃÌ Ê ÌÊ ÊÌ iÊ>}i `>Ê>ÌÊ i iÌÌt

iPADS IN ENGLISH – YEAR 10 >Û }ÊÃÌÕ` i`ÊÌ iÊ« i ʼ7>ÀÊ« Ì }À>« iÀ½Ê>ÃÊ«>ÀÌÊ vÊÌ i ÀÊ - ÊV ÕÀÃi]Ê9i>ÀÊ£äÊÜiÀiÊ tasked with creating and evaluating images that represent human emotions. As part of the Secondary ipad trial, they completed the work using ‘Snapseed’ – a photo editing App. º/ ÃÊ« Ì Ê ÃÊ>ÊV Ãi Õ«Ê vÊà i iÊ ii }Ê` Ü Ê Ê}À iv]Êà LL }Ê Ì ÊÌ i ÀÊ > `Ã]Êv>V }Ê away, a victim of the horrors of war. I have taken the photo from this angle, as it looks like you are leaning over the subject’s shoulder, giving an immediate and direct connection with the grief.

The subject is also facing away from the camera, which perhaps shows they do not want the comfort/help of the viewer because they do not believe they can help (it’s too tough). I changed the colour of the image to make it seem very bland and cold, as grief is a harsh and unforgiving emotion. It also makes it seem more alien, which again links to the fact that war grief is hard to empathise with. I made the picture only in sharp focus on the subjects face, to portray the total uncontrollable grief that comes from war. The concept I’m trying to show is that the grief takes over you so much, that for that moment in time, nothing else matters, and that is the only thing you care about.”

Henry

º ÊÜ>ÃÊÌÀÞ }ÊÌ Êà ÜÊ «i iÃà iÃÃÊÌ À Õ} ÊÌ ÃÊ« VÌÕÀi°ÊÊ ÊÌ ÊÌ iÊ« VÌÕÀiÊ }Ê through a window, and using snapseed, edited it so it was more like a picture from ages past, grunge-like, grainy, dark in sharp contrast to the light supplied by the window. When I set up this photo, I wanted to make it look like the character had just lost something, a part of him, and looking out into the open world from this dirty and dark despair.

When the picture was initially taken, him looking through the window, with a sort of º ÃÌ»Ê > iÀ]ÊÜ>ÃÊÌ iÊ ÞÊÌ }ÊÃ Ü }Ê> ÞÊ `Ê vÊà ÀÀ Ü°ÊÊ ÕÌÊÕà }ÊÌ iÊ« Ì Ê editing device, I made it seem that the photo itself had been through a lot, and inside the photo, it looked like the otherwise bright school was quite dark and filthy. I also cropped the photo, meaning that half of it was the light of the window, and what the light reflected on, and the rest was just darkness, creeping onto the light.

The photo is deliberately quite blurry and unclear, adding to the confusion I’ve tried to achieve by showing somebody who has lost a part of himself, and is looking out to the light as his only hope to save him from this darkness.”

Cameron

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

29

SECONDARY

SECONDARY HIGHLIGHTS

SECONDARY HIGHLIGHTS SECONDARY

MATHEMATICS MATHS CLUB /Â&#x2026;iĂ&#x160;wĂ&#x20AC;Ă&#x192;Ă&#x152;Ă&#x160;iĂ&#x203A;iĂ&#x20AC;Ă&#x160; >Ă&#x152;Â&#x2026;Ă&#x192;Ă&#x160; Â?Ă&#x2022;LĂ&#x160; Ă?Ă&#x152;Ă&#x20AC;>Ă&#x160; Ă&#x2022;Ă&#x20AC;Ă&#x20AC;Â&#x2C6;VĂ&#x2022;Â?>Ă&#x20AC;Ă&#x160; VĂ&#x152;Â&#x2C6;Ă&#x203A;Â&#x2C6;Ă&#x152;Ă&#x17E;Ă&#x160;Â&#x2026;>Ă&#x192;Ă&#x160;Li}Ă&#x2022;Â&#x2DC;Ă&#x160;Ă&#x20AC;Ă&#x2022;Â&#x2DC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Ă&#x152;Ă&#x160;Â?Ă&#x2022;Â&#x2DC;VÂ&#x2026;Ă&#x152;Â&#x2C6;Â&#x201C;iĂ&#x192;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;>Ă&#x160;Ă&#x192;Â&#x201C;>Â?Â?Ă&#x160;LĂ&#x2022;Ă&#x152;Ă&#x160;`i`Â&#x2C6;V>Ă&#x152;i`Ă&#x160;}Ă&#x20AC;Â&#x153;Ă&#x2022;ÂŤĂ&#x160; of attendees. The club allows students to broaden their interest in the subject beyond the curriculum and to help them appreciate some of the wider applications of the subject. Already some of the fascinating topics covered have included Â&#x2DC;wÂ&#x2DC;Â&#x2C6;Ă&#x152;Ă&#x17E;]Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x17E;Ă&#x160;Â&#x153;vĂ&#x160; >Ă&#x152;Â&#x2026;Ă&#x192;]Ă&#x160; Â&#x201C;>}Â&#x2C6;Â&#x2DC;>Ă&#x20AC;Ă&#x17E;Ă&#x160; Ă&#x2022;Â&#x201C;LiĂ&#x20AC;Ă&#x192;]Ă&#x160; Â&#x2C6;Â&#x2DC;>Ă&#x20AC;Ă&#x17E;]Ă&#x160; Â&#x153;iLÂ&#x2C6;Ă&#x2022;Ă&#x192;Ă&#x160;-Ă&#x152;Ă&#x20AC;Â&#x2C6;ÂŤĂ&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x153;Ă&#x2022;Ă&#x20AC;Â&#x2021; Â&#x153;Â?Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;/Â&#x2026;iÂ&#x153;Ă&#x20AC;iÂ&#x201C;°Ă&#x160;

MATHEMATICIAN OF THE TERM To make sure we recognise those students who are putting in a particularly impressive effort into the subject and who routinely show great enthusiasm and interest in their Maths, this term will see the ďŹ rst Mathematician of the Term award given Ă&#x152;Â&#x153;Ă&#x160;Â&#x153;Â&#x2DC;iĂ&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;i>VÂ&#x2026;Ă&#x160;Ă&#x17E;i>Ă&#x20AC;Ă&#x160;}Ă&#x20AC;Â&#x153;Ă&#x2022;°Ă&#x160;Ă&#x160;/Â&#x2026;iĂ&#x160;iÂ?Â&#x2C6;Ă&#x152;iĂ&#x160;}Ă&#x20AC;Â&#x153;Ă&#x2022;ÂŤĂ&#x160;Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;>Ă&#x20AC;iĂ&#x160; >Â&#x153;Ă&#x160;­9Ă&#x20AC;Ă&#x160;Ă&#x2021;ÂŽ]Ă&#x160; Â&#x153;Ă&#x17E;Ă&#x160;­9Ă&#x20AC;Ă&#x160;nÂŽ]Ă&#x160;7Â&#x2C6;Â?Â?Â&#x2C6;>Â&#x201C;Ă&#x160;­9Ă&#x20AC;Ă&#x160;Â&#x2122;ÂŽĂ&#x160;>Â&#x2DC;`Ă&#x160;7Â&#x2C6;Â?Â?Â&#x2C6;>Â&#x201C;Ă&#x160;­9Ă&#x20AC;Ă&#x160;£ä°ŽĂ&#x160; 7iÂ?Â?Ă&#x160;`Â&#x153;Â&#x2DC;iĂ&#x160;Ă&#x152;Â&#x153;Ă&#x160;>Â?Â?Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iÂ&#x201C;t

GLOBAL CITIZENSHIP BUDDHISM Year 8 started the new school year off with a trip to Ngong Ping. The focus of the visit was to learn about Buddhism, a topic they study in their Global

Â&#x2C6;Ă&#x152;Â&#x2C6;âiÂ&#x2DC;Ă&#x192;Â&#x2026;Â&#x2C6;ÂŤĂ&#x160;Â?iĂ&#x192;Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x192;°Ă&#x160;Ă&#x160; Â?Ă&#x152;Â&#x2026;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x160;Â&#x2C6;Ă&#x152;Ă&#x160;Ă&#x153;>Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x153;>Ă&#x20AC;Â&#x201C;Ă&#x160;`>Ă&#x17E;]Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x192;Ă&#x152;iÂŤĂ&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x152;Â&#x153;ÂŤĂ&#x160;ÂŤÂ&#x153;Ă&#x192;i`Ă&#x160;Â&#x2DC;Â&#x153;Ă&#x160; ÂŤĂ&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;9i>Ă&#x20AC;Ă&#x160;n½Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;>Ă&#x160;}Ă&#x20AC;i>Ă&#x152;Ă&#x160;`>Ă&#x17E;Ă&#x160;Ă&#x153;>Ă&#x192;Ă&#x160;Â&#x2026;>`Ă&#x160;LĂ&#x17E;Ă&#x160;>Â?Â?t

CHRISTIANITY Ă&#x192;Ă&#x160;ÂŤ>Ă&#x20AC;Ă&#x152;Ă&#x160;Â&#x153;vĂ&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160; Â?Â&#x153;L>Â?Ă&#x160; Â&#x2C6;Ă&#x152;Â&#x2C6;âiÂ&#x2DC;Ă&#x192;Â&#x2026;Â&#x2C6;ÂŤĂ&#x160;VĂ&#x2022;Ă&#x20AC;Ă&#x20AC;Â&#x2C6;VĂ&#x2022;Â?Ă&#x2022;Â&#x201C;Ă&#x160;Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;]Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;}Ă&#x2022;iĂ&#x192;Ă&#x152;Ă&#x160;Ă&#x192;ÂŤi>Â&#x17D;iĂ&#x20AC;Ă&#x160; Â&#x2DC;Â&#x2DC;iĂ&#x152;Ă&#x152;iĂ&#x160; >Â?VÂ&#x153;Â?Â&#x201C;Ă&#x160;V>Â&#x201C;iĂ&#x160;Â&#x153;Ă&#x203A;iĂ&#x20AC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;-Â&#x2026;>Ă&#x2022;Ă&#x160; iÂ&#x2C6;Ă&#x160;7>Â&#x2DC;Ă&#x160; V>Â&#x201C;ÂŤĂ&#x2022;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x192;Â&#x2026;>Ă&#x20AC;iĂ&#x160;Â&#x2026;iĂ&#x20AC;Ă&#x160;Ă&#x203A;Â&#x2C6;iĂ&#x153;Ă&#x192;Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Â&#x2C6;Ă&#x152;Ă&#x17E;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;°Ă&#x160;Ă&#x160; Â&#x2DC;Â&#x2DC;iĂ&#x152;Ă&#x152;iĂ&#x160;Ă&#x192;ÂŤÂ&#x153;Â&#x17D;iĂ&#x160;>LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x153;Â&#x2026;>Ă&#x152;Ă&#x160;Â&#x2C6;Ă&#x152;Ă&#x160;Â&#x201C;i>Â&#x2DC;Ă&#x192;Ă&#x160;Â&#x2DC;Â&#x153;Ă&#x153;>`>Ă&#x17E;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;LiĂ&#x160;>Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;]Ă&#x160;Ă&#x153;Â&#x2026;>Ă&#x152;Ă&#x160; Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;>Â&#x2C6;Â&#x2DC;Ă&#x160;viĂ&#x192;Ă&#x152;Â&#x2C6;Ă&#x203A;>Â?Ă&#x192;Ă&#x160;>Ă&#x20AC;iĂ&#x160;>Â&#x2DC;`Ă&#x160;Â&#x2026;Â&#x153;Ă&#x153;Ă&#x160;Ă&#x192;Â&#x153;Â&#x201C;iĂ&#x160;>Ă&#x20AC;iĂ&#x160;ViÂ?iLĂ&#x20AC;>Ă&#x152;i`Ă&#x160;LĂ&#x17E;Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;Â&#x2DC;Â&#x153;Â&#x2DC;Â&#x2021; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Ă&#x192;Ă&#x160;>Â?Â&#x2C6;Â&#x17D;i° iĂ&#x20AC;Ă&#x160;Ă&#x20AC;iĂ&#x203A;Â&#x2C6;iĂ&#x153;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;>Â&#x2C6;Â&#x2DC;Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Ă&#x160;viĂ&#x192;Ă&#x152;Â&#x2C6;Ă&#x203A;>Â?Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;Â&#x2026;Â&#x153;Ă&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x17E;Ă&#x160;>Ă&#x20AC;iĂ&#x160;ViÂ?iLĂ&#x20AC;>Ă&#x152;i`Ă&#x160;`Â&#x2C6;vviĂ&#x20AC;iÂ&#x2DC;Ă&#x152;Â?Ă&#x17E;Ă&#x160;>VĂ&#x20AC;Â&#x153;Ă&#x192;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x153;Â&#x153;Ă&#x20AC;Â?`Ă&#x160;LĂ&#x17E;Ă&#x160;Ă&#x192;Â&#x153;Ă&#x160;Â&#x201C;>Â&#x2DC;Ă&#x17E;Ă&#x160;Â&#x2026;iÂ?ÂŤi`Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160; Ă&#x20AC;i>Â?Â&#x2C6;Ă&#x192;iĂ&#x160;Â&#x2026;Â&#x153;Ă&#x153;Ă&#x160;`iiÂŤÂ?Ă&#x17E;Ă&#x160;Ă&#x20AC;Â&#x153;Â&#x153;Ă&#x152;i`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Ă&#x160;Ă&#x20AC;iÂ?Â&#x2C6;}Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x192;Â&#x153;VÂ&#x2C6;iĂ&#x152;Ă&#x17E;° Many of us know the Advent calendars available in December with the little chocolates hiding behind papers doors, but not very Â&#x201C;>Â&#x2DC;Ă&#x17E;Ă&#x160;Â&#x17D;Â&#x2DC;Â&#x153;Ă&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; 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Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x201C;>Ă&#x192;° Â&#x2DC;Â&#x2DC;iĂ&#x152;Ă&#x152;iĂ&#x160;>Â?Ă&#x192;Â&#x153;Ă&#x160;iĂ?ÂŤÂ?>Â&#x2C6;Â&#x2DC;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Â&#x2026;Â&#x153;Ă&#x153;Ă&#x160;LiÂ&#x2C6;Â&#x2DC;}Ă&#x160;>Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x2C6;>Â&#x2DC;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;>Â&#x2DC;Ă&#x160;Â&#x2C6;Â&#x2DC;`Â&#x2C6;Ă&#x203A;Â&#x2C6;`Ă&#x2022;>Â?Ă&#x160;>Â&#x2DC;`Ă&#x160;vĂ&#x20AC;iiĂ&#x160;VÂ&#x2026;Â&#x153;Â&#x2C6;Vi]Ă&#x160;Ă&#x153;Â&#x2026;Â&#x2C6;VÂ&#x2026;Ă&#x160;`Â&#x2C6;vviĂ&#x20AC;Ă&#x192;Ă&#x160;vĂ&#x20AC;Â&#x153;Â&#x201C;Ă&#x160;Â&#x201C;>Â&#x2DC;Ă&#x17E;Ă&#x160;Â&#x153;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160;Ă&#x20AC;iÂ?Â&#x2C6;}Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;]Ă&#x160; and that both faith and practicing can change throughout a lifetime.

The large numbers of questions students asked showed their deep interest for this captivating presentation. Our thanks go to Annette vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x192;Ă&#x2022;VÂ&#x2026;Ă&#x160;>Ă&#x160;Â?Â&#x2C6;Ă&#x203A;iÂ?Ă&#x17E;Ă&#x160;ÂŤĂ&#x20AC;iĂ&#x192;iÂ&#x2DC;Ă&#x152;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;t Martine Montagne 30

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

SECONDARY HIGHLIGHTS SECONDARY

GEOGRAPHY

CHIANG RAI EDUCATIONAL VISIT Óä££Ê >À ÃÊÌ iÊwvÌ ÊÞi>ÀÊ vÊÌ iÊ9i>ÀÊnÊ ÕÀÀ VÕ Õ ÊÛ Ã ÌÊÌ Ê > }Ê,> Ê Ê/ > > `°ÊÊ/ iÊ trip is not only a fundamental part of the students’ academic studies, it also provides Ì i ÊÜ Ì ÊV > i }iÃÊÌ >ÌÊ i «ÊÌ i ÊÌ Ê`iÛi «ÊÌ iʼ w`i ViÊv ÀÊ vi½]ÊÜ V ÊiÛiÀÞÊ Kellett Student strives to meet. This year marks another Kellett milestone and evidence of ÕÀÊ}À Ü }Ê Õ ÌÞÊ>ÃÊÌ ÃÊ ÃÊÌ iÊwÀÃÌÊÌ iÊÌ >ÌÊ ÛiÀÊwvÌÞÊÃÌÕ`i ÌÃÊ >ÛiÊÌ> i Ê«>ÀÌÊ Ê the visit.

In addition to the academic studies and data collection that the students take part in, a key part of the tour involves students becoming immersed in the local community. The students visited local Shan Hill Tribe villages and their local schools where they faced the challenge of teaching English to the local Shan children. The Shan Hill Tribe people are of Nepalese descent and find themselves trapped in a ‘no mans’ land’ between the Burmese and Thai Border, with no citizenship of either country. Daily life and the essentials to survive can prove to be a real challenge, and the ability to learn Thai and English are important skills for the children of the tribe to master and develop. These skills Ü Ê> ÜÊÌ i ÊÌ ÊLiÊ>L iÊÌ Ê>VViÃÃÊ LÃÊ Ê > }Ê,> Ê> `ÊvÕÀÌ iÀÊ>wi `]Ê> `Ê ÊÌ iÊ they will be able to afford to pay for their descendants’ education and medical care.

/ iÊ-iV `>ÀÞÊ-V Ê ViÀÌÊV « iÌiÃÊ / ` -

Ì iÊvÕ ÊV ÀV iÊ vÊÌ iÊ ÕÀÀ VÕ Õ Ê6 à ÌÊ> `Ê 2011 Fundraising Project, as proceeds from ticket sales went towards the final total. A number of the performances that formed part of the evening’s concert were shared with the local Shan students in Thailand, as part of a Thai cultural celebration evening. In addition to this ÜiÊà `Ê ÛiÀÊÎääÊ > ` >`iÊ À ÃÌ >ÃÊ

>À`ÃÊ> `Ê > ÞÊ Ìi ÃÊvÀ ÊÌ iʼiÌ V> Ê

À ÃÌ >ÃÊ} vÌÊÃÌ> ½°ÊÊ Ê«À `ÕVÌÃÊÜiÀiÊ made and produced in Northern Thailand by local hill tribespeople and small LÕÃ iÃÃiÃÊ vÊ > }Ê,> °

The students have already donated a range of clothes, shoes and teaching resources to the local people, and now after meeting, teaching and experiencing their lifestyle and culture, they are eager to provide additional assistance to the region, which is a Kellett tradition. In the past Kellett has donated funds to build a toilet block for a local Shan School, helped to fund a school nurse, and also provided life-saving medical treatment and further education to an exceptionally bright Shan student who is now well on the road to university.

Anna Rose Lockley ‘’The students that I have met live life in a very different way to mine and I could never imagine having to face the challenges of these students. I found that the students had a great attitude to learning when I taught them English. The Students were eager to learn and thanked us for our lesson.’’

‘’The teaching in the schools really opened my eyes as I saw a different life the children have. The kayaking was difficult for me but I overcame this challenge. Thai cooking for me was also amazing - making meals in a new and different way.’’

Richard ‘’I had great fun on the confidence course — it was very, very challenging’’ Edward

Athina KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

31

SECONDARY HIGHLIGHTS SECONDARY

ART T secondary Art students have been developing their observational drawing The à à ÃÊv VÕà }Ê ÊÌ iÊÕÃiÊ vÊÌ iÊÌ ÊVÀi>ÌiÊ>ÊÎ Êv À °ÊÊ/ iÊ9i>ÀÊÇÊqÊ ÊÃÌÕ`i ÌÃÊ h have completed 1 drawing per week to practice this discipline and have p produced some fantastic results.

YEAR 7 Y / / iÊ9i>ÀÊÇÊÃÌÕ`i ÌÃÊ >ÛiÊV « iÌi`ÊÌÜ Ê«> Ì }Ã]Ê>ÊÜ À Ê Ã« Ài`ÊLÞÊÌ i ÀÊÃÌÕ`ÞÊ of Kandinsky which depicts a textured composition created whilst listening to a o « iViÊ vÊ Õà V°ÊÊ/ iÞÊÌ i ÊÃÌÕ` i`ÊÌ iÊLÀÕà ÊÜ À Ê vÊ*>Õ Ê iâ> iÊ> `Ê >ÛiÊ « ccompleted a classic still-life study using a range of tones in paint.

YEAR 8 The Year 8 students have created a

ÕL ÃÌ yÕi Vi`ÊV « Ã Ì ÊvÀ Ê their studies of musical instruments which they painted in a very subtle range of earth tones. Once again some very high quality works for this age group.

YEAR 9 The Year 9 students have had an interesting term looking at self-portraiture and have completed drawings and paintings using a variety of techniques.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

SECONDARY

SECONDARY HIGHLIGHTS

D&T YEAR 8 DESK TIDY PROJECT For their ďŹ rst project, Year 8 students used the works of the design school Bauhaus to inďŹ&#x201A;uence their desk tidy designs.

Students explored the fundamental elements of modernism and how it has shaped the architectural and design world around us.

Here is a sample of some great folio work (by Andre) that shows you the design process from research to development of ideas through to the ďŹ nal product.

MUSIC "Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x192;iVÂ&#x153;Â&#x2DC;`Ă&#x160;>Â&#x2DC;Â&#x2DC;Ă&#x2022;>Â?Ă&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;-iVÂ&#x153;Â&#x2DC;`>Ă&#x20AC;Ă&#x17E;Ă&#x160; Â&#x153;Â&#x2DC;ViĂ&#x20AC;Ă&#x152;Ă&#x160;Ă&#x153;>Ă&#x192;Ă&#x160;>Ă&#x160;Ă&#x192;iÂ?Â?Â&#x2021;Â&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x17E;i>Ă&#x20AC;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Â&#x2DC;i>Ă&#x20AC;Â?Ă&#x17E;Ă&#x160;Ă&#x17D;ääĂ&#x160;>Ă&#x2022;`Â&#x2C6;iÂ&#x2DC;ViĂ&#x160;Â&#x201C;iÂ&#x201C;LiĂ&#x20AC;Ă&#x192;°Ă&#x160;Ă&#x160;"Ă&#x2022;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;Ă&#x20AC;iiĂ&#x160;Â&#x201C;>Â&#x2C6;Â&#x2DC;Ă&#x160;VÂ&#x2026;Â&#x153;Â&#x2C6;Ă&#x20AC;Ă&#x192;Ă&#x160; ÂŤiĂ&#x20AC;vÂ&#x153;Ă&#x20AC;Â&#x201C;i`Ă&#x160;Ă&#x192;Â&#x153;Â&#x2DC;}Ă&#x192;Ă&#x160;vĂ&#x20AC;Â&#x153;Â&#x201C;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x2026;Â&#x2C6;Ă&#x152;Ă&#x160;Â&#x201C;Ă&#x2022;Ă&#x192;Â&#x2C6;V>Â?Ă&#x192;]Ă&#x160; iĂ&#x192;Ă&#x160; Â&#x2C6;Ă&#x192;iĂ&#x20AC;>LÂ?iĂ&#x192;]Ă&#x160; iĂ&#x192;Ă&#x2022;Ă&#x192;Ă&#x160; Â&#x2026;Ă&#x20AC;Â&#x2C6;Ă&#x192;Ă&#x152;Ă&#x160;-Ă&#x2022;ÂŤiĂ&#x20AC;Ă&#x192;Ă&#x152;>Ă&#x20AC;]Ă&#x160; Â&#x2DC;Â&#x2DC;Â&#x2C6;i]Ă&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Ă&#x192;iÂŤÂ&#x2026;Ă&#x160;>Â&#x2DC;`Ă&#x160;/Â&#x2026;iĂ&#x160; Â&#x201C;>âÂ&#x2C6;Â&#x2DC;}Ă&#x160;/iVÂ&#x2026;Â&#x2DC;Â&#x2C6;VÂ&#x153;Â?Â&#x153;Ă&#x20AC;Ă&#x160; Dreamcoat. Our ever-growing Kellett Band entertained us with the theme to Star Wars alongside new groups such as the Guitar Â&#x2DC;Ă&#x192;iÂ&#x201C;LÂ?iĂ&#x160;>Â&#x2DC;`Ă&#x160; Ă?>Â&#x201C;Â&#x2C6;Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Â&#x2026;Â&#x153;Â&#x2C6;Ă&#x20AC;°Ă&#x160;Ă&#x160; `Ă&#x153;>Ă&#x20AC;`Ă&#x160;>Â&#x2DC;`Ă&#x160; >Â&#x153;Â&#x201C;Â&#x2C6;Ă&#x160;ÂŤiĂ&#x20AC;vÂ&#x153;Ă&#x20AC;Â&#x201C;i`Ă&#x160;iĂ?Ă&#x152;Ă&#x20AC;>VĂ&#x152;Ă&#x192;Ă&#x160;vĂ&#x20AC;Â&#x153;Â&#x201C;Ă&#x160;Ă&#x152;Ă&#x153;Â&#x153;Ă&#x160;v>Â&#x201C;Â&#x153;Ă&#x2022;Ă&#x192;Ă&#x160; Â&#x153;â>Ă&#x20AC;Ă&#x152;Ă&#x160; Â&#x153;Â&#x2DC;ViĂ&#x20AC;Ă&#x152;Â&#x153;Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;Â&#x2DC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x192;Â&#x153;Â?Â&#x153;Ă&#x160; performances were also given by Amelia, Maya and Rosemary. As is traditional with our December concerts, Dance played an Â&#x2C6;Â&#x201C;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;>Â&#x2DC;Ă&#x152;Ă&#x160;Ă&#x20AC;Â&#x153;Â?i]Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;ÂŤiĂ&#x20AC;vÂ&#x153;Ă&#x20AC;Â&#x201C;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iÂ&#x2C6;Ă&#x20AC;Ă&#x160;Ă&#x203A;iĂ&#x20AC;Ă&#x192;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;/Â&#x2026;iĂ&#x160;/Â&#x2C6;Â&#x201C;iĂ&#x160;7>Ă&#x20AC;ÂŤ]Ă&#x160;>Â&#x2DC;`Ă&#x160;9i>Ă&#x20AC;Ă&#x160;nĂ&#x160; >Â&#x2DC;ViĂ&#x160; Ă&#x20AC;Â&#x153;Ă&#x2022;ÂŤĂ&#x192;Ă&#x160;ÂŤĂ&#x2022;Â&#x201C;ÂŤÂ&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x203A;>Ă&#x20AC;Â&#x2C6;Â&#x153;Ă&#x2022;Ă&#x192;Ă&#x160;Â&#x201C;>Ă&#x192;Â&#x2026;Â&#x2021;Ă&#x2022;ÂŤĂ&#x192;Ă&#x160; Ă&#x153;Â&#x2026;Â&#x2C6;VÂ&#x2026;Ă&#x160;Â&#x2C6;Â&#x2DC;VÂ?Ă&#x2022;`i`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; >Â&#x17D;>Ă&#x160;>Â&#x2DC;`Ă&#x160;L>Â?Â?iĂ&#x152;tĂ&#x160;Ă&#x160; Â&#x153;Â&#x2DC;}Ă&#x20AC;>Ă&#x152;Ă&#x2022;Â?>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160; all our performing students and staff and a big thank you to all the non-teaching staff and parents for all their help with staging the production.

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

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SECONDARY HIGHLIGHTS SECONDARY

SCIENCE DISCOVERY DOME 9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x203A;Â&#x2C6;Ă&#x192;Â&#x2C6;Ă&#x152;i`Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;Ă&#x192;VÂ&#x153;Ă&#x203A;iĂ&#x20AC;Ă&#x17E;Ă&#x160; Dome and were lucky enough to spend an afternoon lying down and looking at the stars. This was not just idle relaxation though; along the way they learnt about planets and constellations, gravity and forces and lots more about the solar system and how it is constructed.

CELLS 9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Â&#x201C;>`iĂ&#x160;ViÂ?Â?Ă&#x192;°Ă&#x160;Ă&#x160; Â&#x2DC;Ă&#x160;i>Ă&#x20AC;Â?Ă&#x17E;Ă&#x160;}Â&#x153;>Â?Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x2DC;iĂ&#x153;Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;-iVÂ&#x153;Â&#x2DC;`>Ă&#x20AC;Ă&#x17E;Ă&#x160; school was to put their learning about human cells to good use, and to make a model cell at home out of whatever materials they could get their hands on. The results were fantastic, and we now have a brilliant display of a whole range of cells from different parts of the body.

HISTORY /Â&#x2026;iĂ&#x160;9i>Ă&#x20AC;Ă&#x160; Â&#x2C6;Â&#x2DC;iĂ&#x160; Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x17E;Ă&#x160;/Ă&#x20AC;iÂ&#x2DC;VÂ&#x2026;Ă&#x160; Â&#x153;Â&#x201C;ÂŤiĂ&#x152;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Ă&#x201C;䣣Ă&#x160;Ă&#x20AC;iĂ&#x192;Ă&#x2022;Â?Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x20AC;iĂ&#x160;Â&#x2C6;Â&#x2DC;t Ă&#x160;>Â&#x201C;Ă&#x160;ÂŤÂ?i>Ă&#x192;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;>Â&#x2DC;Â&#x2DC;Â&#x153;Ă&#x2022;Â&#x2DC;ViĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x153;Â&#x2C6;Â&#x2DC;Â&#x2DC;iĂ&#x20AC;Ă&#x192;\ Â&#x2DC;Ă&#x160;ÂŁĂ&#x192;Ă&#x152;Ă&#x160;ÂŤÂ?>Vi\Ă&#x160; >Â&#x17D;Â&#x153;L Â&#x2DC;Ă&#x160;Â?Â&#x153;Â&#x2C6;Â&#x2DC;Ă&#x152;Ă&#x160;Ă&#x201C;Â&#x2DC;`Ă&#x160;ÂŤÂ?>Vi\Ă&#x160; >Ă&#x152;Ă&#x152;Â&#x2026;iĂ&#x153;Ă&#x160;>Â&#x2DC;`Ă&#x160;->`Â&#x2C6;i `Â&#x2C6;i Â&#x2DC;Ă&#x160;Ă&#x17D;Ă&#x20AC;`Ă&#x160;ÂŤÂ?>Vi\Ă&#x160;,iLiVV> Trench models were judged on the amount of historical detail and accuracy included. On this occasion I decided to turn a blind eye to the McDonaldâ&#x20AC;&#x2122;s French fries in the dugout Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x153;Â&#x2C6;Â&#x2DC;Â&#x2DC;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Ă&#x20AC;iÂ&#x2DC;VÂ&#x2026;t

iĂ&#x20AC;Ă&#x152;Â&#x2C6;wV>Ă&#x152;iĂ&#x192;Ă&#x160;Â&#x2026;>Ă&#x203A;iĂ&#x160;>Â?Ă&#x192;Â&#x153;Ă&#x160;LiiÂ&#x2DC;Ă&#x160;>Ă&#x153;>Ă&#x20AC;`i`Ă&#x160; to all Year Nine students on account off their enthusiastic participation.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

SECONDARY HIGHLIGHTS SECONDARY

STUDENT COUNCIL When Miss Lockley first mentioned student council it was amazing how all the year 9s suddenly found something fascinating to stare at on the floor. There were mutterings about spending a lot of time training to become the next Usain Bolt at FOBISSEA or extended practice sessions to LiÊ Ê>Ê}À Õ«ÊÌ ÊÀ Û> ÊÌ iÊ >V Ê Þi`Ê*i>ÃÊ>ÌÊÌ iÊ À ÃÌ >ÃÊ concert. I must have looked up at the wrong time, I have a habit of doing that; last time I did that I ended up doing >ÊÀi>` }Ê Ê>ÃÃi L ÞtÊÊ ÞÜ>Þ]Ê ÃÃÊ V iÞÊV>Õ} ÌÊ my eye and when she called my name, everyone’s focus suddenly shifted from the floor to me and I was voted as Ì iÊÃÌÕ`i ÌÊÀi«ÀiÃi Ì>Ì ÛiÊv ÀÊ9i>ÀÊ it After attending a handful of meetings, I can tell you that each class in the secondary school (eight in all) has a school council representative with a deputy when they cannot attend. We meet once a week in room 204.

We are joined by Mrs Dawes who acts as the portal to take our suggestions to the teachers and who reports back to us at the next meeting.

There are suggestion boxes in each classroom so that all of the students can have a say in how they want to change the world, or at least our world at Kellett. So far we’ve discussed suggestions about vending machines, lunch passes to allow Years 9 and 10 to go out and experience something better than our mum’s packed lunches, scheduled astro turf times, the availability of digital cameras Ì ÊÌ> iÊ« VÌÕÀiÃÊ vÊ ÕÀÊÜ À ]ÊÌ> i ÌÊà ÜÃÊ> `ÊÌ iÊÃÌÕ`i ÌÊ À ÃÌ >ÃÊà V > ÃÊÜ iÀiÊÌ iÀiÊÜ>ÃÊ>Ê }Ê` ÃVÕÃà Ê>L ÕÌÊÜ iÌ iÀÊ ViÊ « iÃÊÃ Õ `Ê ÀÊÃ Õ ` ½ÌÊLiÊ> Üi`ÊqÊÃÌ Ê ` }Ê ÕÀÊLÀi>Ì Ê ÊÌ >ÌÊ itÊÊ So despite my initial reservations about being the voice of Year 9, I’m actually enjoying it – I feel that the students are being listened to and given the chance to work with the teachers to help shape Kellett secondary as it grows.

Jakob

YEAR 7 INDUCTION DAY

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

35

SECONDARY

SECONDARY HIGHLIGHTS PE Term 1 in the P.E department has been as busy as ever with all pupils experiencing a wide range of sports, both on campus and at a variety of Hong Kong’s leading sporting venues. In the swimming pool an impressive work rate and effort saw measurable improvements in overall fitness levels and the basic strokes; front crawl, breaststroke and backstroke. Out on the football field not only did the pupils show a significant improvement in their fundamental skills but also gained a better understanding of game management.

On our return from the October holidays we said goodbye to Swimming and Football as we turned our focus onto the athletics track. All the major events were covered in the three areas; running, jumping and throwing. The pupils showed a high level of maturity and enthusiasm which resulted in some very respectable recordings from all three areas.

During our weekly on-site P.E lessons we have been concentrating on basketball which always proves to be an extremely popular sport. Once again vast improvements have been seen from the pupils’ overall performance. Not only have the pupils been working on the basic skills of the gamedribbling, passing, shooting and defending - but they have also been working towards officiating small-sided games with confidence. This has required an in-depth knowledge of the rules, ideal positioning of the official and the signals which a referee would use to indicate that certain violations have been committed.

36

KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

U15 FOBISSEA GAMES We arrived in Beijing a little apprehensive about what to expect, the Fobissea groups had been restructured this year so we were not ÛiÀÞÊv> >ÀÊÜ Ì Ê> ÞÊ vÊÌ iÊ Ì iÀÊ «« Ã Ì ÊÜ V ÊV à ÃÌi`Ê vÊÃV ÃÊÃÕV Ê>ÃÊ Õ Ü V Ê i}iÊ i }Ê­Ì iÊ ÃÌî]Ê Õ Ü V Ê i}iÊ - > } > ]Ê Õ Ü V Ê i}iÊ-Õâ ÕÊ> `Ê >ÀÀ ÜÊ ÌiÀ >Ì > °ÊÊ7iÊÜiÀiÊ ÌÊ} }ÊÌ Ê iÌÊÌ >ÌÊ>vviVÌÊ ÕÀÊv VÕÃÊ ÀÊ ÕÀÊ >ÃÌÊ ÕÌiÊ preparations for the Games. Unlike last year our U15 team were experienced Fobisseans with only a couple of our athletes making their debut for Kellett. The games started off in the Swimming Pool; we were greeted by trumpeters as we walked around the pool as part of the opening ceremony which involved all participating athletes and their teams. Our squad was kept very busy throughout the morning participating in numerous races and it was not long until we picked up our first medal, this instilled confidence in the rest of the team and our medal tally started to increase. The team showed great determination and commitment in all their races and we definitely finished off on a high with the boys winning silver in both the freestyle and medley relay - a fantastic achievement and a great way to finish off the first morning of competition.

After a bit of refueling the team was back in action, this time on the Athletics track. The competitive spirit had not only been created against other schools but also within the Kellett Team, especially amongst the girls and boys who had not yet won a medal. They were definitely determined to be part of the medal winners by the end of the day. I have to mention Henry here as every time I think L>V ÊÌ ÊÌ iÊ Ì iÌ VÃÊ «iÌ Ì Ê ÌÊ ÃÊ ÃÊ«iÀv À > ViÊÌ >ÌÊV iÃÊÌ Ê `°ÊÊ iÊÀ> Ê ÊL Ì ÊÌ iÊnää Ê> `Ê£xää ÊÜ Ì ÊÌ iÊ >ÌÌiÀÊLi }Ê his favoured event and finished 4th in both. His 4th in the 1500m was agonizingly close and if anyone deserved a medal for the best sportsmanship’s of the day it would have been awarded to Henry. The reason for this was because as he crossed the finish line iÊÜi ÌÊÃÌÀ> } ÌÊÕ«ÊÌ ÊÌ iÊL ÞÊÜ Ê« ««i`Ê Êv ÀÊÎÀ`Ê ÊÌ iÊ iÊ> `ÊÃ > i`Ê ÃÊ > `ÊÌ ÊV }À>ÌÕ >ÌiÊ ° The next couple of days saw the team game competitions with the basketball and football tournaments. The boys and girls did themselves proud in both these tournaments with the boys just missing out on the bronze medal after qualifying for the semi-finals on the cup, the girls did the same but in Basketball.

It was an excellent few days and the Kellett team should be very proud of their sporting achievements over the weekend. It was not all about the sporting competition, it was also an opportunity for the pupils to meet and make friends with other children from other British International Schools in Asia. I would like to take this opportunity to congratulate the team on not only their sporting achievements but their behavior and conduct throughout the trip.

HONG KONG AWARD FOR YOUNG PEOPLE PRACTISE WALK The students and staff had an excellent time on the HKAYP practice overnight expedition on Friday 2 and Saturday ÎÊ iVi LiÀ° The night was cold and windy but the campfire and hot chocolate helped to warm us up. On Saturday the two teams left Hoi Ha and embarked on their 12km hike south Ì Ê*> Ê/> Ê Õ }°ÊÊ/ iÊÌi> ÃÊ >`Êëi ÌÊ>Ê Ì Ê«Ài«>À }Ê their routes, meals and equipment for the expedition.

The teams are now busy preparing for their final assessed expedition in February where they will navigate a 20km route around the hilly countryside near Ham Tin Wan. The Hong Kong Award for Young People is the Hong Kong equivalent to the UK Duke of Edinburgh Award and, as well as expeditions, participants are required to arrange and carry out activities related to service, skills and physical recreation.

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

37

SECONDARY

SECONDARY HIGHLIGHTS

SECONDARY

SECONDARY HIGHLIGHTS EXTRA CURRICULAR ACTIVITIES AND COMPETITIVE SPORT PROGRAM /Â&#x2026;iĂ&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160; Ă&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤiĂ&#x152;Â&#x2C6;Ă&#x152;Â&#x2C6;Ă&#x203A;iĂ&#x160;-ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x160;ÂŤĂ&#x20AC;Â&#x153;}Ă&#x20AC;>Â&#x201C;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;}Ă&#x20AC;Â&#x153;Ă&#x153;Â&#x2C6;Â&#x2DC;}Ă&#x160;vĂ&#x20AC;Â&#x153;Â&#x201C;Ă&#x160; strength to strength. This ďŹ rst term has seen a remarkable number of students participate in a variety of activities. The easiest way Â&#x153;vĂ&#x160;}iĂ&#x152;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;>VĂ&#x20AC;Â&#x153;Ă&#x192;Ă&#x192;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x192;iiĂ&#x160;Â&#x2C6;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Â&#x2DC;Ă&#x2022;Â&#x201C;LiĂ&#x20AC;Ă&#x192;\ 151 â&#x20AC;&#x201C; Students at Kellett Secondary 24 â&#x20AC;&#x201C; Teachers at Kellett {äĂ&#x160;qĂ&#x160; ½Ă&#x192;Ă&#x160;Â&#x153;vviĂ&#x20AC;i` Ă&#x2C6;nĂ&#x201C;Ă&#x160;qĂ&#x160;-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x152;iÂ&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;>Â&#x2DC;Ă&#x160;

Â&#x2122;xĂ&#x160;qĂ&#x160;ÂŻĂ&#x160;Â&#x153;vĂ&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x152;>Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160;ÂŤ>Ă&#x20AC;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;>Â&#x2DC;Ă&#x160;

Ă&#x2021;Ă&#x160;qĂ&#x160;/Â&#x2026;iĂ&#x160;Â&#x2DC;Ă&#x2022;Â&#x201C;LiĂ&#x20AC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Ă&#x153;Â&#x2026;Â&#x153;Ă&#x160;`Â&#x153;Ă&#x160;Â&#x2DC;Â&#x153;Ă&#x152;Ă&#x160;Ă&#x152;>Â&#x17D;iĂ&#x160;ÂŤ>Ă&#x20AC;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;>Â&#x2DC;Ă&#x17E;Ă&#x160;

Ă&#x17D;Ă&#x17D;äĂ&#x160;qĂ&#x160;-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x152;iÂ&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;>Ă&#x160;Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160;

Ă&#x2021;äĂ&#x160;qĂ&#x160;-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x152;iÂ&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;Â&#x153;Ă&#x192;Ă&#x152;Ă&#x160;ÂŤÂ&#x153;ÂŤĂ&#x2022;Â?>Ă&#x20AC;Ă&#x160;Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160; Ă&#x160; (Basketball)

UĂ&#x160; iĂ&#x203A;iÂ?Ă&#x160;ÂŁĂ&#x160;-ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x192;Ă&#x160; i>`iĂ&#x20AC;Ă&#x192;Ă&#x160; Ă&#x153;>Ă&#x20AC;`Ă&#x160;qĂ&#x160;/Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;Â&#x2026;>Ă&#x192;Ă&#x160;Ă&#x192;iiÂ&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x203A;iĂ&#x20AC;Ă&#x17E;Ă&#x160; ďŹ rst cohort of Year 10 and a handful of Year 9 pupils study for the Level 1 Sports Leaders Award. Already the pupils have planned and lead sports sessions for their peers, developed the ability to assess sports leaders and improve their own leadership skills. A handful of those involved have also used their new found ability as â&#x20AC;&#x2DC;sports leadersâ&#x20AC;&#x2122; to help out within the Kellett community by providing assistance at the primary school Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x192;Ă&#x160;`>Ă&#x17E;]Ă&#x160;Ă&#x152;>Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160;Â?i>`iĂ&#x20AC;Ă&#x192;Â&#x2026;Â&#x2C6;ÂŤĂ&#x160;Ă&#x20AC;Â&#x153;Â?iĂ&#x192;Ă&#x160;`Ă&#x2022;Ă&#x20AC;Â&#x2C6;Â&#x2DC;}Ă&#x160; ½Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;LĂ&#x17E;Ă&#x160; becoming symbols of maturity and sporting leadership to the younger pupils at Kellett School. During the next term the focus will be on a continued effort to develop the pupilsâ&#x20AC;&#x2122; leadership abilities/qualities, begin to plan and run sport sessions for the 9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;½Ă&#x192;Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160;>Ă&#x160;vĂ&#x20AC;iÂľĂ&#x2022;iÂ&#x2DC;Ă&#x152;Ă&#x160;L>Ă&#x192;Â&#x2C6;Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;`iĂ&#x203A;iÂ?Â&#x153;ÂŤĂ&#x160;Ă&#x152;Â&#x2026;iÂ&#x2C6;Ă&#x20AC;Ă&#x160;Â&#x17D;Â&#x2DC;Â&#x153;Ă&#x153;Â?i`}iĂ&#x160;Â&#x153;vĂ&#x160; a â&#x20AC;&#x2DC;healthy lifestyleâ&#x20AC;&#x2122; and â&#x20AC;&#x2DC;Fair play in sportâ&#x20AC;&#x2122;. A commendable effort so far by all those involved, well done.

Ă&#x17D;xĂ&#x201C;Ă&#x160;qĂ&#x160;-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x152;iÂ&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;>Ă&#x160;Â&#x2DC;Â&#x153;Â&#x2DC;Â&#x2021;Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160;

Ă&#x17D;{Ă&#x160;qĂ&#x160;-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x152;iÂ&#x2DC;`Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;Â&#x153;Ă&#x192;Ă&#x152;Ă&#x160;ÂŤÂ&#x153;ÂŤĂ&#x2022;Â?>Ă&#x20AC;Ă&#x160;Â&#x2DC;Â&#x153;Â&#x2DC;Â&#x2021;Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160; Ă&#x160; (Kellett Band) Ă&#x201C;Ă&#x2C6;Ă&#x160;qĂ&#x160; Ă&#x2022;Â&#x201C;LiĂ&#x20AC;Ă&#x160;Â&#x153;vĂ&#x160; Ă&#x2022;Â&#x2DC;VÂ&#x2026;Ă&#x160; Â?Ă&#x2022;LĂ&#x192; 12 â&#x20AC;&#x201C; Number of after school clubs Ă&#x17D;{Ă&#x160;qĂ&#x160; Â&#x2C6;Ă?Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x192;Ă&#x160;V>Ă&#x20AC;Ă&#x20AC;Â&#x2C6;i`Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;­>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2C6;Â&#x201C;iĂ&#x160;Â&#x153;vĂ&#x160;Ă&#x153;Ă&#x20AC;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x2DC;}ÂŽ ÂŁĂ&#x2C6;Ă&#x160;qĂ&#x160; Â&#x153;Â&#x153;Ă&#x152;L>Â?Â?Ă&#x160;Â&#x201C;>Ă&#x152;VÂ&#x2026;iĂ&#x192;Ă&#x160;Ă&#x153;Â&#x153;Â&#x2DC; 84 â&#x20AC;&#x201C; Goals scored Ă&#x201C;Ă&#x160;qĂ&#x160; Ă&#x20AC;Â&#x153;Ă&#x192;Ă&#x192;Ă&#x160;VÂ&#x153;Ă&#x2022;Â&#x2DC;Ă&#x152;Ă&#x20AC;Ă&#x17E;Ă&#x160;Â&#x201C;iiĂ&#x152;Ă&#x192; 1 â&#x20AC;&#x201C; Top 5 ďŹ nish at the cross county meets

UĂ&#x160;7i`Â&#x2DC;iĂ&#x192;`>Ă&#x17E;Ă&#x160;>vĂ&#x152;iĂ&#x20AC;Â&#x2DC;Â&#x153;Â&#x153;Â&#x2DC;Ă&#x160;ÂŤĂ&#x20AC;Â&#x153;}Ă&#x20AC;>Â&#x201C;Â&#x201C;iĂ&#x160;qĂ&#x160;"Â&#x2DC;Ă&#x160;7i`Â&#x2DC;iĂ&#x192;`>Ă&#x17E;Ă&#x160;Â&#x2DC;Â&#x2C6;}Â&#x2026;Ă&#x152;Ă&#x192;Ă&#x160; we use external providers to offer Speed and Fitness, an adventure program, and rowing and sailing, with over 40 students attending. Speed and Fitness is at capacity and has seen great progress with all the students really developing their top speed and recovery over repeated efforts. The adventure program has shown mixed feedback so we are looking to increase the climbing and abseiling next term to keep up the Â?iĂ&#x203A;iÂ?Ă&#x160;Â&#x153;vĂ&#x160;>`Ă&#x20AC;iÂ&#x2DC;>Â?Â&#x2C6;Â&#x2DC;itĂ&#x160;,Â&#x153;Ă&#x153;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Â&#x2DC;`Ă&#x160;Ă&#x192;>Â&#x2C6;Â?Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;Â&#x2DC;ViĂ&#x160;>}>Â&#x2C6;Â&#x2DC;Ă&#x160;ÂŤĂ&#x20AC;Â&#x153;Ă&#x203A;i`Ă&#x160; ÂŤÂ&#x153;ÂŤĂ&#x2022;Â?>Ă&#x20AC;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;ÂŤ>Ă&#x20AC;Ă&#x152;Â&#x2DC;iĂ&#x20AC;Ă&#x192;Ă&#x160;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; 9 Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Â&#x201C;>Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160; good progress.

2 â&#x20AC;&#x201C; Swim galas entered £äĂ&#x160;qĂ&#x160;/Â&#x153;ÂŤĂ&#x160;Ă&#x17D;Ă&#x160;wÂ&#x2DC;Â&#x2C6;Ă&#x192;Â&#x2026;iĂ&#x192;Ă&#x160;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;}>Â?> 8 â&#x20AC;&#x201C; Basketball friendlies played 18 â&#x20AC;&#x201C; Students competed in Beijing at FOBISEA I believe this is remarkable reading and as you will already have seen in term 2, new activities are being added all the time.

Exciting times are ahead as student numbers and the staff pool grows allowing for even greater variety as we move forward towards our new school site.

UĂ&#x160; iÂ?Â?iĂ&#x152;Ă&#x152;Ă&#x160;,Ă&#x2022;}LĂ&#x17E;Ă&#x160;qĂ&#x160;"Ă&#x2022;Ă&#x20AC;Ă&#x160;ÂŁĂ&#x192;Ă&#x152;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x20AC;Ă&#x2022;}LĂ&#x17E;Ă&#x160; ½Ă&#x192;Ă&#x160;Â&#x2026;>Ă&#x192;Ă&#x160;LiiÂ&#x2DC;Ă&#x160;>Ă&#x160; successful one, with good numbers in both Tuesday and Friday lunch time sessions. For the ďŹ rst term we have mainly been concentrating on the players â&#x20AC;&#x2DC;handling skillsâ&#x20AC;&#x2122; and ability to pass the ball in an effective way, creating space for a team member while also having the ability to commit a defender. These skills have been tested in small 2v1 games moving into bigger Ă&#x2C6;Ă&#x203A;Ă&#x2C6;Ă&#x160;}>Â&#x201C;iĂ&#x192;°Ă&#x160;Ă&#x160; Â&#x153;Â&#x153;Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Â&#x2026;i>`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Â&#x2DC;iĂ?Ă&#x152;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;]Ă&#x160;ÂŤÂ?>Ă&#x17E;iĂ&#x20AC;Ă&#x192;Ă&#x160;Ă&#x153;Â&#x2C6;Â?Â?Ă&#x160;Li}Â&#x2C6;Â&#x2DC;Ă&#x160; to develop their understanding of the contact situation, how to enter a tackle and win the collision safely and also how to be tackled while also retaining the ball for your team. Each week is a positive step towards providing Kellett with its 1st and very own rugby squad. Keep up the hard work.

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KELLETT DRAGON NEWSLETTER ISSUE TWO JANUARY 2012

UĂ&#x160; >Ă&#x192;Â&#x17D;iĂ&#x152;L>Â?Â?Ă&#x160;Â&#x2021;Ă&#x160;/Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160; >Ă&#x192;Â&#x17D;iĂ&#x152;L>Â?Â?Ă&#x160; ]Ă&#x160;Â&#x2026;Ă&#x2022;}iĂ&#x160; improvements have been made by all participants. We started with the basics of ball handling and looking at the different ways in which we need to control the ball. After that, passing became our main focus, and we played small games that involved no dribbling. This enabled us to practice moving the ball around the court in other ways. Shooting has been a part of every session and consistency and decision-making has progressed. In the friendly game against HKIS the team spirit was excellent as the team put up a really good ďŹ ght, but in the end were beaten. There are a few things that were noticed in that game that we will now work on and with the Basketball season starting it will be full steam ahead.

UĂ&#x160; Â&#x153;Â&#x153;Ă&#x152;L>Â?Â?Ă&#x160;qĂ&#x160; iĂ&#x192;ÂŤÂ&#x2C6;Ă&#x152;iĂ&#x160;`Â&#x2C6;vwVĂ&#x2022;Â?Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2C6;Â&#x201C;iĂ&#x192;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;LÂ&#x153;Â&#x153;Â&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x192;]Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160; have once again signed up in droves. Throughout the football season a pleasingly large number of students have stepped up and participated for the school and for their own sports team ­ Ă&#x20AC;Â&#x201C;Ă&#x192;Ă&#x152;Ă&#x20AC;Â&#x153;Â&#x2DC;}½Ă&#x192;]Ă&#x160; Â&#x153;Ă&#x20AC;`>Â&#x2DC;½Ă&#x192;Ă&#x160;EĂ&#x160;/Â&#x2C6;}iĂ&#x20AC;Ă&#x192;Ž°Ă&#x160;Ă&#x160; iĂ?Ă&#x152;Ă&#x160;/iĂ&#x20AC;Â&#x201C;Ă&#x160;Ă&#x153;Â&#x2C6;Â?Â?Ă&#x160;Ă&#x192;iiĂ&#x160;9i>Ă&#x20AC;Ă&#x160;nĂ&#x160;EĂ&#x160;Â&#x2122;Ă&#x160; VÂ&#x153;Â&#x201C;ÂŤiĂ&#x152;iĂ&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; " -- Ă&#x160;ÂŤÂ?>ViĂ&#x192;Ă&#x160;>Ă&#x192;Ă&#x160;Ă&#x153;iĂ&#x160;V>Ă&#x20AC;Ă&#x20AC;Ă&#x17E;Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160; Â&#x153;Â&#x153;Ă&#x152;L>Â?Â?Ă&#x160; Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; those who wish to continue.

UĂ&#x160; Â&#x2DC;`Â&#x153;Â&#x153;Ă&#x20AC;Ă&#x160;}>Â&#x201C;iĂ&#x192;Ă&#x160;qĂ&#x160;/Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;Ă&#x152;iĂ&#x20AC;Â&#x201C;Ă&#x160;Â&#x2C6;Â&#x2DC;`Â&#x153;Â&#x153;Ă&#x20AC;Ă&#x160;}>Â&#x201C;iĂ&#x192;Ă&#x160;Â&#x2026;>Ă&#x192;Ă&#x160;LiiÂ&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x17D;Ă&#x20AC;`Ă&#x160;Â&#x201C;Â&#x153;Ă&#x192;Ă&#x152;Ă&#x160; popular activity behind Basketball and Football. A variety Â&#x153;vĂ&#x160;Ă&#x192;ÂŤÂ&#x153;Ă&#x20AC;Ă&#x152;Ă&#x192;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x2021;Ă&#x160;>Â&#x2DC;`Ă&#x160;Â&#x201C;>Â&#x2C6;Â&#x2DC;Â?Ă&#x17E;Ă&#x160;Ă&#x20AC;Â&#x153;Ă&#x2022;Â&#x2DC;`iĂ&#x20AC;Ă&#x192;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;9i>Ă&#x20AC;Ă&#x160;nÂłĂ&#x160;Â&#x2026;>Ă&#x203A;iĂ&#x160; seen students show great aptitude and skill as they are put in increasingly difďŹ cult situations.

SECONDARY

SECONDARY HIGHLIGHTS

REMEMBRANCE DAY

SWIMMING GALA

KELLETT DRAGON NEWSLETTER

ISSUE TWO JANUARY 2012

39