SummeRISe - Issue 113

89 Thursday, Thursday 13 21 Ocober May 2016 2015 Issue 113 GENERAL GENERAL

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PARIS SCHOOL CLINIC

Peace Day

Box Appeal

DP World Day

DATE

EVENTS October

Sunday, 16 October

Professional Development Day

Tuesday, 18 October

Learning Support Parents Coffee Morning

Thursday, 20 October

Nursery Yellow Day November

Sunday, 06 November

Parent Student Conference

Tuesday, 07 November

Learning Support Parents Coffee Morning

Wednesday, 09 November

Open Day

Sunday, 13 November

Year 2 Field Trip

Wednesday, 16 November

16IVEI Classic Music

Thursday, 17 November

School Holiday

Sunday, 20 November

Professional Development Day

Thursday, 24 November

Nursery Blue Day

Monday, 28 November

DESC Junior Mathematics Cup December

Thursday, 01 December

Martyr's Day

Friday, 02 December

UAE National Day

Monday, 05 December

Year 3 Field Trip

Tuesday, 06 December

Nursery Field Trip

Wednesday, 07 December

Open Day

Thursday, 08 December

Year 6 Field Trip

Message from the Principal Stop, Drop and Read No progress without reading “The scientists, researchers and innovators that will lead the future will not come from nowhere," HH Sheikh Mohammad

On his Twitter page, Sheikh Mohammad said the country was aiming to become a beacon of knowledge, “just as Baghdad, Andalusia and other civilisations seeking enlightenment were”. This, he said, was only possible through a nation immersed in the reading culture. http://www.uaecabinet.ae/en/details/news/mohammed-bin-rashid-on-presidents-directives-2016-is-uae -reading-year Whether you are engaged in a novel, pouring over a newspaper or a just looking at a sign, reading skills allow you to interpret and become engaged in the world around you. According to the National Institute of Child Health and Human Development, “Reading is the single most important skill necessary for a happy, productive and successful life.” Developing those skills takes active engagement from an early age.

Children today have many opportunities to gather information. Books are not the only tools children are exposed to. Using a smartphone, reading from an electronic tablet or researching on a computer has opened the floodgates for finding and accessing information. A student with the reading skills necessary to access and use information is not just learning to read but reading to learn. With proper reading skills, she can explore topics ranging from how spiders spin silky webs to the details of the Wright brothers' first flight.

Fluency, decoding and vocabulary development are needed to comprehend written material. Readers use these skills to interpret and understand written words on a page. They read often from a wide variety of materials. They read to find out more about the world in which they live and use that information to improve their lives. Lifelong readers think critically about what they have read and make connections to their own lives. They apply their skills in language and writing development.

Whether the author is writing to inform, persuade, give directions or entertain, he is communicating to his audience. A person who can read has the ability to empathize with and connect to the characters in a story. A reader builds background knowledge about many different subjects that he can later use.

Students with the necessary reading skills can later develop writing and language skills necessary for academic and professional success. That is why at RIS we place literacy at the core of our educational programme. http://oureverydaylife.com/language-acquisition-affects-childs-development-5167.html http://oureverydaylife.com/strategy-reading-fluency-teens-10848.html

In support of the UAE's Year of Reading - The National will be following the country's various initiatives to build a love of literature among all residents, including #UAEReads, a social-media campaign to raise community awareness about the benefits of reading, and Sheikh Mohammed bin Rashid's Arab Reading Challenge. I would urge you and your children to participate in this super challenge- Stop, Drop and Read. http://www.thenational.ae/uaereadschallenge Michael William Clack Principal

GIVE UPDATE

We have some great developments with our GIVE charity projects. I am happy to share that we have just submitted the funds to construct our third primary school in Nepal with Dubai Cares. We hope to raise enough funds for our fourth school by June 2017. In the mean time, our students are almost ready to take off and begin the actual construction of the first sponsored school. The cohort will leave on Tuesday, 1st November and reside in western Nepal for a week whilst living with the local families in the community.

The Nepal team meets Mrs Poonam Bhojani, CEO of Innoventures Education Colin Scicluna, GIVE Coordinator

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U11 Football Team RIS A Team 3 - 2 Swiss International A Team RIS B Team 4- 1 Swiss International B Team Under 11s Football squad played the first game of the season versus The Swiss International School. The A team played a dramatic game going 2-0 behind in the first 5 mins. The team battled hard and equalised by scoring two consecutive goals before the end of the first half. The game was sealed when Celeste De Clerq put the ball into the corner of the oppositions net. A great battle and start to the upcoming season.

The B Team won the second game with a 4-1 victory with help from two of the U10 team who scored three of the four goals. Well done to Jose Maria and Miquel for getting on the scoresheet. Great performance by all RIS players.

Man of the match= Yousef Al Refei Goals Scored= Mohammed Sadek (2) & Celeste De Clerq DASSA Swim league RIS hosted the first swim gala of the DASSA league with 5 schools competing in the division. It proved to be a very successful and smooth running gala, with a friendly athlete centered atmosphere. Some exciting medley relays got the spectators going. With RIS U16 boys coming first in a thriller race and fantastic individual performance from RIS students Orla Lynch and Luca Volani placing first in numerous events. Despite our 4th place finish it was a really positive performance by our swimmers, who with a full team could have easily climbed a place or two in the over-all standing, a target for our next meeting at GEMS. 1st – GEMS

2nd – Kings Al.

3rd – EIS

4th – RIS

5th – MTS

The Original Harlem Globetrotters presented ‘the ABCs of Bullying Prevention’ in RWA this week. The famous basketball tricksters gave a very informative and interaction session promoting anti bullying.

Twenty nine students from RIS primary attended the session and learned how to deal with bullying through the ABC’s A- Action, B- Bravery and C- Compassion.

PE Team

In accordance with KHDA, Raffles International School (RIS) is “committed to become an inclusive, barrier -free society that promotes, protects, and ensures the success of people with disabilities and special educational needs.” (KHDA 7 Years on... Inspecting for School Improvement: A Collaborative Journey 2008 – 2015 Key Findings. Page 19) The primary purpose of the Learning Support Policy is to provide guidance to teachers, parents and the whole school on the provision of effective learning support to pupils with learning barriers.

I would like to thank all parents that attended our first monthly coffee morning on Tuesday, 27 th September 2016. The Learning Support Department is committed to support parents, teachers and the whole school in understanding the different types of Learning Difficulties.

We are continuing our awareness month with the October being the Awareness Month for ADHD. For many people, the words “hyperactive” or “out of control” come to mind when they hear the term ADHD. If your child doesn’t have those symptoms, a diagnosis of ADHD can be puzzling. Kids who don’t seem hyperactive often aren’t diagnosed as early.

There are actually three types of ADHD, and one of them doesn’t include symptoms of impulsive and hyperactive behaviour. 

ADHD, Predominantly Hyperactive-Impulsive Presentation: Kids who have this type of ADHD have symptoms of hyperactivity and feel the need to move constantly. They also struggle with impulse control.

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ADHD, Predominantly Inattentive Presentation: Kids who have this type of ADHD have difficulty paying attention. They’re easily distracted but don’t have issues with impulsivity or hyperactivity. This is sometimes referred to as attention-deficit disorder(or ADD).  ADHD, Combined Presentation: This is the most common type of ADHD. Kids who have it show all of the symptoms described above.

Parenting a child with ADHD can be very challenging at times. However, there are many things you can do at home to help your child to manage the symptoms and learn key skills such as organisation skills and planning. Below are some steps that can be undertaken to help in providing positive changes to your family life: Set a schedule and stick to them

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Catch your child doing well

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Praise your child when you notice something specific that was done well. Being praised will give your child confidence to try new things.

Be consistent

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When rewards and consequences stay the same, it gives children a structure they can rely on.

Provide easy ways to stay organized

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Put a daily routine in place.

Display schedules with visual cards for younger children and simple sentences for older children.

Prepare your child in advance for any transition.

Use of labels on cupboards, drawers, storage boxes, exercise books, shelves… can help your child in keeping things in its place.  Use of checklist such as visual or simple sentences to help your child break tasks into smaller and manageable steps.

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‘All children with special needs just need a little help, a little hope, and someone who believes in them’ Faryal Saeed Head of Learning Support

News from the MFL Department “We have no special needs children. Just children…with special needs.” – Uwe Maurer Inclusion is a simple principle that states children with special needs should take part in regular classes and activities . Raffles International School is the appropriate place for children with special needs.

SEN teaching is not different from teaching students without compelling additional needs, just more focused and built on awareness of our students' strengths and weaknesses. Remember that students are individuals as well "patients" diagnosed with dyslexia, autism, speech impairments, hearing or sight loss.

In MFL Department, we do not let a lack of resources for SEN students put us off, we are prepared to produce some materials of our own to compensate for the many shortcomings of past textbooks. We are fortunate to be teaching MFL because we find plenty of SEN-friendly resources online.

MFL Department teach quite difficult grammatical concepts by focusing on one step at a time instead of proceeding at a gallop like we sometimes do with the above-average. Explain carefully by using many tools (pencil grips, page overlay, slant board…) and reward achievement; we find students with SEN eager to reward us with a smile and a compliment.

As a MFL teachers, we are realistic about what we expect of our SEN students, but always build in challenge to our delivery to raise their expectations of themselves.

Maya Yaghi Head of MFL.

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Dear Parents, Grandparents and Extended family, Education is about supporting children to develop in all aspects of their lives – spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. Every child is unique, with individual strengths and learning needs. Child-centeredness is at the core of the Montessori nursery curriculum. This recognises that there are different kinds of learning and that children learn in different ways. It means that the curriculum and the methods used to teach the curriculum in Nursery School are broad and flexible so that the needs, abilities and interests of the individual child can be accommodated.

Decades of rigorous research show that children’s earliest experiences play a critical role in brain development. The Center on the Developing Child at Harvard University (The Science of early childhood development, 2008) has summarized this research:  Neural circuits, which create the foundation for learning, behaviour and health, are most flexible or “plastic” during the first three years of life. Over time, they become increasingly difficult to change.  Stable relationships with caring and responsive adults, safe and supportive environments, and appropriate nutrition are key elements of healthy brain development.  Early social/emotional development and physical health provide the foundation upon which cognitive and language skills develop. These findings underscore the critical importance of intervention in the earliest years. Positive early experiences are essential prerequisites for later success in school, the workplace, and the community.

The Montessori teaching and learning is designed in such a way that our teachers can ‘differentiate’ it for different children. Differentiation means that teachers adapt lessons or tasks so that children with special educational needs can participate in and benefit from the curriculum at a level and pace that best suits their own learning style and needs. Some children have a relatively routine entry into the world, but may develop more slowly than others, experience setbacks, or develop in ways that seem very different from other children. The role of our teachers is key in this area. Using a carefully reviewed set of milestones for each area of development, our teachers continually observe and assess children. Feedback will be available for your child throughout the year. When a teacher feels the necessity, she will approach the respective parent with utmost sensitivity to get feedback as well as express concern. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral.

All children, including children with special educational needs, have a right to an education which is appropriate to their needs. Learning is about enabling all children, in relation with their abilities, to live wholesome and independent lives. As the first educators of your children, our Nursery will continue to take the welfare of the little ones very seriously.

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Red Day in Casa E

Children begin monkeynastix

Montessori birthday celebration

Tracing numbers in Casa E

Morning Anthem Casa E

Xavier building a Pink Tower

Practical life activity threading

Garima Kapoor Assistant Head Early Years

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PRIMARY SCHOOL Dear Parents, Special Educational Needs (LS) We have an ever-growing LS department at Raffles. We have extended the teacher support in this area this year. Ms. Faryal is the Coordinator, if you would like to contact her, her email address is faryals@rafflesis.com.

When the school identifies that a pupil is making less than expected progress given their age and individual circumstances, their first response will be to target the pupil's area of weakness through a process of differentiation ('differentiation' is a process where a child can be taught differently from classmates in order to achieve the same progress that is expected of them). After this, if progress continues to be less than expected, the class or subject teacher, working with the child, will refer the child to the Learning Support Department.

Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn.

They can affect their:  behaviour or ability to socialize, e.g. they struggle to make friends  reading and writing, e.g. because they have dyslexia  ability to understand things  concentration levels, e.g. because they have ADHD physical ability Once the LS department has identified the support the child needs, they will call a meeting with the parents to inform them of how the school is supporting their child and home strategies will be shared with parents.

The school may ask for an external specialist services, (e.g. a specialist teacher, an educational psychologist, a speech and language therapist, an autism specialist, an occupational therapist or other specialist professional) to provide further advice and support if necessary. Student who has an external report (Educational Psychologist, Speech and Language therapy….) will join the SEND register and an IEP (Individual Education Programme) will be developed with the collaboration of the student, parent and class teacher. This will be done if your child continues to make little progress or work at substantially lower levels than expected.

Each month, Ms. Faryal will be holding Coffee Morning for the parents. During the month of September, Ms. Yvonne Yap from Kids in Motion visited us to talk about ABA and challenging behaviours. This month, we have Mr. Andrew Wright from ATIC talking to parents on ART Therapy. For more information on this, please visit the main Atrium where you will find our LS Parents Notice Board, alternatively you may email Ms. Faryal on the above email address.

English as a Second Language – (EAL) To offer extra support to the children that joined us with limited English this year, we are offering EAL as an after school activity. This ASA was invite only, we strong urge you to encourage your child to take this ASA if they have been invited. Children will get support in English reading, writing and mathematics.

This will support their learning and give them more confidence with communicating in English and their written work.

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If you have any queries with regards to LS or AEL, please do not hesitate to contact one of the following Coordinators:Faryals@Rafflesis.com – LS Simonl@rafflesis.com – EAL Susie Mcshane Assistant Head of Primary FS2 News “Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.” Maria Montessori As we move into the second month of school, our little explorers are absorbing information from their prepared environments. They are slowly receiving more lessons from different areas of the curriculum and are displaying more grace as they handle the Montessori materials. They are demonstrating an increased self-confidence while working independently with the lessons. Children are forming fine friendships and getting more comfortable their peers.

All students are taking social studies lessons. Last week they were introduced to the hierarchies with inour school. This week they will be learning about the UAE leadership. Children will introduced to the UAE flag and the names of the rulers of Abu Dhabi and Dubai. They will be introduced to the photographs of the President of the UAE Sheikh Khalifa bin Zayed Al Nahyan and Vice President of the UAE Sheikh Mohammad bin Rashid Al Maktoum.

Our topic of inquiry for the coming weeks is about ‘Healthy Eating’. We will be discussing with children about identifying healthy and unhealthy foods, awareness of how healthy food keeps us fit, eating a balanced diet, different food groups and their benefits, importance of exercise and unhealthy food choices.

In order to start healthy habits at this age, we request parental support by sending a healthy snack and lunch to school. In science, the children are exploring and investigating how sound travels through various mediums i.e. solid, liquid and air. They are developing an understanding of how sounds can make a different pitch. They will also be inquiring about different types of forces over the coming weeks. They will be growing an understanding of different types of forces like push, pull and how they work with different types of objects. A gentle reminder to kindly pick up your child on time, it can develop a lot of anxiety as they wait in the late room to be collected. As much as the teachers would like to wait with your child in class, they have additional duties, afterschool activities or meetings to attend. The children will be dropped in Ms. Susie’s office for late pick up.

FS2 Team

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Year 1 News Year 1 is the beginning phase for children to explore many different subjects such as Arabic, Islamic, Social Studies and science. We encourage the children to work independently, with concentration and to take ownership of their learning.

During whole class sessions the children are beginning to work collaboratively with each other and respect each other’s views and opinions. We understand the importance of the diversity in our classes; we introduce the children to different countries of the world and talk about their festivities and culture. We encourage them to compare their learning to that of the host country, which enable the children to get a birds eye view of different countries and the host country.

In science, we have embarked on our journey to investigate and explore different topics using hands on activities, questioning and experiments. In mathematics, we are continuing to learn concepts such as 2D shapes, identifying odd and even numbers and non- standard method of measuring height and weight. The children are exploring different phonetic sounds and working on writing the sounds using the correct letter formation.

We cannot conclude without saying a big Thank you for making the transition into Year 1 such a smooth one for your child. Students are independently coming into the classroom at 7.40am and settling in to make a quick start to the day.

Year 1 Team

Year 2 News In Year 2 we celebrate the things that make us special. We value and acknowledge our different strengths and weaknesses in the classroom and help each other to improve each day. We have been studying growth mindset in Year 2. This is the theory that we can strengthen our brains just like a muscle in our body to achieve new things.

All we need to do is show hard work and determination. We understand that we may not be able to do something but we realise that we just can’t do it YET. Our friends in our class are vital to growth mindset because working in collaboration may help us to achieve our goals. As teachers we ensure that all lessons are differentiated to include all learning styles and abilities so all children can achieve something new every day.

In Year 2 this week we have had many examples of hard work and determination in the year group notably with our start of the week. This is an award for children we have seen using outstanding learning skills or demonstrating thorough knowledge and understanding throughout the week. It is a valued achievement and something children in Year 2 strive to attain.

Year 2 Team

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Year 3 News In Year 3 we are working independently, in pairs and in groups to ensure all children are included in engaging activities and challenged to extend their learning. The Year 3 children have earned lots of class dojo points and house points as a reward of excellent behavior.

This week in English we are focusing on describing the characters in stories. We discussed our favourite books and shared our favourite characters with the class. We have focused on the Gruffalo, describing his looks, behaviour and feelings. We are using adjectives and WOW words to make our writing interesting.

We are continuing to develop our reading skills, learning new vocabulary and completing comprehension work. During our guided reading lessons we read to a small group to improve confidence and fluency when reading aloud to others. In mathematics, we are learning doubling and halving through a combination of games and written work. We have been challenged to double and halve 1, 2 3 and 4 digit numbers.

In science, we are have begun to learn about our senses. We are completing enquiry activities, making predictions and interpreting the results that we collect. The focus has been on the sense of touch. We answered critical thinking questions about why our senses are important. In social studies we are learning to respect our environment, which links to our core values in RIS. We have been focusing on community workers and the important role they play.

In Year 3 we will continue to work together to become successful learners, confident individuals and responsible citizens.

Year 3 News

Year 4 News In English, Year 4 are continuing to work hard during our lessons based on ‘Fantastic Mr. Fox’. The children have been completing different tasks and activities related to the novel. Students were able to identify the main features of both diaries and letters and they have used these features when writing entries. Students have improved their creative writing skills using good vocabulary to write imaginatively.

In mathematics the students have been working on identifying the different methods to add. We have introduced problem solving in addition. They have been encouraged to create their own problem sums and use different addition strategies. Children are also working hard in practicing their multiplication through the times tables.

Last week in science the classes of Year 4 were introduced to the importance of muscles and how they connect to our bones to help us be strong and fit. They will now move on and learn about medicines and the different medical professions.

In Social Studies, children have focused largely on the environment. Students are aware of the ways in which we can help our environment and avoid pollution. They have also focused on deforestation and global warming. Classes have also focused on their Circle of Culture lessons.

A big thank you to all the parents and students who have contributed towards the Box appeal.

Year 4 Team.

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Year 5 News Our role as educators is to ensure all students make excellent progress, regardless of their starting points. We take this responsibility very seriously and work hard with students, support staff and parents to reach this important expectation. Throughout Year 5 we have a strong emphasis on SEN and Inclusion.

We are constantly in touch with the SEN department to see how we can improve on our daily practice to benefit every child in our classroom.

Every lesson has a main activity that is differentiated to suit the needs of all children. This can range from simplified instructions, to teacher support or extra resources. In addition to this, questioning, group work, copybook work and feedback is also differentiated. Our aim is to develop and enhance every child’s learning. When appropriate, children are provided with slanted boards to aid with reading and writing activities, pencil grips to aid with fine motor skills or laptops to help with written work. During math classes children are provided with number lines, counting cubes or visual aids to enrich learning.

Classroom displays are kept on topic and interactive in order for children to refer to them to help with classroom activities when needed.

During examination times, our SEN learners are given a standard 25% extra time to complete their work.

Our dedicated SEN Department ensure we have regular in - class support to assist with EAL or SEN, as well as intervention sessions scheduled twice a week to give direct one on one support. The SEN Department is always at hand to advise the Year 5 team should we see the need to implement more strategies for our learners.

Year 5 Team Year 6 News After the Eid holidays Year 6 have started to work in earnest in all areas of school and falling in line with expectations of the year; organising and prioritizing their work.

The basics of mathematics and English are being reinforced by teachers. Students are reading the classic novel “ Oliver Twist” and delving deep into the life of people during Victorian times; the society and work conditions prevalent at that time. Mini tests in the Lab are being carried out following scientific method.

In Social Studies, students have been presenting their countries through the Culture Box that they have made, Peace Day was celebrated doing a variety of activities that included writing, and art and crafts which had been carried out in each classroom.

ASAs have begun and it is encouraging to note that many student have enrolled for mathematics and creative writing activities. This will go a long way in preparing them for the year ahead.

Thank you for coming in to the Curriculum Morning presentation and sharing your thoughts and ideas.

We are confident that students will do us proud at the end of the year.

Year 6 Team

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SECONDARY SCHOOL Message from the Deputy Head—Secondary School

Inclusion When I first entered the profession of education at the University of Wisconsin Stevens Point (USA), I was required to take two courses as part of my undergraduate degree that focused on inclusion. The courses of Education in a Pluralistic Society and Physical Education for Students with Special Educational Needs (SEN) taught me very quickly the complex challenges schools and teachers face across the world in making sure they provide systems that foster the values of respect, tolerance and acceptance.

Alongside the theoretical knowledge I obtained from these courses, I was also provided with the experience of working with students with special education needs in the mainstream school setting. It is from these hands on experiences that I developed my best teaching practices. Writing incredibly detailed lesson plans that focused specifically on the teaching cues, strategies, methodologies and techniques required for each child helped me dig deeper under the surface to find the best ways to unlock the potential of these children.

Inclusion is not just about developing best practices for students with special educational needs. The Centre for Studies on Inclusive Education summarises some of the ideas which make up the view of inclusion below (1).            

Putting inclusive values into action Supporting everyone to feel that they belong Increasing participation for children and adults in learning and teaching activities, relationships and communities of local schools Reducing exclusion, discrimination, barriers to learning and participation Restructuring cultures, policies and practices to respond to diversity in ways that value everyone equally Linking education to local and global realities Learning from the reduction of barriers for some children to benefit children more widely Viewing differences between children and between adults as resources for learning Acknowledging the right of children to an education of high quality in their locality Improving schools for staff and parents as well as children Emphasising the development of school communities and values, as well as achievements Fostering mutually sustaining relationships between schools and surrounding communities

At Raffles International School, there is a vibrant community of learners that come from very different backgrounds. We embrace teaching in a pluralistic environment and value each and every student as unique individuals that contribute significantly to the success of the school. This is perhaps best highlighted in our most recent visit from the Council of International Schools who state clearly in their report that “RIS has a palpable commitment to internationalism that extends beyond that expressed within the Guiding Statements”.

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As always, if you would like to communicate with me regarding anything related to the Second School at RIS, please do not hesitate to send me an e-mail, give me a call or stop by the office.

Ian Plant Deputy Head of Secondary References http://www.csie.org.uk/inclusion/what.shtml

Year 7 News October is here already and with that being said we can now proudly introduce our new form captains for each tutor group: 7A Sanjana Mundhwa and Mudar Benan Taha 7B Jia Popatlal and Ibraheem Ghafor 7C Osha Almazrooei and Albert Cherepanov 7D Olivia Ronnenaa and Federico Falco.

We trust that they will do their very best to diligently uphold the RIS standards and see to it that the sense of community one should feel within a tutor group, is cultivated to the point where students can feel like their group is a home away from home.

Now that lockers have been allocated, let me stress the importance of pupils adhering to the contractual agreements they signed: primarily getting to lessons in a timely and orderly fashion and then ensuring that lockers are kept neat, clean and are sealed with a combination lock. In conjunction to this let’s ensure that uniform standards are strictly adhered to and that students are equipped with a complete set of stationery for each lesson.

Year 7 Team

Year 8 News One of my main themes for this Year for Year 8 is responsibility. Now is the time that the students are mature enough to be able to reflect on their place within the school environment and really ask themselves what it is they can do to make the school a better place. The Year 8's have the chance to be role models for the younger students and to practice the sort of responsibilities they will need to have later in the school.

As a part of this responsibility the students have been granted privileges, such as being able to use the lockers and their own devices in school. Most Year 8's have taken this opportunity to demonstrate how mature and responsible they are, and are a credit to their year group.

As part of this extra responsibility each form has had Form captains chosen who represent the role models that they should follow. These are people our students can turn to for support, and who can be relied upon to make sure that their fellow students are acting in the way we expect.

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I am delighted to announce the form captains for Year 8 for 2016/17. The form captains: Year 8A - Kimberley Menezes and Adam Al Farden.

Year 8B - Theo Karamitsos and Sofia Dallolio.

Year 8C - Ebrahim Ragib and Kristine Cherion.

Year 8D - Aya Al Tabaa and Maisam Ali. All these students are responsible and hard working, well behaved and a credit to their year group.

Year 8 Team

Year 9 News

Inclusion in Year 9 has been centered on ensuring that every child achieves their full potential. Every student has their own individual dreams and hopes for the future. Our role in school and at home is to facilitate every student to achieve them, through guidance, nurturing and support. In assembly last week the students were discussing what helps us to succeed and aspire to our goals in life? We concluded that within school these factors were important.

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Since the start of term I have been working with Mr Jones and Ms Gaydon to promote high expectations in the Year 9 students. These have included the following: 

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Students using their diaries to record homework and getting their diaries signed each weekend by their parents. The diaries are an excellent method of communication between school and home. It is a way that we can all work together to support your child.

That students arrive to school on time. All students are to be in their tutor room for 7.40 am.

Students look smart in the correct school uniform, which includes wearing smart, business like schools, not trainers. This is an area that still needs work and which I shall be focusing on in the coming two weeks.

A positive mindset in every lesson. Students are on task and fully engaged in their learning.

A new initiative that has been introduced this year is the ‘Green Note/Red Note’ rewards system.

Teaching staff will be rewarding students with Green Notes for excellent work, effort and attitude in lessons. They will be recording these in the student’s diaries, using green pen. Alongside of this is a system of rewards and certificates. Staff will also be noting when students are not working with the school’s expectations. These will be recorded as Red Notes, using red pen. When a student has 3 Red Notes they will be sitting a lunch time detention.

All of these systems are in place to enable every student to succeed and flourish. In Year 9 each student is important and has the potential to succeed and achieve their dream. At RIS we look to support and guide them on this journey and give them the resilience and strength to face the different challenges along the way.

Year 9 Team

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Year 10 and 11 News Another two weeks has flown by and October is already here. Both Year 10 and 11 were busy across the curriculum with a lot of learning happening in the classrooms. It is important that our students are attending all lessons on time and making sure that deadlines for work are being met. We cannot afford for any to fall behind in any of their subjects, even at this early stage.

To further support our Year 10 and 11 students with their studies, some departments are providing intervention sessions either during or after school. I would like to encourage students to seek help from their teachers if they feel they are falling behind and if they need additional support.

Some students are not in the correct uniform. Although the reasons on some occasions are valid, I would ask that you support us in ensuring that they are in the correct uniform including footwear and IDs. Also, good attendance and punctuality figures are vital if our pupils are to be successful. Poor attendance, lateness to school and lessons results in students missing valuable teaching time.

Finally, I would like to ask you that you sign up for a Parent Account on Edmodo, if you have not done it already, where you will be able to see teacher announcements, assignments, your child’s grades etc.

You can follow this link for more info: (https://support.edmodo.com/hc/en-us/articles/205008584-How-Parents-sign-up-for-Parent-Accounts).

Year 10 and 11 Team