SummeRISe - Issue 119

89 Thursday,12 Thursday January 21 May 2016 2015 Issue 119 GENERAL GENERAL

NURSERY

KG FS

PRIMARY PRIMARY

SECONDARY SECONDARY

PARIS SCHOOL CLINIC

DATE

EVENTS December

Sunday, 15 January

15-19: FS Field Trip

Sunday, 15 January—Thursday, 26 January

Year 11 Mock Examinations

Week Beginning—Sunday, 22 January

Parent Focus Groups: Arabic, Teaching and Learning and Assessment (no students)

Thursday, 26 January

Staff Professional Development

Sunday, 29 January—Thursday 2nd February

29-2nd: FS & Year 1 Science Week February

Wednesday, 01 February

Open Day

Thursday, 02 February

Nursery Pink Day

Sunday, 05 February

Master Chef Cake Competition - Secondary School

Sunday, 05 February—Thursday, 09 February

05-09: Year 1 Field Trip

Wednesday, 08 February—Thursday, 09 February

08-09: FS Mathematics Fun day

Thursday, 09 February

Nursery Sports day

Sunday, 12 February

Nursery Open Day

Wednesday, 15 February

Staff Professional Development

Thursday, 16 February

Mid-term Break

Sunday, 19 February

Mid-Term Break March

Thursday, 02 March

International Day

Message from the Principal Skills need to be rigorously connected to well-grounded knowledge if they are to be taught effectively The Science of Leaning: Teaching and Learning I’m trying to change people’s views of the relation between knowledge and skills. We’ve created a false dichotomy. Skill is bound up with knowledge. Skills are domain specific. You can’t play chess unless you’ve learned the moves. I absolutely agree that the end of education is skilled, creative, critical individuals who can sift evidence. It’s a question of how we get there.”

Daisy Christodoulou, Seven Myths of Education https://www.theguardian.com/education/2014/nov/25/ daisy-christodoulou-seven-myths-education-profile At RIS, we believe in lifelong learning. We want learning to be a rewarding experience for everyone and recognise that the best teaching and learning experiences can help children to lead happy and fulfilling lives. Through our teaching we aim to equip children with skills, knowledge and understanding to fulfil their intellectual and personal potential so they are enabled to make choices about their career and creative pathways.

Our Teaching and Learning policy outlines our agreed view of children’s entitlement and how we intend to support and encourage learning. It provides a framework of expectation to inform and reflect planning, provision and evaluation of teaching and learning at RIS. At our school we provide rich, relevant and varied learning experiences which allow children to develop their skills, interests and abilities and achieve, be proud and succeed together.

Through our teaching we aim to:          

develop children’s knowledge, understanding and skills in the core and foundation subjects; focus on children’s attainment and progress; enable children to become confident and independent students; develop children as resourceful, resilient learners; foster children’s self-esteem and help them build positive relationships with others - both peers and adults; develop the highest standards of behaviour and conduct; develop children’s self-respect and self-awareness and encourage them to show positive attitudes and respect towards the ideas and feelings of others regardless of race, culture or religion enable children to understand, feel valued within, and make a positive contribution to this community; help children grow into reliable, independent-thinking and global citizens; help children be proud of their own work and recognise the achievements of others. nurture students who are confident in working with information and ideas – their own and those of others, responsible for themselves, responsible to and respectful of others, reflective as learners, developing their ability to learn, innovative and equipped for new and future challenges, engaged intellectually and socially, ready to make a difference

We acknowledge that people learn in many different ways and we recognise the need to develop pedagogies and student’s learning skills to enable all children to learn in ways that suit them.

What is key is striking the correct balance between knowledge, understanding and skills. Skills need to be rigorously connected to well-grounded knowledge if they are to be taught effectively. The error is to teach them in isolation, as abstract entities.

References: https://deansforimpact.org/resources/the-science-of-learning/ https://www.amazon.co.uk/Seven-Myths-About-Education-Christodoulou/dp/0415746825

Michael William Clack Principal

Message from the Vice Principal and Head of Primary School Dear Parents, New Year greetings and best wishes for the New Year 2017. The school is up and buzzing already with children once again settling down to the school routine. Teachers reinforce high expectations in all of the school life; regular attendance, punctual to school and lessons, smartly dressed in the school uniform including the school jumper and the correct pair of shoes, walking around school in an orderly manner and most of all coming prepared for lessons.

Parents play a major role in setting up children for success and we appreciate your support.

Student workbooks will continue to come home every Thursday so please do take the time to go over them and feedback to teachers, where required. Please take the opportunity to talk to your children on strengths and areas of growth; your engagement helps children to remain focused as well as motivated and responsible.

The Circle of Culture curriculum grows the academic knowledge, understanding and appreciation of internationalism and interculturalism by igniting curiosity, studying major commonalities and differences and the factors affecting shaping them. Hence an academic study of diversity goes beyond the basic knowledge of clothes, food etc. A big part of the Circle of Culture is International Day which will be celebrated this year on Thursday, 02nd March. As you may know, parents play a major role in the organization of the day and involvement and engagement of parents is vital to make the celebrations a success. If you are interested in volunteering for the event, please do not hesitate to contact our Events Coordinator, Ms. Emma Turnbull, at emmat@rafflesis.com.

The New Year has seen a considerable enhancement of the nursery programme. Music lessons have been introduced and PE lessons will be introduced in February, by our trained and experienced PE staff.

The Arabic Language programme has received a further boost by an additional half hour every week. Further, we have extended the MTP (Mother Tongue Programme) of French and Spanish which has been running in the Primary and Secondary School, to The Nursery and FS children. The Nursery now offers the option of school transport, flexible days and extended hours up to 4:00 pm. If you wish to avail any of these services, please contact the Admissions Department or Ms. Garima Kapoor, for further details.

I look forward to continue working with you to make the learning journey and school experience of our children outstanding.

Zeba Khan Vice Principal and Head of Secondary School

Message from the Dean of Students The Educator’s Role in Developing Critical Thinking Skills It is important for teachers to understand the role they play in developing critical thinking within their class room. In order to engage students in critical thinking, the educator needs to act as a facilitator to allow for discussion and encourage a free thought process, as well as to encourage understanding that thinking critically does not always end with a right answer, but instead sometimes ends in more questions or differing evaluations of the topic (Halx & Reybold, 2005; Arend, 2009). The educator’s role as a facilitator also encourages a peer review process, even in the youngest of children, and helps students to learn appropriate responses to conflicting evaluations and opinions (Henderson-Hurley & Hurley, 2013; Tsai et al., 2013).

Activities such as writing essays and utilizing questions that adhere to Bloom’s Taxonomy higher order thinking are examples of ways to engage students in critical thinking in the classroom (Smith & Szymanski, 2013).

The development of critical thinking skills is applicable to all subjects. For instance Kokkidou (2013) states that critical thinking can be developed in music lessons by examining the musical environment, comparing and contrasting different eras or pieces of music, and self-evaluation of performance.

Results of Increased Critical Thinking Working to increase critical thinking by students has shown some promising results for both students and educators. Kokkidou (2013) documented increases in creativity, performance, and literacy within the confines of music, as well as an increased awareness of the musical environment in which students and educators live. Her findings were that by challenging students to think critically, educators were finding themselves thinking more critically about their subject of expertise. Arend’s (2009) findings were very supportive of the use of online discussion boards to develop and enhance critical thinking, as well as to enable students to have a better understanding of the initial information and content presented to them in class.

Tsai, Chen, Chang, & Chang (2013) found that enhancing critical thinking amongst students in science lessons helped the students better understand the scientific process as well as encouraging students to become more experimental and questioning of the different aspects of the sciences. Van Tassel-Baska, Bracken, Feng, & Brown (2009) reported findings of an increase in reading comprehension and reading assessment scores. Choy and Cheah (2009) and Rowles, Morgan, Burns, and Merchant (2013) all found that while educators feel they are teaching critical thinking skills, their teaching can be enhanced by having a more standard definition of what critical thinking entails. This definition would allow educators at all year levels to enhance their current curriculum with activities and lessons that help to develop critical thinking amongst students and educators.

Gary Williams Dean of Students

Counselling Department Last October 2016, the Counselling Department attended the KHDA What Works Happiness Seminar.

During this seminar, one of the speakers, David Bott who is the Head of Positive Education at Geelong Grammar (Australia) spoke regarding the Science of Achievement. In his speech he stressed the importance of, among other things, a growth mindset ‘people looking at tasks or challenges from a fixed mindset see intelligence and talents as naturally determined and unchangeable. In contrast, those looking at challenges from a growth mindset see intelligence and talents as malleable.’ (https:// www.ggs.vic.edu.au/School/Positive-Education/What-is-Positive-Education-/Key-Concepts) Below is an article that further explains the different aspects of mindset and how a parent’s reactions towards failure might influence their child’s perception of mindset.

How Children’s Beliefs About Their Intelligence Are Shaped by Parents – (And What To Do) Posted by Karen - Hey Sigmund (taken from the website www.heysigmund.com)

Children are little super sleuths and they will pick up on everything we say and do, even when we (and they) do not realise it is happening. Recent research has found that one of the important things you will be shaping, often without realising, is your child’s beliefs about his or her own intelligence.

The research, published in the journal Psychological Science, found that what a parent believes about failure being either or a good or a bad thing, plays a critical role in the development of a child’s mindset.

Plenty of research has found that mindset is such a critical part of success, but there has been limited evidence suggesting that mindset is something handed down from parents to children.

Fixed Mindset v. Growth Mindset. The Mind-Blowing Differences.

Children generally tend towards either a growth mindset or a fixed mindset. Children with a growth mindset believe they are capable of achieving what they want if they put in the time and effort. They are more likely to keep going when things get tough, ask for help, and be more resilient when something does not quite work out as planned.

A growth mindset motivates children to stretch themselves. children with a growth mindset are more likely to see challenge as an opportunity to learn and to grow. They are less likely to fear failure or to be knocked off course by it, believing that if they do not get something straight away, it is just a matter of time and effort before they do.

Children with a fixed mindset believe that intelligence (and certain qualities) is for the genetically blessed, and that no amount of time or effort will make a difference to that. A fixed mindset can shrink their potential, as they are driven by the belief that if they can not do something, they will never be able to do it so why bother trying. Children with a fixed mindset are quicker to give up when they feel challenged. When they are given the choice to stay within the safe snugness of their comfort zones or to stretch themselves, they will be more likely to choose the easy path. When they fail, they are more likely to give up. This is fuelled by belief that failure is a sign that they do not have the intelligence or capability to succeed.

Why does a parent’s reaction to failure carry so much more weight than a parent’s mindset?

The study’s authors, Carol Dweck (a pioneer in mindset research) and Kyla Haimovitz of Stanford University propose that the reason intelligence mindsets might not be passed down from parent to child is because mindset is not observable to a child. What children are more likely to notice, and therefore be more sensitive to, is how a parent feels about failure.

Let us talk about the research.

The study involved seventy three pairs of parents and their children. The children were all 4 th and 5th grade students. Parents were asked to rate their agreement with six statements related to failure, e.g.

‘Experiencing failure facilitates learning and growth,’ and four statements related to intelligence, e.g.

‘You can learn new things but you can’t really change how intelligent you are.’ The children were also asked to respond to similar statements about intelligence.

The study found no association between what parents believed about intelligence (as in whether intelligence was malleable or fixed) and what their children believed. A much more powerful influence on the way children thought about intelligence was what the parent believed about failure.

Parents who viewed failure as negative or harmful had children who were more likely to have a fixed mindset. These were the children who were less likely to believe that they could improve their intelligence. The more negative the parent’s attitudes to failure, the more the child saw the parent as being more concerned with results and performance, than learning or taking the time needed to become good at something.

How can I influence the way they think about intelligence?

Here are some ways to make sure that the right messages are being absorbed by young open minds: 

Avoid sending any subtle (or not so subtle) messages that could communicate the idea that failure is negative or harmful. Of course, we would all prefer to avoid failure – nobody goes looking for it – but it is something we all experience. We have to. It is often the richest, most fertile ground for growth and learning. Wish it wasn’t, but it is.

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If your child comes home with a poor grade or a performance that’s not as shiny as expected, avoid getting upset or showing concern or anxiety. The fallout from this will be to dampen the child’s enthusiasm and openness to learning, and their willingness to stretch at their edges, persevere with a task and take on a challenge. They do not want to disappoint you so will work hard to avoid anything that comes with the risk of failure. That is not good for anyone. When young, open, hungry minds shut down, everyone misses out on their potential.

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If your child comes home with a disappointing grade or a disappointing performance, explore what can be learned from this. Do they need to study a little more? A little differently? Ask more questions? Practice? This will send a subtle but very robust message that intelligence is something that can be nurtured along with time and effort.

And finally The way we respond to their setbacks is key in nurturing that child towards either a fixed or a growth mindset. Their mindset will ultimately open them up to their potential, and set them on the chase, or perhaps, shut it down. It will influence their motivation, their response to challenge, the persistence, and their willingness to spend the time it takes to learn or master something.

As parents, we have a key role in opening our children up to the magic they are capable of – and they are all capable. This can sometimes feel like an enormous pressure, but we have everything in us that we need to shape and influence them towards the healthy, vibrant, happy adults they can all be. Sometimes, this is about releasing ourselves of the pressure to have them perform strongly all the time, and give them (and us) permission to stumble sometimes. Even in the stumble, there will be something for them – a new learning, wisdom, a strengthened resilience, greater courage, growth. The key is guiding them towards finding it, and showing them how to use it to lift themselves higher for next time.

Jacyntha Hodges Head of Counselling

Gross Motor Skill Activities (Article from Special Needs. com: www.specialneeds.com/activities/general-special-needs/gross-motor-skill-activities)

“Most special needs children tend to have problems with their balance, body strength, and coordination. These problems are affected by gross motor skills, or skills that use the larger muscles of the body. While special needs children may be slow to develop their gross motor skills, they can still exercise and partake in daily activities that can increase their strength, balance, and coordination.

When special needs children work on their gross motor skills, their fine motor skills improve as well. Here are a few activities that any parent or caregiver can do with a special needs child to improve their development and overall well-being.

Get Bouncing with Trampolines What children does not love jumping on a trampoline? A trampoline is one perfect activity for special needs children because it helps them improve their balance and can even be therapeutic, especially for children with autism. Trampolines a therapeutic for children with autism because the bouncing motion feels good to the child and helps them become aware of their body positions. There is no need to buy a large trampoline; a small, personalized one will work perfectly. For safety reasons, a jump bar should be used. For larger trampolines, a safety net is advised.

Fitness Balls for Balance and Concentration Fitness balls or yoga balls are easy to find in sporting good stores or superstore. Find a small-sized one or one made for children. Allow the child to sit, bounce, and even play on it, using his legs. No matter how the child sits or lays on the ball, he is challenged to balance, and he is even strengthening core muscles.

These balls can also be used to sit on when trying to get a child to focus. If the child associates the fitness ball free movement and playtime, try using two different colour balls. One ball can be used for free play and movement, while the other one is strictly for sitting. Having a child sit on a ball during a certain activity, such as for a meal or a short activity, may help with their concentration.

Bowling and Bean Bag Throws Another set of activities for special needs children includes aiming for targets. This practice can be done by setting up a bowling game or beanbag toss. For bowling, just set up empty bottles, such as water or soda bottles, and allow your child to practice rolling different sized balls to hit the pins.

Beanbags can be tossed through holes or used to knock over different objects. Both activities for special needs children work on aim and accuracy, as well as perception and strength. A child will learn how much strength is too much when throwing a beanbag towards an object, as well as the importance of concentrating on the object for a more accurate throw.

Gross motor skill activities for special needs children can be practiced at any age. The earlier the better.

The best part about these activities is that they are fun and allow for bonding time between children and parents. Special needs children can also work on their gross motor skills with other children too.�

“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

eLearning @ RIS Technology is key in the modern classroom – His Highness Sheikh Mohammed Bin Rashid Al Maktoum At RIS we understand the need for our students to research, investigate, control, analyze and communicate using ICT. We endeavour to facilitate learning skills through a technology enriched learning environment that enables students to achieve high quality learning outcomes. We encourage all students to become discriminating, ethical, responsible and safe users of ICT. Integration of technology in all lessons have led to more collaboration between students, parents and teachers; students can personalize their learning, teachers use a wide range of innovative tools to make learning more interesting for the students, immediate structured feedback help teachers and students to plan new strategies to improve teaching and learning and real life applications of skills learnt in the classroom.

Our Bring Your Own Device (BYOD) for Years 4-11 has been successfully running for the past 2 years .

Students use technology to communicate ideas, research for information, analyse data and design information systems using programming applications.

ICT Department

Sports Teams All trials and training for term 2 sports teams have begun.

Information regarding training and fixtures can be found on the sports boards outside the sports hall.

Any questions please speak with Ms. Alysha.

CCA’s All teacher led CCAs will be starting on Sunday, 15th January.

All Paid CCAs will be starting on Sunday, 22nd January.

If you are unsure of the activity, time or place that your child is signed up for please contact Ms. Alysha.

If you have any queries regarding the school transportation, please speak with Ms. Javiria.

GENERAL

NURSERY

FS

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SECONDARY

Dear Parents, Grandparents and Extended Family, The Partnership for 21st Century Skills identifies the 4 C's of learning and innovation-Critical Thinking, Communication, Collaboration, and Creativity. In our Montessori classrooms, students develop these skills as a part of their daily routine.

The cross curricular nature of the Montessori learning approach and the hands-on characteristic of the Montessori materials help children build executive functioning skills even at a very young age.

They learn to explore, to question, to experiment in order to solve problems. Children are inquisitive, and we give them an environment in which to think critically about the world around them. The learning environment in our classrooms develops critical thinking skills and allows time and space for children’s own ideas to come to realization. Children are challenged to think, learn that their ideas matter and discover that they have a voice. Our Montessori teachers use small deliberate steps to build the children’s critical thinking skills. For example, very young children are introduced to the Practical Life exercise of cleaning a table mat after eating snack using a sponge and spray bottle. This shows the children how to prepare materials, tackle a problem, test the results of a solution (a visible clean mat), and, if needed to try again.

"Language lies at the route of that transformation of the environment that we call civilization". Maria Montessori (Absorbent Mind). Through our Grace and Courtesy lessons, children learn to communicate effectively and peacefully. Through careful role modeling by the teachers and class room assistants, our children learn the importance of manners and how to express their own feelings while addressing and understanding those of others. They also learn how to work respectfully together and contribute their talents within a community. Time spent in the nursery develops a solid academic foundation and our little ones learn how to apply what they learn well beyond the classroom environment. We follow a 4-pronged approach to developing communication skills in our classrooms.

The first aspect stresses on the development of oral expression is achieved through story-telling, songs, poems, drama, vocabulary building, contributing ideas, and expressing logical thought. Development of listening skills comes next and is achieved through group games, cooperative stories, the Montessori silence game and through music. Pre-writing skills are built upon through correct formation of letters using the Sandpaper Letters and then free exploration using chalk boards and white boards.

Development of reading is based on a successive sequence from phonics to a variety of reading strategies which begins with building of words through the Pink series.

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The children’s activity in class encourages them to think creatively throughout their school life.

Always using exploration and experience, students are encouraged to make informed decisions. Students learn to gather information, make comparisons, and apply what works to each problem or situation, with a focus on understanding the process of discovery and developing independent and creative problem-solving skills. This creativity means even for little children, the in-built control of error in the learning materials allows the thinking of "outside the box" and embracing the mistake-making process. A love of learning is brought about effortlessly.

Garima Kapoor Assistant Head Early Years

Engrossed with the Activity

Music and Movement

Role play during community helpers week

Sensorial Exploration of size

Sand play

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PRIMARY SCHOOL Learning Skills There is nothing more certain in life, than change. Most of the jobs that are out there at the moment will be obsolete when our students graduate. Students now-a-days are studying for jobs that may not even exist yet. Students have to be given the opportunity to learn skills that will take their thinking ‘outside of the box’.

To explore their minds in different ways, to be creative, critical thinkers; to broaden their minds and not to be afraid of the question “why”.

What are Learning Skills?

These are skills that help students learn. Critical Thinking, Creative Thinking, Collaboration and Communication.

The attributes of each are as follows:   

Critical Thinking, to be able to - Analyse, Clarify and Evaluate.

Creative Thinking, to be able to - Innovate, Problem Solve and Brainstorm.

Collaborate, to be able to be a - Team player, Decision Making and Resolve Conflicts Communication, to be able to - Listen Actively, Take Turns and Reading, Speaking and Writing.

At Raffles, your child will have these opportunities in every lesson. Teachers plan collaboratively, to support each child’s needs. ICT is encouraged in most lessons to provide students to be innovative and have a tool for analytical research. Students are encouraged to be independent learners as well as share their ideas with their peer group. There are a few things students and parents can do to develop learning skills that supports progress, these are as follows:   

Be Prepared - Encourage your children to prepare their school back before bed time. This will make sure nothing is forgotten and your child can feel confident in class.

Be On Time - For a healthy start to the day, it is always best to be on time. This sets clarity for your child and they will not miss any important information during the beginning of the day.

Ask Questions - Encourage your child to ask questions during lessons so they are fully aware what is expected from the learning objective during the lesson.

Complete Homework on Time - Being organised is a good skill to have, this follows us through life.

Instilling the importance of organisation in young children though homework deadlines will support this skill.

To extend your child’s learning skills at home, please speak to your child’s Homeroom Teacher/Form Tutor for further advice.

Susie Mcshane Assistant Head of Primary

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Nursery

FS FS

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SECONDARY

FS News A very happy 2017 to all the Raffles families. The children were happy to see their friends after the winter break and enjoyed sharing their holiday experiences in class. They have returned to school energized with an increased willingness to start their learning journey from where they had left off. It is good to see the children being involved in discovering their potential and developing problem solving skills by following their independent activities. As we enter the second term, you observe children supporting their peers and developing a stronger sense of community and responsibility.

Our new topic of enquiry is transportation. The children have been introduced to the various modes of transport on land, air and in water.

Along with the modes of transport they have been introduced to the traffic rules and road signs to develop an awareness. This was also a great opportunity to emphasize the significance of wearing a seat belt while travelling and the importance of wearing a helmet while riding a bicycle.

In Social Studies the children have been introduced to the land and water forms which gives them an idea of the distribution of continents on planet earth. The children were able identify the differences between an island and a lake.

The children are looking forward to their first field trip to “Little Explorers” where they will be able to explore, predict and learn while playing in different zones that are well prepared to support them in being independent and learning through their five senses. The workshop will cover the topic of transportation and will be a reinforcement of information that was delivered in class .

“All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.” Maria Montessori FS2 Team

Year 1 A warm welcome back after the holidays and Happy New Year.

The children in Year 1 are encouraged to develop their reading and writing skills using the didactic materials. They are exposed to different kinds of books and take a book home weekly from the library. Please keep encouraging your children to read these and ask them questions based on the story. It will help their progress greatly in the coming months. They have also been busy writing instructions about various topics during their creative writing sessions.

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In Socials Studies, students are learning about the environment and different ways they can look after it at home and at school in their daily lives. The students are participating excellently in this topic and are gladly sharing their experiences of different ways they look after the environment with their peers. In the coming weeks we will be exploring climate change, cooperation for problem solving and self-esteem.

In science, we are continuing 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 telling the time, and measurements, height and weight. The children are exploring different phonetic words and phrases and writing them in sentences.

We are talking about a different country each month during the Circle of Culture. A parent of the chosen their country comes in to talk about the flag of country, the important landmarks and food. If you would be interested to come in and share information about your country, kindly inform the teacher. A huge thank you to all those who have done so already.

In order to keep developing your children’s learning skills please be reminded that in Year 1 students are responsible for their own learning and have full exposure to the whole curriculum, which is evident on the shelves. Children really enjoy talking about their learning so continue to motivate them at home, and let them tell you what they have learnt each day.

Year 1 Team

Year 2 News In Year 2, as well as teaching the academic subjects of mathematics, English and science, we strive to teach our students to be lifelong learners to help them adapt when they grow and enter the ever changing society we live in. One of the ways we do this by modelling, and encouraging the acquisition of learning skills in the classroom. These include independence, self-regulation, collaboration, communication skills and a positive attitude towards learning. These skills are highly sought after in professional contexts when looking to the future Thus it is important that these learning skills permeate each part of the curriculum and are integral to each lesson we teach in order for them to develop from an early age. For example, we encourage independence by asking students to tidy up after they have finished an activity, by asking their friends for help if they are stuck and encouraging problem solving when faced with a social situation which is new to them. Collaboration and communication skills are key in social studies when students are often asked to share their personal experiences of a subject and collaborate to display these experiences in a meaningful and exciting way.

Learning skills are vital to our students and we make it a priority for our students to practise these skills in school.

Year 2 Team

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Year 3 News The Year 3 Team would like to wish all the parents and students a very Happy New Year and best wishes for the term ahead. We have really enjoyed our first week back to school and students had very exciting holiday stories to share.

“Learning how to learn is one of the most important skills in life” – Norma Fauziyah.

Year 3 are using a variety of different learning skills to dive into this term with zest.

In English, our minds are working very creatively to write adventure stories. As Maya Angelou once said “You can’t use up creativity, the more you use, the more you have”. This is certainly the case with our students’ creative writing. They are showing endless fun and exciting ideas for their adventure stories.

In mathematics, students are learning about the concept of estimating and rounding. They are using their critical thinking skills to extend their learning and solve challenging questions.

In science, students are learning about the importance of a well-balanced diet, and how each food group serves an important purpose. Students have been collaborating together to compare and contrast food labels to make informed choices about which foods are the healthiest.

In Social Studies, students are preparing to use a variety of learning skills to research create and present posters to their classmates about a famous person from their home country. We eagerly look forward to the presentations.

Year 3 Team

Year 4 News The Year 4 team would like to wish all the students and parents a very Happy New Year and best wishes for the term ahead. The past week has seen all students get back to work after the holidays, it has certainly been a packed schedule.

In English, we are starting our fiction text, Escape from Pompeii. With this text we will be exploring a wide range of activities. From making predictions about the next piece of text to creating their own alternative beginning to the story, there will be lots of opportunity for creativity and imagination to shine through. We have been emphasizing the importance of always looking to improve one’s writing and reading.

In mathematics, the children have been learning about time. The topic was introduced before the end of term and we spent some time reviewing different aspects of time last week. This week we have now introduced the topic of fractions. Students have had the opportunity to explore the different areas of fractions. They have completed their own pizza shapes to display how to use fractions through toppings.

In science, Year 4 have commenced our studies of solids, liquids and gases. Children are becoming ever more familiar with recognizing and classifying the different materials and how change occurs from one state of matter to another. In the Science Laboratory children investigated the melting of ice–making predictions about timings and discussing the reasons for and effects of change.

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We have also introduced new vocabulary such as physical and chemical change and particles as the students continue to develop their scientific understanding.

In Social Studies, our study of the UAE is complete and we have started our study on maps. The children have been introduced to the various features of maps and created a key for their own map.

We have looked our different global addresses and looked closely at the map and area of Dubai.

Year 4 Team.

Year 5 News The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. Teaching at Raffles International School is dedicated to incorporating these key learning skills in all lessons. Providing children with the opportunity to practise these skills daily ensures that they are thinking critically and creatively about topics. Therefore when it comes to developing their knowledge in the future, they are well-equipped.

Students have enjoyed implementing these skills in their new topics this week. In English, we continue to study The Butterfly Lion by Michael Morpurgo. They have enjoyed listening to the story and analysing the text. Children will also begin to use the story to inspire their own writing. In mathematics, children are learning about fractions including ordering, finding equivalent fractions and comparing them. This tricky topic is proving to be no match for our intelligent mathematicians in Year 5. In science, children are making detailed observations about fruits and their seeds before exploring germination and what a plant needs to grow. Many children can relate to the social studies topic- Migration. Looking at push and pull factors has really opened our eyes to the world around us.

We will continue to examine the reasons in which people migrate and the effect it has on individuals and their families.

Year 5 Team

Year 6 News Welcome back to a brand new year, we hope this brings a lot of good things for everyone.

As we commence the year and term, we would like to stress the importance of independent work and study. Children are moving to a crucial stage of their school journey when they complete primary education and transition to Secondary School, learning skills like prioritising and time-management will lead to success and hence more progress.

Even though homework is sent out once a week, we encourage students to review and revise materials on a daily basis. This will also assist in timely intervention if required.

We commence preparations for the Cambridge Checkpoint test next week. The results will feedback to plan the revision and reinforcement work we need to do before the exams. A presentation was also held on the Wednesday, 11th January 2017 to brief parents on the same.

Student will be visiting The Green Planet soon to learn more about the effects of on the environment, on land; especially rainforests.

Year 6 Team

GENERAL

NURSERY

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PRIMARY

SECONDARY

SECONDARY SCHOOL In 21st century learning, four learning skills that are referred to frequently are Communication, Collaboration, Creative Thinking and Critical Thinking. Thoughtful Learning (1) identify, describe and list common features of each below: Critical Thinking Critical thinking is focused, careful analysis of something to better understand it.

When people speak of “left brain” activity, they are usually referring to critical thinking. Here are some of the main critical-thinking abilities:  Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together.  Arguing is using a series of statements connected logically together, backed by evidence, to reach a conclusion.  Classifying is identifying the types or groups of something, showing how each category is distinct from the others.  Comparing and contrasting is pointing out the similarities and differences between two or more subjects.  Defining is explaining the meaning of a term using denotation, connotation, example, etymology, synonyms, and antonyms.  Describing is explaining the traits of something, such as size, shape, weight, color, use, origin, value, condition, location, and so on.  Evaluating is deciding on the worth of something by comparing it against an accepted standard of value.  Explaining is telling what something is or how it works so that others can understand it.  Problem solving is analyzing the causes and effects of a problem and finding a way to stop the causes or the effects.  Tracking cause and effect is determining why something is happening and what results from it.

Creative Thinking Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of “right brain” activity, they most often mean creative thinking. Here are some of the more common creative thinking abilities:  Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible.  Creating something requires forming it by combining materials, perhaps according to a plan or perhaps based on the impulse of the moment.  Designing something means finding the conjunction between form and function and shaping materials for a specific purpose.  Entertaining others involves telling stories, making jokes, singing songs, playing games, acting out parts, and making conversation.  Imagining ideas involves reaching into the unknown and impossible, perhaps idly or with great focus, as Einstein did with his thought experiments.  Improvising a solution involves using something in a novel way to solve a problem.

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Innovating is creating something that hasn’t existed before, whether an object, a procedure, or an idea.  Overturning something means flipping it to get a new perspective, perhaps by redefining givens, reversing cause and effect, or looking at something in a brand new way.  Problem solving requires using many of the creative abilities listed here to figure out possible solutions and putting one or more of them into action.  Questioning actively reaches into what is unknown to make it known, seeking information or a new way to do something.

Communicating  Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and context of a message.  Choosing a medium involves deciding the most appropriate way to deliver a message, ranging from a face-to-face chat to a 400-page report.  Evaluating messages means deciding whether they are correct, complete, reliable, authoritative, and up-to-date.  Following conventions means communicating using the expected norms for the medium chosen.  Listening actively requires carefully paying attention, taking notes, asking questions, and otherwise engaging in the ideas being communicated.  Reading is decoding written words and images in order to understand what their originator is trying to communicate.  Speaking involves using spoken words, tone of voice, body language, gestures, facial expressions, and visual aids in order to convey ideas.  Turn taking means effectively switching from receiving ideas to providing ideas, back and forth between those in the communication situation.  Using technology requires understanding the abilities and limitations of any technological communication, from phone calls to e-mails to instant messages.  Writing involves encoding messages into words, sentences, and paragraphs for the purpose of communicating to a person who is removed by distance, time, or both.

Collaborating  Allocating resources and responsibilities ensures that all members of a team can work optimally.  Brainstorming ideas in a group involves rapidly suggesting and writing down ideas without pausing to critique them.  Decision-making requires sorting through the many options provided to the group and arriving at a single option to move forward.  Delegating means assigning duties to members of the group and expecting them to fulfill their parts of the task.  Evaluating the products, processes, and members of the group provides a clear sense of what is working well and what improvements could be made.  Goal setting requires the group to analyze the situation, decide what outcome is desired, and clearly state an achievable objective.  Leading a group means creating an environment in which all members can contribute according to their abilities.

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Managing time involves matching up a list of tasks to a schedule and tracking the progress toward goals.  Resolving conflicts occurs from using one of the following strategies: asserting, cooperating, compromising, competing, or deferring.  Team building means cooperatively working over time to achieve a common goal.

RIS have empahsised the importance of learning skills over the past year, and in line with the DSIB Framework, encourages teachers to link the four skills listed above to all aspects of the curriculum.

Additionally, critical thinking questions are now a fundamental part of all lessons and aim to extend students understanding of particular topics.

In previous SummaRISe articles I have made reference to Benjamin Bloom and Bloom’s Taxonomy (a model used to classify educational learning objectives into levels of complexity and specificity). All learning skills in education largely revolve around this model and help teachers set meaningful lesson objectives and outcomes. It is fundamental, however, that students understand the key action verbs in lesson objectives and examination questions – particularly as they reach IGCSE and A Level.

Understanding the difference between “explain” and “describe” or “evaluate” and “rank” could be the difference in earning additional marks on key tests.

As always, if you would like to communicate with me regarding anything related to the Secondary 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 https://k12.thoughtfullearning.com/FAQ/what-are-learning-skills

Year 7 News In the next 10 years, the Year 7 Students will embark upon their journey into the world of work.

However, things are changing rapidly with technology advancing and environmental factors at play.

This means we are preparing students for jobs that have not even been created yet. For this reason it is imperative that we do not teach the students to merely memorise answers, but to solve problems through a range of learning skills often called the 4Cs: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. 

Critical Thinking Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain” activity, they are usually referring to critical thinking.

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Creative Thinking Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of “right brain” activity, they most often mean creative thinking.

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Communication Effective spoken communication requires being able to express your ideas and views clearly, confidently and concisely in speech, tailoring your content and style to the audience and promoting free-flowing communication through listening and turn-taking.

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Collaboration Collaboration is the process of two or more people or organisations working together to realise or achieve something successfully.

https://k12.thoughtfullearning.com/FAQ/what-are-learning-skills#sthash.6UgnY0y5.dpuf In RIS we aim to foster these skills across our lessons from an early age so they are not just ready for the future, but eager and excited about the new possibilities ahead.

Year 8 News As the Year 8’s return from their winter break into a new calendar year the thought of New Year’s Resolutions is all important. Students are asking themselves what goals they should be striving for, what aims they should have for the year and how they will reach the targets they set for themselves.

One of the big targets I have set for Year 8 is to meet the aims of the ‘Year of Giving’ as set out by Sheikh Khalifa bin Zayed bin Sultan Al Nahyan, President of the UAE. I have especially stressed to the Year 8’s that this is not just about giving money, though that is important, but also giving their time to those who are less fortunate than themselves. One of the big new year’s resolutions that people set is how they can make themselves better people, and the ‘Year of Giving’ gives us a clue how they can achieve this.

The New Year also promises to be very energetic and full of activities for Year 8 to be involved with from the upcoming talent show, to the sports day and International day; there are plenty of exciting events. There are more than enough opportunities for Year 8 to shine, and to show everyone what a mature and grown up year group they are.

Year 8 Team

Year 9 News We all learn differently, and we each have our own style of studying. No two people are exactly the same when it comes to study preferences. To get the most out of studying, it is important to better understand what works for your child, and what does not. During tutor time, over the next couple of weeks the students in Year 9 will be looking at how to study and revise for exams. This will also include them looking at how to manage time effectively and how to deal with anxiety and pressure in challenging situations. The purpose of the sessions is to provide them with a basic assessment and reflection of their study habits and attitudes, so that they can identify study skills areas that might want improving. In order to learn students need to have motivation and a desire to succeed.

If you have a vision or a dream, you have a purpose.

If you have a purpose, your energy has a specific focus.

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It is vital that students start to think about their pathway into the next stage of their schooling. Now is the time to find out what qualifications and examination results will open new doors. Over the next few weeks the Year 9 students will also be looking at different subject choices and how these will link into their long term goals.

Demands will be made upon the student’s time and organizational skills. Tutors will help them to look at revision timetables and how best to utilize their time inside and outside of school. Alongside this will come the importance of sleep. Sleep Information has changed over the years, but it is generally agreed that teenage students should be sleeping for approximately 8.5 – 9.5 hours per night. Blue light has been in the news in recent years. Televisions and more recently iPods, tablets, Kindles and mobile phones are often the last thing we look at before turning the lights off and looking to go asleep. All of these devices bathe us in ‘Blue Light’. Blue wavelengths which are beneficial during daylight hours because they boost attention, reaction times, and mood seem to be the most disruptive at night. These devices can also disrupt a night’s sleep with message alerts, it is best that such devices are put into a silent mode.

And finally or there’s no such thing as ‘No Homework’..... .....that burning question – how much and how often should students revise for? Much to the distress of some students, we would suggest that revision is done every night, but the secret is not in the amount but the quality. There is no reason that at this point of the year that 20 minutes per night would not be a bad place to start. There are of course going to be times when a heavy night of homework or coursework takes precedent, but the time should still be made for revision. Nearer to the examinations the length of revision should be of a similar amount of time - no longer than 30 minutes before changing method, topic or subject and after a brief break of some physical activity.

So to summarise....

1. Find a quiet place to revise – your bedroom, school, local library and refuse to be interrupted or distracted.

2. Make sure you do not just revise the subjects and topics you like. Work on the weak ones as well.

3. You will need help at some stage; ask parents, teachers, or even friends.

4. Eat properly and get lots of sleep.

5. Believe in yourself and be positive. If you think you can succeed you will.

6. Over the next term, the Year 9 team will help support and guide your child. If you would like to discuss any of these issues or any other concern please do not hesitate to contact me. bryonyl@rafflesis.com Year 9 Team

GENERAL

NURSERY

FS

Primary

SECONDARY

Year 10 & 11 I would like to welcome everyone back to school after the winter holiday and wish everyone a Happy New Year. I trust that the break provided you the opportunity to rest, relax and spend some time with your families.

Students and teachers are back to their routine now with the Year 11 students having their mock examinations over the next two weeks. Students should not see the mock exams as a potentially threatening event or a judgement of their ability but as a useful way of improving their knowledge.

Some of the most commonly used revision techniques are actually the least effective, including highlighting or re-reading key passages, as they do not allow students to think deeply and critically.

Researchers found that the following strategies are useful: spacing out revision sessions, teaching the material to someone else and switching between topics every now and then.

It is also very important for the students to adopt a more disciplined attitude during the revision period and plan a revision timetable with specific tasks to achieve each day. Doing plenty of past papers will help to emphasise exam techniques and to identify the important parts of each topic. Some physical exercise is also useful as it allows the brain to get more oxygen which increases productivity whilst reducing tiredness and stress.

Year 10 & 11 Teams