News from the School

In the Kindergarten, the children and teachers celebrated a fun and exciting Halloween party on the 28th of October 2022. It was an interesting opportunity to organise and be part of this party. I had a fantastic team to offer their helping hands which made the event a great success. Frau Hotz, Miss. Ferrara and Mrs. Ramseier did an outstanding job at their stations.  I would also like to offer a special thanks to all the kindergarten parents for donating sweet and candies for the party.  We were able to collect two bags full of sweets from the black donation box which was placed on the windowsill. The children were happy to have party bags full of sweets to take home.

After the school hours were finished, the children changed into their Halloween costumes, to get ready to attend the party. Those who normally attend school part-time were also able to join, wearing their beautiful and colourful costumes. The children started the party off by showing off their dress-up clothes to their friends on the Halloween model ramp. We had a room full of witches, a wizard, vampires, Zorro, a devil, two cat-men, a ladybird, a skeleton, the Hulk, a dinosaur, and a princess. Everyone was excited to enjoy the event. The staff also joined in with the celebrations by coming in their own fancy dress costumes.

Afterwards, the children were introduced to the rules for all our games and then were free to explore the activities and game stations as they desired. We decorated party bags to collect treats, and “Dare to Take a Bite.” In this game, the children tried to catch a hanging apple with their teeth and were not allowed to use their hands. After each participant, a fresh apple was hung to avoid any possibility of sharing germs.  At the Arts and Craft table, they choose a ready cut-out mask to decorate using felt-tips pens. In the spider race game, they used straws to blow plastic spiders from start to finish line. We also had Creepy Halloween sensory boxes, a Bean Bag Toss Game and spooky bowling, which were all very popular among the children. They loved challenging themselves to get as many attempts as possible by participating again and again. One of the most exciting parts of doing each activity for the children was to earn sweets for their treat bags each time they participated. 

After a full hour of playing games, the children were settled and relaxed for story time while the other teachers were busy preparing for the “Monster Step Musical”. The musical chair game had a little twist. Instead of chairs, we used number placement cards, so that when the music stopped, children had to find a number card to stand on. The winner got to take a bag of treats to take home. The children had a fantastic time and were so excited to share with their mummies and daddies at home time all the cool things they got to do at our party. Happy Halloween!!!

Morvee Shrestha, teacher Kindergarten

As we walk down the wooded path softened by fallen leaves, I can feel a change among my students. A focus, a calm and an excitement not always found in the classroom. We stop and breathe the crisp cool air; we hear the wind rustling through the trees and the melodic singing of a warbler.  A look of wonder passes over Finn’s face, “Ms. Gray look at this mushroom!” Since first becoming an educator, my favourite way to teach and learn with children has been forest school. Forest school doesn’t necessarily mean you must have a large forest near the school, but rather any natural space where children can learn about the ecosystems where they live. You would be surprised at what can be found even in the heart of the city.

As climate change and other environmental disasters become increasingly immanent, it is our responsibility as educators to integrate learning in, about and for the environment throughout all disciplines and ages. UNESCO urges making environmental education a core curriculum component in all countries by 2025 (UNESCO, 2021). But how can we ask our students to save something they have no relationship with? More and more children spend an increasing amount of time indoors, this not only disconnects students from their environment, but also has consequences on their health and wellbeing (Bravender & Bravender, 2020). The first step is getting children outside and interacting with their environment.

Each week the Kindergarten 1 and 2 classes walk to a nearby forested area and learn in the Environment. Here we continue our classroom learning of literacy, math and science but in the context of the forest.  What materials are heavy and light? We conducted an experiment with parachutes and natural materials. What might fly in the air and could be used for air transport? How do we build bridges for land transportation across this stump? The children built bridges for toy cars. What 2-D shapes can we see on our walk? The children also investigated materials to build houses after reading the story the Three Little Pigs. All these activities deepened learning that was already happening in the class, while building a relationship with the environment.

We also learn about the environment. The moment we enter the forest the children are full of curiosity. What animal lives in this hole? What kind of bird made this nest? The children’s natural curiosity leads them to inquire about the environment. Most recently the children have been discovering the signs of fall and what birds and animals do to prepare for winter.

Finally, we are beginning to learn for the environment. Our Kindergarten classes adopted a tree both in the forest and near our classroom window. We investigated how trees help us and what we can do to help trees. “We cannot use too much paper” “We need to protect the trees because animals have their houses in them”. The children wrapped the trunk of two young trees for winter with colourful yarn. Through small steps we can create change and prepare our students to be advocates for the environment, all the while deepening learning and improving well-being.

Emily Gray, teacher Kindergarten

The theme for Book Week this year was the Environment. Sustainability is a topic that is at the forefront of all our minds. We all have a responsibility to ensure that we play a part in protecting our planet - not just for today, or tomorrow, but for everyones` future.

Across all the classes, from Kindergarten right through to Secondary, the teachers presented two different environmentally themed picture books to the children. The content encouraged them to consider different views on crucial climate themes.

This term, the whole school have been exploring the genre of argument writing in their writing lessons. Argument writing is one of the most popular genres as the children always enjoy expressing their opinions.  Developing arguments and participating in class debates encourages children to become critical thinkers as well as enhancing their speaking and listening skills. 

All week, the children worked with purpose and enthusiasm to produce some outstanding posters. Many of you will have seen these adorning the staircase whilst visiting for Parents` Evening and open morning.

In Primary One, lots of fun was had during Book Week. Before even reading The Tree by Neal Layton, the children were encouraged to use the clues on the front cover, such as the illustrations and title, as well as our what, who, when, where, why, how and which question words to predict what they thought would happen.

Predicting is an essential reading strategy. It encourages the reader to think about what to expect when reading as well as developing and enhancing the reading experience beyond just reading the content.

The children wanted to know: What are the people doing there? Who were the people? When are the people going to build the house? Where is the tree located? ? Why were the people there? How old is the tree? Which animals are going to be affected by them chopping down the tree?

Having read most of the picture book we stopped at the specific page where the people were about to saw down the tree. This encouraged the children to predict again what they thought was going to happen next. It prompted a really interesting and informative discussion about deforestation.

They then each volunteered their own opinion about why trees shouldn`t be cut down.

I agree that trees should not be cut down because giraffes eat leaves from trees. Without trees the giraffes would not be able to eat and they would die. Elektra

I feel that trees should not be cut down because the people who have no house who sit under them would have no shade and could die from the sun. Yusuf

I think that trees should not be cut down because the animals would not have anywhere to live. Jack

In my opinion trees should not be cut down because then we would not have nature. Then we would have global warming and the glaciers would shrink. The polar bears would die as they would not have a home. Layla

We also went on an autumnal walk around the Suurstoffi Estate. The children collected some of the fallen leaves which they then sorted and counted. They then painted them before printing them onto paper to create the individual leaves for the tree which concealed their opinions on deforestation.

This years` Book Week most certainly evoked many interesting discussions in the classrooms which extended into the playground. It was a joy to be a part of and to hear the educated and passionate opinions of the children as they defined, explored and debated their significant roles that they each play in the conservation and preservation of our planet.

Suzy Letheren, teacher Primary 1

Wie stelle ich mir meine Zukunft vor? Was für Träume und Ideale habe ich? Wie würde ich am liebsten leben und welcher Beruf passt zu diesem Träumen? Viele von uns hatten als Kinder bestimmte Idealvorstellungen und Berufswünsche.

Obwohl diese Kindheitswünsche oft von Erwachsenen (fälschlicherweise) als naiv und vorläufig abgetan werden, prägen sie dennoch häufig massgeblich unsere weitere Entwicklung und stellen den Ausganspunkt für intrinsische Motivation dar, bestimmte Ziele zu erreichen. Vielfach wird der ursprüngliche Wunsch auch nicht gänzlich abgetan, sondern passt sich mit der Zeit der sich wandelnden eigenen Selbsterkenntnis und dem zunehmenden Weltwissen an. Wie schön wäre es dementsprechend, diese Kindheitswünsche in einem künstlerischen Projekt einzufangen, sodass man sich vielleicht sogar als Erwachsenerer an das entsprechende Produkt zurückerinnern kann und dabei feststellt, wohin einen die Reise des Lebens geführt hat?

Aus diesem Grund habe ich mit der 5. Klasse ein Comicprojekt zu einem idealen Tag in ihrer Zukunft gemacht. In einem ersten Schritt haben wir uns in Form einer Fantasiereise vorgestellt, was an diesem idealen Tag in der Zukunft passieren könnte. Ein besonderes Augenmerk wurde dabei auf die sinnliche Wahrnehmung und die Gefühle gelegt. Um die Eindrücke zu verarbeiten und festzuhalten, sollten die Schülerinnen und Schüler einen Tagebucheintrag verfassen, in welchem der Tag in der Zukunft so reflektiert wird, als wäre er heute erlebt worden. Dieser Tagebucheintrag stellte den Ausgangspunkt für die Geschichte dar, die nun im Kunstunterricht mit dem Medium Comic in Text und Bild dargestellt werden sollte. Um die Eigenschaften eines Comics näher zu ergründen haben die Kinder von zuhause Comics mitgebracht und wir haben gemeinsam typische Merkmale eines Comics herausgearbeitet. Die entsprechende Frage dazu lautete: ,,Was macht einen Comic zu einem Comic?”

Daran anschliessend haben die Kinder mit viel Begeisterung ihre Comics gestaltet. Einigen fiel es zu Beginn schwer, sich in einem möglichen Zukunftswunsch hineinzuversetzen, da sie die Erwartung an sich selber stellten, dass im Speziellen ihre Berufswünsche etwas Finales sein müssten, obgleich sie noch gar keine konkreten Vorstellungen von ihrer Zukunft hätten. Daher habe ich bewusst die Zukunftsvision nicht nur auf das berufliche oder akademische Leben begrenzt und ihnen Mut zugesprochen, einfach zu fantasieren. Am Ende haben alle Kinder wirklich schöne Geschichten in Bild und Text erzählt und sie waren merklich stolz auf das entstandene Produkt. Vielleicht wird das eine oder andere Kind den Comic ja aufbewahren und später im Erwachsenenalter mit Liebe - und vielleicht etwas Wehmut - oder auch einem kleinen Lächeln - auf die damaligen Träume zurückblicken...

Julio Greenway, Lehrer Primar 5

Nach den Herbstferien haben die Schülerinnen und Schüler der Sekundarstufe 1-3 in Geografie mit dem neuen Thema Asien begonnen.

Asien ist gross, vielseitig, gegensätzlich, reichhaltig, spannend, lebendig, faszinierend und beeindruckend. Der Kontinent bedeckt etwa ein Drittel der Landmasse der Welt und ist damit der flächenmässig grösste Erdteil. Zusätzlich leben hier über vier Milliarden Menschen, das sind fast 60 Prozent der Weltbevölkerung, wodurch Asien auch der bevölkerungsreichste Kontinent ist. Asien ist zudem Heimat des grössten Landes (Russland), des bevölkerungsreichsten Landes (China), des höchsten Gebirges (Himalaya), des ältesten Süsswasserreservoirs (Baikalsee) sowie des reichsten Landes der Welt (Katar).  

Als Einstieg in die neue Unterrichtseinheit haben wir die verschiedenen Vorstellungen und Präkonzepte der Schülerinnen und Schüler zu Asien gesammelt. Es war ihre Aufgabe, ein Bild aus dem Internet auszuwählen, welches ihrer ersten Assoziation mit dem asiatischen Kontinent entspricht. Im Rahmen kurzer Präsentationen vor der Klasse konnten wir so eine grosse Sammlung verschiedener innerer Bilder erstellen.

Schauen Sie selbst, wie vielfältig die ersten Vorstellungen der Schülerinnen und Schüler waren. Nun bauen wir auf diesem Vorwissen auf und nähern uns in kleinen Schritten der enormen Vielfalt Asiens.

Henriette Gemmeke, Lehrerin Sekundar