issue 6, Term 2
Weekly newsletter for King’s School Manila
Welcome to the second half of the second term! We are now half way through the school year
and have plenty of interesting things lined up.
The first of these is our Ducklings “Under the Sea” assembly at 2.30 on Friday the 1st of
March. Your own Duckling will be memorising lines, practising their dance, learning their
song and preparing their costume over the next week or so. I will be contacting you individually
to ask for appropriate clothing for the performance.
Assembly rehearsal is always a time of high-level creativity and incredible enthusiasm as the
Ducklings contribute their own skills and talents. We have been learning about different creatures
that live in the sea and were very intrigued to discover some things about a seahorses life
that were similar to our lives and aghast to find out about some differences between a seahorse
child and a human child!
We will be exploring the difference between fiction and non-fiction books and how we can get
information from different sources. We will be developing different forms of expression using
drawing and painting. These activities will develop our pre-writing skills.
Our newsletter was delayed due to website scheduling factors. Did you know that all British Schools
Foundation (BSF) schools around the world upload their newsletters and communications to our central
internet team who then publish them accordingly? It’s a great system but while they’ve been on vacation we
were expecting this slight interval between newsletters.
However, at King’s School, Manila, there has been no let up. The children and staff have been flat out,
immersed in fantastic learning programmes that reflect our creative integrated curriculum - the Kingfisher’s
shadow play, the upcoming Ducklings assembly, planning for school camps, an excursion to an aquarium,
ASA’s and football and music …
This week we welcome William Maloney and Kim Junwoo to our school family.
Were you able to attend the recent presentations about residentials or the reading workshop? I saw them
all and was very impressed by the professionalism of the teachers. The message from Mrs Halliday’s reading
workshop is: if you have concerns about your child’s reading talk to her or his teacher straight away.
Last Tuesday a group of parents met to form a parents committee dedicated to promoting the school,
creating a friendly forum for parents, and working with the children on fund raising activities that will
benefit our community. The partcipants were Reina Licauco, Elena Lara, R. Benjamin Daraei, Mike Luger,
Yoshie Kobayashi and Suzette Wencesla. Talk to them if you want to contribute ideas. The next meeting will
be on Wednesday, 6 March 2013 at 0815 at the school.
Finally, this week is Janet’s last at King’s School, Manila. Friday will be her final day before flying over to
KL and assuming the reigns proper over there. She worked very hard to establish the King’s School in Manila
and already it is a legacy to her efforts. Please accord her your gratitude during the week.
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Poetry Writing Goes Off
With A BANG!
We have had an explosive week of sparkle-filled Literacy lessons this week because we have been
reading, writing and performing poems on the theme of Fireworks.
Our new topic for this new half- term is ‘Let’s Celebrate.’ Children will be learning all about
the celebrations that take place in their own homes and in different part of the world. As we
experienced during our work on Chinese New Year, fireworks are a big part of many celebrations
worldwide and they also fit in nicely with our science work on Light and Dark.
We began the week by watching fireworks films and talking about all the different sounds we
heard as the fireworks went off. We learned ‘noisy words’ are called onomatopoeic words and
we noted down all the ones we thought were connected to fireworks: e.g. Bang! Whoosh! Zoom!
Crackle! Pop! Whee!
The children then read a fireworks poem and performed it using their voices and actions for
the onomatopoeic words. We filmed these performances and the children loved watching each
other’s shows. Their actions and expressions really helped them to gain a deeper understanding
of the effect of the language used in each poem.
Next, we created our own mini-fireworks poems using only onomatopoeic words: e.g.:
Zoom, zoom, zoom! Bang, kaboom!
Zoom, zoom, zoom! Fizz, crackle, pop!
Crackle- pop, crackle-pop, crackle-pop, wheeee!
Kaboom Kaboom Kabooom!
The children then had a go at performing these poems using musical instruments. They worked
collaboratively to create compositions, take turns, decide on the order of words and the effect
they had on the overall sound of the poem.
Following this we began to think about the visual effect of fireworks - the colours and patterns.
We studied lots of beautiful firework photos and discussed the colours and shapes we saw. The
children created their own fireworks paintings using paint, straws and plenty of splatting and
flicking! It was messy but very effective and the children used these paintings to come up with a
list of ‘WOW’ words that described their paintings e.g.: beautiful, colourful, flickering, spiralling,
Finally, the children have learned to use similes to write poetic sentences. They looked again at
the shapes of the fireworks and thought if they remind them of anything else. We read poems
with similes and came up with our own:
‘Fireworks are like exploding spiky sea urchins!’
‘They fall to the ground like sparkling petals’
Stay tuned to read the finished poems. We think they are going to be cracking!
Kingfishers Class Teacher (Year 1 and 2)
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Eagles have been revisiting topics in Maths, and using the iPads and Interactive Whiteboard
(IWB) games to further our understanding of themes such as rotational symmetry and data
Instead of making simple bar charts we have been discussing what data has been collected
and which method of sorting and representing the data is best. The children already had
knowledge of tally charts, bar charts and pictograms as well as pie charts and line graphs. So
we have been focusing on recognising which chart shows our data the best so it is clear and
Handling and ICT
easy to understand.
Using a variety of maths websites and apps we were able to sort and represent different data in
various ways and discuss which is best and why.
The children in Year 4 learned to read information from bar charts and pictograms paying
attention to the key and scale. By making a few mistakes they learned that paying close attention
to the scale made their charts more accurate. We worked with scales on the y-axis that went up
in 2’s, 4’s, 5’s and 10’s. Also, we noticed that the key on a pictogram is important to tell us the
scale. For example different parts of an ice-cream were drawn to represent 3 different values:
10 children, 5 children and 1 child. Therefore the children had to think carefully about the
numbers they were adding on and found it much trickier to draw pictures to represent this.
The children in Year 3 focused on organizing shapes and numbers into Carroll and Venn
Diagrams. Having looked at Venn Diagrams previously they had a good understanding of
how to arrange the data so we increased the difficulty of the criteria e.g. multiples of 7, even
numbers. We also discussed how prime numbers are only divided by themselves and 1. Next
the children had to look at a completed Venn Diagram and decide what the labels should be.
This was quite challenging for them!
Can you work out what criteria we used to sort ourselves in to these Carroll Diagrams?
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As part of our ‘Making the News’ topic, the Scarlet Macaws visited Ocean Park to collect film
footage to make their very own mini-documentary about the park. Armed with our storyboards
and iPads we visited the Oceanarium, saw a really cool jellyfish exhibit and watched a live sea
lion show. We all had an amazing time and the children are now excited about using iMovie to
create their documentary.
NewsRead all about it! Read all about it!
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All the children at King’s have continued to rehearse for our production of Cinderella during the
ASA sessions at school this last half term. This has been very productive as we have managed
to learn a few of the songs that are needed for the show as well begin to speak and act through
some of the parts. So far we have gone into some detail for parts of Act 1, scenes 1 and 2. We are
expecting to put the show on during the weekend of May 10th and 11th 2013.
This gives us a chance to play around with the parts a little more and make sure that everyone
is involved in the best possible way that they can be, Ham has been in to us a couple of times to
give assistance with the stage direction and all of the children are familiar with theatrical terms
such as “on stage”, “off stage” and “back stage”. Rehearsing the play takes a lot of patience from
everybody that is involved and this is another thing that the children have had to learn. Acting
in a pantomime involves a little bit of over acting and direct communication with the audience,
it is not necessarily easy to do and this too will stretch the children and give them confidence in
speaking and interacting with the audience whilst improving their performance skills.
We will continue to rehearse the play in school time, initially during your son or daughters
drama lesson with both Mr Stapleton and Mr Cove. This will give us a bit more chance to work
with individuals and small groups. We will re-introduce one of the days of ASA’s next term to
form a whole cast rehearsal and then will step up the number of rehearsals as necessary as we
get closer to the date. Mr Stapleton has been up to Mango Tree a couple of times to rehearse the
children there and it is hoped that we will get some more rehearsals together as we get nearer to
the performance date.
Please encourage your child to watch the TV / Movie version of Cinderella as well as looking
for You Tube clips of pantomime’s. This should give them some idea of the kind of performance
style we are looking for. We will keep you in touch via letters or information in the school
newsletter and weekly review with progress as appropriate. The opportunity to put this show on
with our children is going to be very exciting indeed.
Director of Music
Ducklings learn to Move and Dance
Until now the Ducklings have been learning, moving and dancing as a group where all the
children are working on the same thing at the same time. As they get older and understand
the expectations, and the teachers know the children can be trusted to stay on task, then we
can provide for more experiences by utilizing stations. Station work allows students to practice
several different skills in a class session without getting bored.
This week the Ducklings had their first experience with stations in PE (in the classroom some
teachers use ‘centres’). We have progressed to station work because I know I can trust the
Ducklings to stay on task while I get to move around and provide individual feedback and
This week we began with skill stations: kicking, rolling, balancing, and tossing and catching
- skills we have been working on as a group. The great thing about stations is that new skills
(fine and gross motor and fitness components) can be added while continuing to practice and
reinforce previously learned skills.
Well done, Ducklings!
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