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Year 6 - 7 TRANSITION The move from Primary school to Secondary school can be a daunting experience for students. But here at the ABCIS, we try to make this transition as smooth and painless as possible. Over the last few months, many of the teachers have been working hard to give the students moving up a better idea of what Secondary school is like. In June we had two major events; Year 6 Parents' Information Evening and Taster Day. Parents' Information Evening was a chance for parents and students to find out some more information about life in the Secondary school. Mr. Antony, Mr. Andy and Mr. Jon all spoke about the importance of Secondary school, and the highlight for most was finding out which Form Groups the students were going to be in, and who their Tutor would be. Taster Day was an opportunity for Year 6 students to experience a 'day in the life' of a Secondary student. The students spent time with their new Form Tutor, went to different classes around both campuses and met many of the subject teachers, and got to have lunch with the rest of Mr. Jon Head of Year 7 - - - - - - - - - - - - the Secondary school. The feedback was very positive and all the students seemed to enjoy themselves. A big thank you to all the staff who made this day such a success, and an even bigger thank you to all the students who took part and contributed so much. After Taster Day, Some of the students from last year's Year 7 went to speak to the Year 6 classes and answer any questions they might have had. Mr. Ian also held a Question andAnswer session. Into the new year and we haven't given up on trying to ease the process of moving into Secondary school. Mr. Nick has organised a fantastic House event between the younger students in Secondary school and the older ones. There is also the Year 7 school trip to Nha Trang coming up soon. This will give students the opportunity to bond together as a year group and hopefully develop their team building skills. By now, most students seem to have settled in well and have probably forgotten why they were anxious in the first place! K a thy attends STANFORD UNIVERSITY’s Summer Programme When my mother suggested that I sign up for the Stanford Summer programmme, I was a bit hesitant. Mainly because I was reluctant to give up my summer for intense studying, probably the way most typical teenagers tend to think. However, signing up for the programme was probably one of the best choices that I have made so far. Contrary to what I previously thought, this summer was actually the best summer that I've ever had. From the moment I stepped onto Stanford grounds, every moment of the two months was worth it. I managed to make so many friends when I had convinced myself beforehand that I wouldn't be able to do so. I managed to get above average grades for two college courses when I convinced myself that I wasn't ready to handle college courses. I managed to find a passion for a new sport, squash, as well as improve on my current football skills due to a new and higher level of competition. Finally, I managed to experience a little bit of college life: being able to sleep till noon due to afternoon classes, parties, midnight fountain hopping, birthday pranks, freedom to go out without adult permission, etc. The mentors that were assigned to us were a great help in helping us get to know each other better, as well as getting to know the campus better. They offered insight into the best study sites, best places to eat, and in addition also gave us insight into application processes, college life, certain courses that they were majoring in, and much more. Moreover, the programme itself offered many activities throughout each week there were activities ranging from football matches to college visits to movie nights. Overall, this programme was so diverse in its activities,it made it really hard to focus on my academics. However, this taste of college life has made me look forward to the four and more years of college life that I will experience in the very near future. Of course, the journey there will be difficult, but after a little taste of what I'm going to be experiencing, I can truly say that I'm a lot more motivated to work harder this final year to reach that final goal. Kathy, Y13 - - - - - - - - -
Year 10 IGCSE English Adam, Y10W - - - - - - - - - - - Though we haven't been in Year 10 for a month yet, we've already done lots in English, starting our IGCSE course with the introduction of the Gothic genre. First, we created our own definition of our interpretation of the Gothic genre, incorporating Gothic Literature, architecture, art, drama and even fashion! Then we tried out our ideas on the conventions of the Gothic by working in small groups and creating a planning pyramid of the outline of our group Gothic stories, sharing our ideas with the whole class at the end. We also examined in detail the famous American gothic writer, Edgar Allan Poe's 'The Tell-Tale Heart'. We analysed the openings of various Gothic short stories such as 'The Yellow Wallpaper', the ‘Monkey's Paw', and 'The Signalman', selecting atmosphere of horror. It has been wonderful so far in English this year, and I can't wait to start writing our own Gothic story! Year 9 English Sumi, 9L - - - - - - - - In English this term we have been reading the novel 'Of Mice and Men', and have been trying to develop our understanding of literature. We learnt how to use the PEE technique (Point- Evidence- Explanation) to help us analyse texts, and we have used this technique when writing an essay about one of the characters in the novel. We have also spent a number of lessons looking at grammar (the difference between pronouns and proper nouns), and punctuation (when to begin a new paragraph). During the classes, we never get bored because our teacher always tries his best to find ways that will help us to remember what we have learnt, by playing games, drawing comic strips of what we have read, acting out freeze frames, etc… We find it is very interesting to study this way. his term, we have been reading the novel The Boy in the Striped Year 8 English TPyjamas, and exploring the historical events during the Second World War that inspired the writer, John Boyne, to write it and set it during that time period. In lessons, we have been analysing the writer's use of language and imagery, as well as the narrative view point of Bruno, the novel's protagonist. We have also produced diary entries, time lines that enable us to track the key events in the novel and descriptive writing from various characters' points of view, as well as diagrams and storyboards depicting key moments within the novel so far. Ms. Becky Drama and English Teacher - - - - - - - - - - - - - - - - - - - - -
Page 1 and 2: Issue 19 October 2012 SECONDARY
Page 3: Introducing the Student Heads of Sc
Page 9 and 10: ICT What in Schools the ABCIS Stude
Page 11 and 12: Ms. Caroline Head of Sixth Form - -
Page 13 and 14: Cooking Club Cooking club and Bakin
Page 15: Hi, My name is Dang and I am the Ha

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