Junior School


Junior School

September 4, 2020

Early Learning 3 are thriving in Remote Learning!

EL3 children and families are to be commended as they have transitioned into remote learning seamlessly, enabling us as teachers to be able to offer a wider variety of approaches to engage the children and the families.

Our new student Francis Yan was introduced via Zoom where he was able to virtually meet his fellow classmates. Hopefully, Francis will get to meet everyone face to face in Term 4, when students return back to school.

During remote learning, we have recently focused our chats on plant life. The children wondered how plants could grow without air and it was pleasing to witness their involvement during our Zoom sessions with the support of their parents.

We are thankful for our EL3 parents as they played a vital role in helping the children to make their very own bears. The EL3 children are enjoying the company of their bears and have been involving them into their daily lives.

The bears have become a symbol of hope and comfort for the children as they settle into remote learning with just as much enthusiasm as if they were learning inside their classroom.

Ramila Sadikeen
EL3 Class Teacher


Early Learning 4 Full-Time

Zoom has provided an opportunity for the Early Learning 4 (Full Time) children to remain connected during Remote Learning. Every child engages in one of three Zoom sessions that are offered each day. We also gather at the end of each week as a whole class on Zoom.

During these sessions, the children engage in various learning opportunities, some of which have included:

> sharing and dialoguing about their interests and ideas, in particular their creative and imaginative constructions, drawings, paintings, science experiments, musical pursuits and number sentences

> meeting and finding out about family pets such as Madelyn’s rabbit and Ginger her dog; and Qianqian’s cat named Echo

> physical exercise

> stories, in particular, The Paper Bag Princess that provided a message that girls are courageous, brave and risk takers

> discussions that focused on endangered animals, such as sea turtles, and how we can take action to create positive change

> singing and movement

> games, for example, ‘I want to be challenged’ and a variety of bingo games

I am very proud of what the children have been learning to do and to be during remote learning. As learners, they continue to develop the dispositions of risk taking, curiosity, flexibility in their thinking and persistence.

Angela Follacchio
EL4 Full-Time Class Teacher

Health & Safety with Foundation

During the second half of this term, the Foundation students have been investigating how they can be safe and healthy. They have learnt about the importance of hygiene and caring for their body, why we have rules and guidelines for road and water safety and who can help us in and emergency.

This very topical unit of work has been enhanced by some special guests to our class. We would like to acknowledge: Atlas Ko (Estelle’s Dad), Ed Karim and Zainab Hamudi (Lina’s parents), Julian Maingard (Olive’s Dad) and Lisa Williams (CGGS Aquatic Swim School Coordinator) for giving up their time to attend Zoom meetings with Foundation to explain what their jobs entail and to give some fantastic advice about how the students can stay safe and healthy in a variety of situations.

As you can see from the photographs, the students were particularly enthralled by the huge toothbrush and big set of teeth. They learned about the most efficient and effective way to brush. We should be seeing lots of sparkly, pearly, white smiles in Foundation!

Selena Reedman
Foundation Class Teacher

Year 5

Throughout the year, the Year 5 students have been challenging their mathematical thinking by participating in the APSMO Mathematical Olympiad and Mathematical Games competitions. These competitions consist of five tests interspersed throughout Terms 2 and 3. They consist of five extremely challenging questions and the students have been spending time in class preparing for them and refining their problem-solving skills. They have increased their problem-solving toolkit and worked on developing strategies such as guess and check, finding a pattern or creating a table. The Year 5 students, along with students in Year 6, will sit their final test this coming week. Good luck!

Over the past few weeks, the students have also refined their debating skills as they completed Round 1 Debates via Zoom. They consistently used a range of powerful persuasive strategies to convince classmates of their team’s argument. The topics were related to our Inquiry topic – ‘How can we make informed choices as consumers to create a more sustainable world?’

> Bottled water should not be sold

> Cheap, fast fashion should be banned

> Cars should be completely replaced by public transport

To further explore the Inquiry topic, the students have embarked on an Inquiry Project. They will be writing a persuasive letter and making a documentary to present to their family about how their family can make sustainable changes to lessen the impact of climate change and global warming. We are sure we will be seeing greener and more sustainable living in many of our Year 5 homes – ‘be the change you want to see in the world’ – Mahatma Ghandhi.

Meagan Wilson, Anjali de Quadros & Fiorella Soci
Year 5 Class Teachers


Chinese Heritage

In the Heritage class, students have the opportunities to appreciate their rich culture and literary heritage through the study of short poems and rhymes.

> Foundation students have shown great interest in learning seasons and weather by reciting and drawing Chinese rhymes and watching Chinese cartoons.

> Year 1 students enjoyed sharing riddles they have learned in class and had fun reciting them to their family members for them to guess.

> Year 2 students, whilst studying the topic on animals, had the opportunity to appreciate a poem written by an ancient poet about Goose when he was only 7 years old.

> Year 3 students have covered many topics and one of the topics studied was about Chinese Art and Craft. The students created their own craftwork and made a short video explaining how they made it.

> Year 4 students started learning informative writing and wrote about the city they were born in.

Chinese Mainstream

In the Mainstream classes, students continue to develop their language skills through exploring different stories in Chinese.

> Foundation students have been describing Paddington Bear’s family, facial features and body parts in Chinese.

> Year 1 students have been focusing on developing speaking and reading skills. They have created their own Chinese version ‘The Very Hungry Caterpillar’ and presented this piece with confidence.

> Year 2 students have been discovering a new part of the story ‘The Cat and The Little Ducklings’ and are learning different verbs.

> Year 3 students have a strong focus on verbs and different vocabulary when studying the classic story ‘Three Little Pigs’. Students have been using sequencing cards to develop their storytelling skills to retell the story in Chinese. The students will focus on developing their retelling and describing skills.

> Year 4 students have been learning the story ‘The Gift’ in Chinese. Students are currently using a thinking routine called “Name – Describe – Act” to recall nouns, verbs and adjectives and then produce sentences in Chinese.  Students first look at a scenario shot from the story ‘The Gift’ on a Padlet and then make a list of vocabulary. They are then encouraged to add more details and description. View the padlet here. https://cggs.padlet.org/zhangs/year4liwu

The last thinking process involves students putting different vocabulary and phrases into a sentence to describe a picture. Year 4 students will use this thinking routine until the end of this term.

Lin Zhang, Scarlett Zhang & Peipei Liu
Chinese Teachers

Year 5 & 6 French

For the greater part of the term, the Year 5 students learnt a number of words to do with animals, followed by learning some adjectives of colour, size and personality that they could use to describe animals. As a summative task they wrote a short description of their ideal pet (Mon animal idéal).

Concurrently, the Year 6 students learnt how to express themselves in the ‘future tense’. Combined with their knowledge of tourist attractions in Paris, they created an imaginary mini itinerary of a visit to the “City of Lights”. In the last few weeks of the term, the students have been learning vocabulary and grammar that will help them acquire conversational skills needed in a shopping context. 

Tafadzwa Gwamba
French Teacher

I wish all our Ormiston families a restful weekend.

Yours sincerely,

Paul Donohue
Head of Junior School