Secondary School Performance – The Small Poppies by David Holman
We are pleased to announce AISB’s very first Secondary School drama production. The Year 7 to 11 students will be performing David Holman’s The Small Poppies with the shows expected to take place in February 2021.
The Small Poppies is about the first day of school and all its accompanying challenges. Set in an Australian Primary School, this enchanting play explores transitions, isolation, making new friends, accepting different cultures and the plight of new Australians fleeing war torn countries. It is a funny, heartfelt play for all ages.
Students from Years 7 to 11 will be asked to audition after the October mid-term break. Students may also choose to be involved in a technical role such as stage managing, lighting, sound set and prop construction and wardrobe. Whilst it is not compulsory, it would be wonderful if every student was involved in the production in some way. Parents are also invited to assist if they would like.
Rehearsal requirements are still to be negotiated but it is envisaged that rehearsals will be conducted on two afternoons in the week and on occasional weekends.
Secondary School Assembly
Our first Secondary School Assembly for the academic year took place on Tuesday 29 September at the Innovation Centre Hub.
We were entertained by Year 7 Kakadus who performed the song “There Is Nothing Holding Me Back” by Shawn Mendes; Minori and Sammy from Year 10 Namadji gave a report on the recent Art and Design trip to the Bangkok Art and Cultural Centre and students received the monthly Secondary School Academic awards. Congratulations to the award winners for September:
Written by Mark Weber - Head of Middle and High School
The Creative Space
Year 7 recently finished working on mini sagas. A mini saga is a fun and concise way of telling a story. They consist of exactly 50 words and usually have a twist or surprise at the end.
Dark Reality
A mini saga by Year 7 Daintree
The world was dark. I was walking down the shadowy pathway, moon shining above. That was the only light. I knew that he was following me. A truck whizzed by. In the puddle beside me, I saw his silhouette...reaching forward.
“Michael get off that silly game!” my Mom yelled
Blood Red Mouth
By: Taira and Naoki
It was dark, cold and scary. Red liquid poured from his mouth. He ripped off the soft flesh with his razor sharp teeth. He let out a loud laugh. He grinned slightly, showing his blood red teeth.
“Mom! This cherry is delicious! Come and eat some!” he shouted.
A Child's Death
By: Ben
Gunshots flared. Noise was everywhere, and in the middle of it was Thomas decked out in gear and weapons. A noise came from the building he was in. The footsteps were followed by gunshots and a man breathing his last breath.
Thomas died shortly thereafter.
"Oh I'm getting better, Top Ten!" I exclaimed.
Picking
By: Pim
Today I was excited. I got to pick out something at the shop! I was so happy looking at each selection. Finally I took one home with me. I took it out and placed it down. Picking it up it felt so soft in my hands. Up it went into my mouth.
MMMMMM, that delicious donut!
Weird, Stupid Art
By: Cooper
The picture was mushed all over, hideous-I stared at it, my eyes slowly burning into my brain. The shapes were all messed up and the colours were horrifying. It seemed vaguely familiar but I just couldn’t get my hands on it. Then someone asked me,
“Why is your head sideways?”
The Time of Day
By: Benjamin
It could have been sunset, it could have been dawn. Oh how I wished I’d had a watch to tell the time of day. I asked my friend, “What time is it?” and he replied, “Time to get a watch.”
So I got one, but oh, how do you read it?
Year 10 iGCSE English Language
Studying iGCSE English Language is vital for our students as they consider higher education and preparing for the workplace. Throughout the course, they learn to employ a wide vocabulary, use correct grammar, and develop a personal writing style that they can adapt for different audiences. As part of the two-year programme, students produce several extended essays. This month Year 10 have begun a descriptive writing task.
In preparing for the essay, we revised descriptive writing technique theory and we reviewed how descriptive writing means creating a visual image for our reader. We can improve our skills by paying close attention to details using our five senses. People in marketing and advertising often use creative language to get us to imagine how much our lives would be enhanced by using their products. We imagined that we wanted to compel our audience to taste a selection of chocolates. We enjoyed eating them with awareness and then we described the experience. Here are some of the results… (We won’t be surprised if you are tempted to jump into your car and go to buy some yourself!)
Taiga
“The light reflects along the pristine edges of the bright yellow wrapping. It rustles under my fingers as the smell of chocolate and milk blasts my nose. The crunch of cornflakes punctuates the bite. The thick creamy chocolate floods my tongue with smooth satisfaction. The chocolate slides down my throat without compromise.”
Sammy
“As you pick up the glistening, glossy forest green film, it cracks and crinkles, inviting you to open it. As you peel back the wrapping with a satisfying rip, a waft of nutty chocolate teases your nose, causing your mouth to water. The chocolate is sticky and warm. It melts on your fingers. And, as you take a small bite of the crunchy sweet deliciousness, you can’t decide whether to swallow or linger with the flavour a little longer.”
Written by Ms. Jill – IGCSE English Teacher
Persuading and Campaigning
Benito in Year 11 has been looking at campaign literature this week. Campaign literature, we have identified, is similar to persuasive writing. It seeks to promote a particular viewpoint. Campaign literature often seeks to shock or surprise the reader with facts or data, or by revealing the 'truth' of a particular situation. Benito chose an issue that was important to him and created an infographic with the aim of showing people how they can contribute to saving the planet. He has done a great job!
Written by Ms. Jill – AS & A Level English Teacher
Fire
The bright, raging flames crackled through the grate menacingly, as if to say: “don't get too close, you will regret it.” Like trees in a subtle breeze, it slowly sways in a dashing array of crimson and gold. I stare at them longingly wishing to be as free as these mysterious shapes dancing in their enclosure.
The heat radiates in front of me as it gently caresses my face. A subtle waft of smoke lingers towards me. The cloud burns my nostrils pleasantly, happily. I feel the vapour tickle my throat; as light as a feather. I turn reluctantly away, but the warmth of the comforting flames coaxes me closer than before. It is bewitching, arresting and divine, this golden phoenix resting in the fireplace.
By Matilda – Year 8 Freycinet
Pascal's Triangle is named after French mathematician Blaise Pascal (1623 –1662), although it was known about and used for centuries before.
It is an interesting and useful tool for number theory, arithmetic, algebra, and even computer science.
The following video will explain some of its many uses and surprises.
by Mr. Paul – Year 8 - 10 Mathematics Teacher