Head of School Message
Saying Hello in the Morning - It matters
One of the highlights every day for me is the period of time between 7.25 and 7.50 in the morning during which I greet all of the students as they come into school.
I usually walk down from the Admin Building when I arrive at school so that I get to the Primary entrance at around 7.25, just in time to see the first PYP students getting dropped off.
They are a very strange bunch of human beings. Some of them seem like old married couples walking in slowly side by side, gossiping about whatever is on their mind. Others look as though they have just consumed multiple energy drinks on the bus and are already jumping up on the low stone walls, bouncing basketballs and footballs around, ready to make life difficult for whichever teacher has them first. Some of them deliberately look the other way as I approach them with a friendly ‘hello’, clearly too shy (or too cool with the older students) to talk to me. Others stare at me blankly when I say ‘good morning’, as if to say, ‘What do you want from me?’
I have noticed, however, that the percentage of ‘good mornings’ that I get in return from our PYP students has definitely increased as the year has progressed. This is an indication of growing confidence in our younger learners and it’s delightful to see.
Growing up in the UK, I come from a cultural background in which it is unusual for a human being to greet another human being with any genuine enthusiasm. The most we usually manage is a grunt of acknowledgement as we pass by our close friends and acquaintances. We do not expect to have to engage in a conversation and would be offended and shocked if someone like the School Principal insisted on getting a ‘good morning’ out of us.
At around 7.40, I walk up to the Secondary entrance to join Ms. Manpreet greeting the Secondary School students. This is more difficult and my expectations for reciprocity from teenagers are much lower. At that time, they were also coming in as a huge mass of humanity, as the big buses arrived. They are already discussing whatever teenagers discuss, inevitably complaining about whatever test is coming up today, and desperately trying to avoid eye contact with me.
I like to be a little cheeky and throw a lively ‘good morning’ at any oncoming group of Secondary students to see who has the courage to respond. Usually, my friendly greeting will be completely ignored by most of the group, but there will always be one or two students who will look in my direction and give me a shy smile. The smile means ‘Good Morning, Mr. Joe. We acknowledge your greeting and would love to say ‘hello’; however, we also need to protect our social standing and any show of familiarity with someone in authority would diminish this. Please be content with our silent smile.’
That is the most that you can expect to get from any student in Secondary who is coming in as part of a group. Thankfully, our students who come into school one by one always respond politely to our greetings.
Now, all of this may sound a little silly and irrelevant. I would disagree. It’s not as easy as you might think for a small child or a teenager to greet an adult. However, it is a clear sign of growing self-confidence when someone is able to do it. Giving children this opportunity (even if they are a little embarrassed at the beginning) is designed to help them build this self-confidence and get used to how socially attuned adults interact.
My highlight this year? One little guy who has ignored my greetings all year actually tapped me on the shoulder one morning last week and said ‘Hello, Mr. Joe’. I simply responded with a ‘good morning’ as though we have been doing this all year. He seemed pleased with himself.
Joe Lumsden
Head of School
Whole School News
Congratulations, Sethulakshmi!
Sethulakshmi, D2, has been awarded the prestigious Gold Award of The Duke of Edinburgh International Awards.
The Duke of Edinburgh International Awards is a renowned programme that challenges young people to push their boundaries, acquire new skills, volunteer in their communities, and set themselves on a path of self-discovery and personal growth. Achieving the Gold Award is a testament to Sethulaskshmi's resilience, leadership qualities, and willingness to positively impact themselves and their surroundings. Congratulations! Sethulakshmi!
PTA News
On behalf of the PTA we would like to take this opportunity to thank all those who have contributed towards the upcoming Teacher Appreciation Lunch on the 6th of June. Your contribution to this occasion is greatly appreciated.
As we near the end of the academic year, the PTA will be holding one final sale of merchandise before the summer holidays.
If you would like hoodies, the ever popular Tiger plushies or travel mugs, make your way to the PTA stall on the 21st of May.
Sasha Singh
PTA President
Primary School
Ensuring Online Safety for Primary Students at Stonehill International School
Dear Parents and Caregivers,
Ensuring the safety of Primary students online is paramount. In the Primary division at Stonehill, we recognise the importance of fostering a secure online environment for our young learners aged three to twelve years old, both in school and at home.
It might not surprise you that as a Primary School Principal I believe education is key to keeping students safe. This education needs to include our school faculty, our students, and you as parents. I believe in equipping our students with the knowledge and skills they need to navigate the online world safely. From an early age, in school we teach your child(ren) about the importance of privacy, the dangers of sharing personal information online, and how to identify and handle inappropriate content.
As I mentioned above, your parental involvement is crucial. I encourage all parents to have open conversations with their child(ren) about their children’s online activities and to set clear guidelines and boundaries for internet usage at home. When we work together we can reinforce the importance of responsible online behaviour both at school and at home.
To help you and your child(ren) at home, I have included some websites below that you can visit to help you have conversations with your child about online safety.
The UK ‘Child Exploitation and Online Protection Centre (CEOP)’ has a full range of information to help keep your child(ren) safe. You might find these video and book resources a good place to start:
These videos for 4-7 year olds are called ‘Jessie & Friends’
https://www.thinkuknow.co.uk/parents/jessie-and-friends-videos/
These are a three-episode animated series which helps keep 4-7s safe online. It explores three popular online activities: watching videos, sharing pictures, and online gaming. There are 3 story books to accompany the 3 videos, with questions at the end to help your child.
These videos for 8 – 11 year olds are called ‘Play Like Share’ https://www.thinkuknow.co.uk/parents/playlikeshare/
These are also a three-episode animated series but aimed at keeping 8-11 year olds safe from risks they might encounter online.
In addition, the Band Runner game and advice website, aimed at 8-10 year olds, is a fun interactive game that helps reinforce key messages about online safety.
https://www.thinkuknow.co.uk/8_10/
I have attached a ‘Google Safe Search Setup’ information sheet to this article to help keep your child(ren) safe. I have also attached a ‘Thinkuknow Primary Parents Help Sheet’ which provides you with further information should you need it.
By prioritising education and further developing the involvement of parents and children, we can create a safer and more secure online environment for your child(ren). Together, as a united community, we can empower our young learners to make smart choices online, to navigate the digital world with confidence and resilience and to talk to a trusted adult when they want/need to.
Should you need further information or support, please contact me at peter.spratling@stonehill.in.
My very best wishes,
Peter Spratling
Primary School Principal
Primary News
Celebrating Creativity: The Annual Primary Visual Arts Exhibition
As the school year draws to a close, the excitement among learners at our primary school is palpable as they gear up for the highly anticipated Annual Primary Visual Arts Exhibition from the 20th of May (Monday) to the 24th of May (Friday). This event not only showcases their artistic talents but also reflects their deep understanding of various elements of Art and their ability to make real-life connections through creative expression. Throughout the year, learners have delved into the intricacies of colour, shape, line, space, perspective, texture, and other fundamental elements of Art. They have experimented with different mediums and techniques to bring their ideas to life, showcasing their creativity skills.
P3 - An Inquiry into Who We Are
Our unit of inquiry titled, 'Who We Are', has taken our learners on a captivating journey of self-discovery and exploration into the concept of community. Filled with questions, adventure, and profound insights, this exploration has been a testament to the inquisitive nature of our enthusiastic learners. As we delved into the various cultural communities represented within our classes, a fascinating discovery emerged – several of our classmates are multilingual. This revelation sparked a deep exploration into the concept of community and what it truly means to belong to one.
Our learners shared diverse perspectives on 'belonging' through thoughtful reflections, highlighting the significance of familial bonds and shared experiences within our school community. Questions such as, "Why is a sense of belonging important?" and "What are the rights and responsibilities of a community?" ignited engaging discussions, prompting our learners to ponder the fundamental aspects of human connection and societal cohesion.
Secondary School
As the exam fever is going on in secondary school, it’s time to highlight the pivotal role of examinations in our academic journey. Exams, be it internal school exams, assessments, PSAT, MAP tests, or the showcasing of portfolios and final presentations, hold immense significance in shaping not just grades but also our students' overall growth and success.
Internal school exams (Midterm and Semester) are akin to checkpoints on a student's learning path. They provide invaluable feedback, helping students understand their strengths and areas needing improvement. These exams instil discipline and a sense of responsibility, preparing students for future challenges.
Assessments are like snapshots capturing students' progress. They allow teachers to tailor their teaching methods, ensuring every student receives personalised attention. Formative assessments form an essential part of the learning journey of a Stonehill student, and these tasks are graded on Managebac for parents' reference.
Secondary News
Scratch and Sketch: - A Guide to Mastering Storyboarding for M1 Designers
In the M1 Design class, the students are taken through a fascinating experience of storytelling using storyboarding with Scratch, an easy-to-use programming platform. This new method combines creativity, technology and Design Thinking to enable learners to express their thoughts in the best way possible.
Apart from improving students' storytelling abilities, the significance of working together and giving feedback is also taught. The learners share their storyboards during peer review sessions or class discussions where they give insights and get constructive criticism from each other.
M2
Our students have been working diligently on creating designs to beautify a space. Using the Design Thinking Cycle, they empathised with the needs of their chosen client, crafting products through Inkscape and laser cutting. They are now refining, painting, and testing their work to ensure high quality.
The students will then reflect on their process and document their journey in their process journals.
M3 Designers Blend Woodworking with Design
In the bustling design workshop, the M3 designers are fully immersed in the fine art of woodworking. They create elaborate and groundbreaking products to demonstrate their skills and talent.
The first step is coming up with ideas for their projects; the students draw inspiration from many sources including personal interests or experiences as well as things around them such as nature, etc.
Each learner selects a plan that best portrays his or her passion. Armed with tools and materials for carpentry, they begin actualising these designs. Carefully measuring out pieces of wood before cutting them; sanding every surface until smoothness is achieved then finally adding finishes such as paint or varnish gives it an appealing look. This teaches them patience and perseverance since it can take quite some time before completing each product.
M4 Digital Design
Our Digital design students have been working with Javascript. They have started working on their website as per their client requirements. Each student has unique ideas to share. As they create their website, they are excited to add different features and make it more user-friendly and interactive. Along with this, the learners are maintaining their process journal to log their ongoing process.
Hackathon
Hackathons serve as platforms where individuals or teams converge to collaboratively engage in project development, often with a primary focus on software or technology. These events foster the cultivation of various skills, such as innovation, time management, problem-solving, technical prowess, and presentation abilities.
Stonehill Hackathon 2024 took place on April 19th and April 20th, spanning 24 hours of intensive coding sessions. The participants were provided with pre-defined themes well in advance. The event featured two categories - Junior (M1 to M3) and Senior (M4 to D2), attracting students from diverse educational institutions. Here are the winners in each category:
Senior Category:
1st Place: Canadian International School
2nd Place: MESKK Public School
3rd Place: Gyan Srishti School Of Excellence
Junior Category:
1st Place: Gyan Srishti School Of Excellence
2nd Place: Stonehill International
3rd Place: Trio World
Congratulations to all the winners and participants for their remarkable contributions and innovative spirit!
Our D1 students are currently engaged in exploring the intricacies of Networking. In addition to delving into the concepts of Java as part of Unit 4, they are actively immersed in developing their Internal Assessments, focusing on Criteria A and B. Each student has received personalised one-on-one feedback aimed at enhancing their submissions. Furthermore, the students are urged to dedicate time to prepare for upcoming assessments, with an emphasis on regular revision to solidify their understanding.
Our D1 and M5 learners participated in a Hackathon competition organised by Oberoi International School. We are glad to share that our coders got the first prize in the Hackathon. For this competition, the learners have innovated(Charge Map) a product for connecting electric car owners with solar panel or EV charging station owners. Their goal was to boost sustainability and EV adoption.
MYP Science
The M1 students have been researching and investigating over the past two months. They completed individual research projects that integrated Maths and Science. The Statement of Inquiry was, “The system of measurements helps us in identifying relationships in the physical world”. Metacognition and transferring of skills were an essential part of this research.
They carried out investigations on Energy usage at Stonehill. The students asked specific questions. The images below demonstrate how the M1 students have improved their skills at representing their answers in various ways.
The M1 students welcomed the P8 students to experience Science classes. We look forward to them joining us next year.
The M2 students completed their Chemistry unit by researching sustainable scientific solutions for obtaining metals and minerals for our lives. They shared their preliminary research with others deciding what was most important before submitting their draft and final essays.
The M2 students were introduced to the Electromagnetic Spectrum. One exciting event was the M4 students teaching the M2 students about wave properties and how the loudspeaker generates waves and vibrations.
In their ongoing exploration of Waves, Light, and Sound, the M4 Physics students are delving into the intricacies of wave propagation and interaction. Having grasped the necessity of a material medium for the transmission of sound waves, they delved into the phenomenon of wave reflection.
Building upon this foundation, their current focus lies on the refraction of light as it traverses through various media. With intense curiosity, they are understanding the behaviour of light as it bends through various materials, examining how light passes through lenses and how various images are formed within.
Armed with measurements of focal lengths and a deepened understanding of optical principles, they're beginning to appreciate the vital role lenses play in sophisticated instruments such as telescopes and microscopes. Their comprehension of basic ideas is enhanced by this experiential learning, which also fosters a deep appreciation for the limitless beauties of the natural world.
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