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John Colet School Academic success

27
August
2015

JCS Sports Curriculum for Boys, 2nd semester

6th class: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques. In Winter sports we worked on Rugby skills concentrating on tackling, passing, & scoring. In Athletics we worked on such key areas as sprinting, for track events and shot put, High Jump & Discus in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

5th class: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques. In Winter sports we worked on Rugby skills concentrating on tackling, passing & scoring. In Athletics we worked on such key areas as sprinting, for track events and shot put, High Jump & Discus in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

4th class: Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques. In Winter sports we worked on Rugby skills concentrating on tackling, passing & scoring. In Athletics we worked on such key areas as sprinting, for track events and shot put, High Jump & Discus in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

3rd class: Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques. In Winter sports we worked on Rugby skills concentrating on tackling, passing & scoring. In Athletics we worked on such key areas as sprinting, for track events and shot put, High Jump & Discus in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

2nd class: Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, such as Football and Rugby in the winter and T ball in the Summer terms. We have also worked Athletics including sprinting and racing. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Upper 1st:Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, such as Football and Rugby in the winter and TBall in the Summer terms. We have also worked on Athletics including sprinting and racing. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Lower 1st: Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations. We have also worked on some Athletics skills, mostly in track events such as running. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Categories: John Colet School Academic success

27
August
2015

JCS Sports Curriculum for Girls, 2nd semester

6th class: Topics covered: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports (Softball), batting techniques and some pitching techniques. In Winter sports we have worked on Football skills concentrating on passing, Dribbling and shooting .In Athletics we have worked on Sprinting in track events and discus and shot put in field events. The  key focus for learning has been non-locomotor, locomotor and manipulative skills and games to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

5th class: Topics covered: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports (Softball), batting techniques and some pitching techniques. In Winter sports we have worked on Football skills concentrating on passing, Dribbling and shooting in Athletics we have worked on Sprinting in track events and discus and shot put in field events. The  key focus for learning has been non-locomotor, locomotor and manipulative skills and games to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

4th class: Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports (TBall), batting techniques and some pitching techniques. In Winter sports we have worked on Football skills concentrating on passing, Dribbling and shooting in Athletics we have worked on Sprinting in track events and discus and shot put in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

3rd class: Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports (TBall), batting techniques and some pitching techniques. In Winter sports we have worked on Football skills concentrating on passing, Dribbling and shooting in Athletics we have worked on Sprinting in track events and discus and shot put in field events. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

2nd class: Topics covered: Following the Stage 1 NSW Curriculum outcomes, we  have concentrated on hand-eye coordination skills in different Ball game situations, such as Football in winter terms. We have also worked on Athletic skills in such events as track which include running & sprinting The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Upper 1st: Topics covered: Following the Stage 1 NSW Curriculum outcomes,  we  have concentrated on hand-eye coordination skills in different Ball game situations, such as Football in winter terms, along with some Athletic skills in such events as track which include running. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Lower 1st: Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations. We have also worked on running and sprinting in track events for Athletics. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Categories: John Colet School Academic success

21
August
2015

ICAS Spelling results

Congratulations to the following students who received High Distinctions in the ICAS spelling competition this year:  Sean G (5R), Anikan K (5R) Daniel S (5R) and Wendy W (5C).

Congratulations also to the Distinction achievers:  Isabell G (3D), Eshaan H (3D) Saurav H (3J), Callum H (5R), Luke C (6K), Henry B (6D), Scout H (6D) and Sasha B (6K).

Categories: John Colet School Academic success

12
August
2015

Book Week Incursions: Mark Greenwood storyteller

Our Primary students will also be having a FANTASTIC incursion to celebrate the end of Book Week on Friday 21st August. 

Author/story teller Mark Greenwood will be helping them unravel the clues to...

  • discover one of the world's greatest lost treasures
  • learn the story of Ned Kelly’s most treasured possession
  • walk in the footsteps of an ANZAC legend
  • meet a legendary bushranger who became the greatest escape artist of the convict era
  • sail back in time on an ill-fated Dutch East India ghost ship.

Says Mr Greenwood, "Our past is full of adventures and curious, larger-than-life characters. It is a vibrant and rich vein of material for writers and storytellers."

Mark loves presenting to students of all ages and backgrounds, and aims to inspire them to develop their natural curiosity about books, writing and rhythm. From simple rhymes through to the extensive research required to create historical fiction, Mark’s presentation provides ideas and strategies to enhance students' creative writing.

Through important stories from our past, students get involved in the process of writing from an initial idea and the development of a story line, through to preparing for publication. Mark discusses the origins and inspirations for his books and shows students how their imagination is the catalyst for great writing.

MARK

Categories: John Colet School Academic success

12
August
2015

Book Week Incursions: Spike the Echidna

Our Infants students are in for a treat on Friday 21st August when we round out our Book Week celebrations with a shadow puppet story telling incursion, "Spike the Echidna".

Spike is the story of a young echidna who hatches from his egg, only to find he is in the wrong nest. He doesn't have any spikes yet, and he doesn’t know who he is and where he belongs. He finds himself in turn in the nest of a crocodile, an emu, a lyrebird and a pelican. He feels frightened, rejected and alone. He meets a young girl playing alone in the bush because she is bullied by other children. She is shy, clumsy and awkward, but
she helps him discover where he belongs. Spike finds his place in the world in a way that parallels her own story.

Told through the art form of contemporary shadow theatre, Spike is an dynamic interactive experience that's fun and a catalyst for a discussion about bullying, difference and belonging. It offers students tools for overcoming these barriers. It is also environmental education about the remarkable biology of Australian animals, especially the echidna, which is one of the only egg-laying mammals in the world. After the performance, there will be demonstration of the techniques of shadow puppetry, introducing students to an expressive hands-on story-telling medium that is very accessible to young people.

Spike was co-written with acclaimed authors Anne Brooksbank and Jenny Ellis.

spike

Categories: John Colet School Academic success

25
March
2015

Term 1and 2 Boys Sports program

TOPICS COVERED: SPORT – BOYS   Mr Roslin Terms 1 & 2 2015

  6th class

Topics covered: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques and Soccer skills concentrating on dribbling, passing, heading & shooting. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

5th class

Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and bowling techniques and Soccer skills concentrating on dribbling, passing, heading & shooting. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

4th class

Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Soccer skills concentrating on dribbling, passing, heading & shooting. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

3rd class

Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Soccer skills concentrating on dribbling, passing, heading & shooting. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

2nd class

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations and some Gymnastics skills, with fitness elements. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Upper 1st

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations and some Gymnastic skills, with fitness elements. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Lower 1st

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, with fitness elements and some Gymnastic skills. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Categories: John Colet School Academic success

25
March
2015

Term 1 and 2 Girls sports program details

TOPICS COVERED: Mrs Keating      Sport - Girls                Terms 1 & 2 2015

  6th class

Topics covered: Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Netball skills concentrating on passing, catching and shooting . The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

5th class

Topics covered: Following the Stage 3 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Netball skills concentrating on passing, catching and shooting . The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness

4th class

Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Netball skills concentrating on passing, catching and shooting . The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

3rd class

Topics covered: Following the Stage 2 NSW Curriculum outcomes, We concentrated on hand-eye coordination skills, with fielding drills in summer sports, batting techniques and some pitching techniques and Netball skills concentrating on passing, catching and shooting . The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

2nd class

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, with fitness elements and some Gymnastic skills. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Upper 1st

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, with fitness elements and some Gymnastic skills. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Lower 1st

Topics covered: Following the Stage 1 NSW Curriculum outcomes, we have concentrated on hand-eye coordination skills in different Ball game situations, with fitness elements and some Gymnastic skills. The key focus for learning has been non-locomotor, locomotor and manipulative skills and games  to advance the pupils in such areas as running, stretching, and throwing, catching, hitting and spatial awareness.

Categories: John Colet School Academic success

13
March
2015

4th class enters RSL competition

4th class have been asked to enter the RSL competition which is held every year called ‘Australia – My Country’.
They have chosen to write poetry. Here are Alethea F and Samsara C's beautiful poems...

Caring, proud country
Glittering like a bright collage
She cries silently for the dead ANZACs
Loving heart-warming mother
Did she join us in saying sorry?
Can she feel the roots of our people?
Proud, fluttering flag
Bushfires, hot, merciful
She loves
My place.

Alethea F

Nurturing, heart-warming mother
Her heart is the soul of her people
Up and down, boom, boom.
She stands silently whilst we dance on her
Gracefully, day in.....day out....
Flowing, rushing waterfalls
How long has she been here?
Does she hear what we say?
Huge, immense island
Dreams can come true in her hands
Keeper of peace for all
My place.

Samsara C

 

Categories: John Colet School Academic success

20
February
2015

Let's sing and have fun!

The Infants children in each of the classes have “Singing Games” with Mrs. Donald once a week.

This is designed to develop co-ordination, gross motor skills and hand-to-eye  co-ordination as well as rhythm and spatial awareness.  That’s the serious side.

There’s also a fun side – enjoying the movement, being outside and taking turns in choosing, dancing with partners or in formations.  We do games such as “Here comes a Bluebird”, “Fly’s in the Buttermilk”, “Oats and Beans and Barley Grow”, “Cobbler’s work like this is done”, “Did you ever see a Lassie/Laddie?”, “The Seven Steps”, and more.

Some time in 2nd Class the children graduate from these dances to a programme of lessons called “Music, Mime and Movement”.  This too they enjoy, and it takes them a step further in honing their miming, movement and co-ordination skills.  Listening and responding become key issues.

Useful skills combined with fun …
upper first singing and dancing

Categories: John Colet School Academic success

12
February
2015

Choir Notes 2015

It is wonderful to be back at school working with the choirs. The Primary Choirs have started learning new works and we will spend much of the term working on developing their singing technique while preparing items for performance.

We have been holding our auditions for the John Colet Choir this past week. The John Colet Choir offers children in 4th, 5th and 6th class the opportunity to perform in a chamber choir and to further develop their ensemble and part singing skills with challenging repertoire designed especially for smaller choirs. The idea of a small choir is to keep the numbers limited to thirty students. This allows for even distribution of voices for 3-part arrangements.

Students involved in the John Colet Choir in 2014 have been asked to confirm their membership for 2015. This will allow for 8 new positions in the 2015 choir. Students in 4th class will be given the opportunity to audition along with any students from 5th and 6th class who have not previously been members of the ensemble and would like to audition.

The auditions will take place on Wednesday 11 February between recess and lunchtime and may continue on Thursday 12 February for children who are absent on the first audition day.  The children will be required to sing a short phrase from either a piece we are currently working on or something from the 2014 Primary Choir repertoire.  They will also sing a short vocal exercise to demonstrate their vocal range. The audition will take approximately five minutes with the children not expected to miss more than ten minutes of their lesson time.

The John Colet Choir requires commitment. The rehearsals will take place on Wednesday afternoons from 2:50pm to 3:30om and on Thursdays during the school day. Members of the John Colet Choir will be required to attend all rehearsals and also commit to a number of scheduled performances both at school and at a variety of different venues throughout the year. The children will also enter into a contract to ensure they are committed to working hard in the rehearsals and that they behave in a manner that allows for effective and productive learning.

I would appreciate if you would talk with your son or daughter about their interest in participating in the auditions for the John Colet Choir. Should you have any questions please contact me by email: mmiles@johncolet.nsw.edu.au .

Kind regards,

Mrs Michaela Miles
Choir Conductor

Categories: John Colet School Academic success

10
November
2014

Mufti day campaign speeches for student charity choices

Mufti-Speeches-7

Classes lobbied for the right for their chosen charity to receive the money from this Thursday's Mufti Day.  Class representatives gave speeches at assembly today, and then there was a secret ballot.  The RSPCA came second, but the  winner of the most votes was the Westmead Hospital Liver Unit, and this charity will receive the Mufti Day funds. 

Read on for some passionate, persausive writing by John Colet students on a wide variety of causes...

The RSPCA needs your help!
The RSPCA is a wonderful charity that looks after animals that may have been abandoned or treated badly. The RSPCA runs 40 shelters in Australia and it needs $80 million each year to keep these shelters running and help the animals. They rely on kind people just like us to raise this money each year. Unfortunately, many animals are abandoned over the Christmas period. As it is nearly Christmas time, our money would be greatly appreciated at this busy time for the RSPCA. Our money can help pay for looking after the animals, educating the community and finding animals a new loving home.

The RSPCA does a great job helping poor animals that don’t have a loving home. They collect animals that some people have dumped or just don’t want anymore. How do you think it would feel to be dumped and not cared for? Frightened? Scared? Alone? Some pets have just become lost and they also help them to find their family again. The RSPCA give them food and water, shelter, a nice warm comfy bed and most importantly some LOVE!

The RSPCA helps educate people who don’t always treat their pets very nicely. Sometimes people don’t always know that they are doing the wrong thing. The RSPCA lets people know that they should not leave dogs in a hot car, that you should provide them with shelter, give your pets enough food and water, exercise them, treat them humanely, and take them to the vets regularly to check for ticks and get their vaccinations. The RSPCA also goes out to farms to check that the farmers are treating the animals nicely eg. Not keeping chickens in a cage and not letting them see daylight for their whole lives.

The RSPCA finds lost and frightened animals a forever home where they are loved and cared for. People can go to a shelter and adopt their new best friend. If the RSPCA didn’t help these animals, they may not have been saved. Our money helps to pay for the shelters where the animals live until they find their forever home. Unfortunately, the sad fact is that if there aren’t enough shelters, many animals would need to be put down.

In conclusion, Upper First would like you to vote for the RSPCA to receive our donation. It will help many animals to live a great life and be loved. If you love animals and want to help them, then vote for the RSPCA!

Upper First M
Combined effort

Hi there!
My name is Saskia T and I am from Upper First I.  I’m here to tell you about the RSPCA.  The RSPCA is a charity that helps pets that are lost or their owners are cruel to them.  I think we should donate money to the RSPCA so that animals can live a happier and longer life and to also teach people not to be cruel to animals.

The RSPCA is special to me because I have a dog called Alfie and we got him from the RSPCA.  So why not get a pet from the RSPCA rather than a pet shop?
Please vote for RSPCA because it can make a big difference.
Thanks for listening.
Saskia T,
Upper First I

First Seeds Foundation
Today I would like to talk about the The First Seeds Fund.  I am part of this fund.  That is why I would like to fundraise for this charity.
The First Seeds Fund is a group of people who want to raise money for people in Australia who are not as lucky as us.  They help families in Warwick Farm.  Warwick Farm is one hour away from us here today.
Last year John Colet School raised over $400 and also delivered Christmas presents to the children in Warwick Farm.  With your support, I think we should do this again.
People in Warwick Farm do not have:

·         Enough food

·         Toys to play with

·         Clothes to wear

·         People to help them with their schoolwork

·         Safe places to play

The best thing about this charity is that you can meet the people who you are helping and you can see how happy you have made them.
I invite any of you who want to, to come with me to Warwick Farm and meet the girls and boys that we are helping, regardless of whether you vote for me or not. Because I believe this is the best charity.
Thank you for listening,
Callum T
2nd class C

Hamlin Fistula Ethiopia
Good morning Headmaster, teachers and students.
Dr Catherine Hamlin, an Australian obstetrician has been working her whole life to help mothers and babies in Ethiopia.  Today she is 90 years old and still helps.
She started a charity called Hamlin Fistula Ethiopia that helps mothers having trouble giving birth and needing medical care.  Just imagine a baby is born and has no milk or proper care because their mother just died from illness or starvation.  Hundreds of babies and children become orphans.  Every day, the babies are crying and suffering for food, care and their mothers while we are enjoying our ice-cream, Minecraft and video games.
So please help Dr Catherine Hamlin.  Please help these mothers.  Please help these babies.  We can make a difference.
Thank you,
Mi Mi P
4N

Good morning,
Autism Awareness Australia makes people more aware of children who have autism.  Autism, also known as ASD, is a neurological condition that can cause negative attention to them and their parents.  Sometimes my bother Josh, who has autism, has outbursts.  From my experience in public, people give Josh dirty looks and think that he is a bad child or that he has bad parents.  The charity, Autism Awareness Australia, makes people realise that children with autism cannot regulate their behaviour.

Three reasons why it should be supported:

The government’s monetary support is very minimal.  Compare this to a person who has cancer: everybody instantly feels sympathy for him because there is more awareness.  And the government pays for research and treatment.  With autism, however, the government hasn’t done considerable research and we don’t know enough information.  This means people who don’t know will have misunderstandings.  Children with autism just want to be loved, understood and accepted like everyone else. 

More research needs to be done because we need to know more about how ASD affects families.  They have to pay up to $100,000a year for physiotherapy, occupational therapy, speech therapy and applied behaviour analysis.  The government is negligent with supplying money to families.  Children on the autism spectrum need additional help.  Autism Awareness Australia needs more support to fund more research.

Autistic children are like a treasure chest.  They are locked and the charity I am supporting is trying to teach us how to unlock their hidden treasures.  Josh can do addition and subtraction faster than a calculator but is very timid and conceals it.  Asperger’s is High Functioning Autism.  Isaac Newton, a mathematics and physics prodigy was suspected to have had Asperger’s syndrome.  Bill Gates, who invented Microsoft and is one of the richest men in the world, is also believed to have Asperger’s syndrome.  Isaac Newton and Bill Gate’s true potential were unlocked.  This charity tries to be the key to revealing autistic children’s gifts.

Parents of autistic children become stressed financially, mentally and physically.  Siblings are also involved.  Would you like it if someone came up to you and said, ‘your brother is weird, what’s he doing?” Or if they laughed at your brother’s dancing?  Autism Awareness Australia creates an understanding that these children and not always in control of their actions.  Autism Awareness Australia provides resources to decrease stress levels.  For example, a theatre performance of The Lion King was especially for children with autism.  The children were allowed to be loud and noisy and if they didn’t want to watch the performance, there was a special arts and crafts table to play at.

I selected this charity because people with autism need to be understood, not to be laughed at when they are screaming.  Researching more about autism is beneficial because we need to open the fastened chests.
Jo Jo V
4R

Westmead Hospital Liver Unit
Good morning everyone.
Maisy: My name is Maisy T and this is my brother Edward.  I actually have two brothers but unfortunately my other brother does not come to John Colet because he is sick and unwell.

Edward: Harvey is my twin brother which means we were born on the same day.  I was born healthy but sadly Harvey was not. 

Maisy: Harvey was born with chronic liver disease.  A chronic disease is an illness that you cannot treat.  You will never get better and you need a great deal of medical help and attention.

Edward: This means my brother spends a lot of time in hospital.  The doctors tried to make him better by giving him a liver transplant – TWICE – but it has not worked.

Maisy: The doctors need lots of equipment to help them treat Harvey and other patients like him.  They require special machines to test Harvey’s blood and liver function. It is really important that the machines give accurate readings so that Harvey’s doctors know how to treat him.

Edward: As you know, I recently ran over the Harbour Bridge to raise money for Harvey’s liver doctors.  I raised quite a bit of money but we are a LONG way off our total.

Maisy:  The liver doctors need to raise $40,000 but every dollar counts and we would like you to consider voting for us, and Harvey, in order to help the doctors at Westmead Children’s Hospital purchase the equipment they need.  If Harvey was here today and could speak, I’m sure he would thank you from the bottom of his heart. Thank you for listening to us today
Maisy T (5D) and Edward T (2M)

Nike Foundation
Good morning
I believe our next Mufti day fundraiser should go towards the Nike Foundation, and no this is not about sports shoes.  In third world countries, many families cannot afford to send their children to school and draw the girls out when they are 12 or younger, therefore the women do not have the potential to get a job or earn a living for themselves when they are older.  Their only option is to marry and rely on their husband to feed and protect them and their children.  They live in poverty.

The Nike Foundation delivers money to these young women and their schools so that they can receive a proper education and leave school when they are 18, not 12.  Not only does this foundation take care of education, it also provides health care to those in need.  250 million adolescent  girls live in poverty.

But they are the most powerful force for change in the world.  In fact, research has shown that if you help one 12 year old girl, this will help her whole community, and the next generations, to break the cycle of hard and unhappy lives.  Girls are the future mothers of every child born, and educated happy mothers are more likely to have educated, happy children.

Thank you for listening to my speech, don’t let these girls suffer, we have the power to change their lives.
Lone F
5K

World Vision
Last year for Christmas our Church sponsored a child called Kuko.  He was seven years old and lived with his Aunty and Grandmother, with his little brother.  He couldn’t go to school because he couldn’t afford it.
We gave him $50 a week.  We made cookies, lemonade and biscuits and with that he is able to live the life he and his family should be able to live.
If you have a heart, and if you open your eyes, you can see the future for people in need.
Vote for World Vision!

Eleanor M and Talayasen H
6th class

Categories: John Colet School Academic success

03
November
2014

Letters to South Africa

2C thought it would be a lovely idea to make contact with the 2nd Class of St James School in Durban South Africa, our sibling school! We wrote on postcards as this is what we are learning about currently in class as part of our writing lessons. We were so keen to write that we found ourselves writing very small just to fit everything we wanted to say on them (next time we agreed, letters would be a better option!). We thoroughly enjoyed this activity and look forward to the continued contact and the possible blossoming relationship.

Miss Cipollone
Teacher

arneandeshaanletter

elzabetheanddaryaletter

 

ramakrishnandbethanyletters

Categories: John Colet School Academic success

29
October
2014

Letters to Shakespeare on account of his 450th birthday anniversary

John Colet School students tell Shakespeare what he means to them

This year marks the 450th anniversary of the birth of Shakespeare, so John Colet School students each wrote a letter to Shakespeare wishing him a happy birthday.  They took the opportunity to explain the impact he has had on them personally, and society in general.

Some of the letters have been bound in a book to give our Shakespeare Festival Patron, John Bell, others will be published in our school journal, The Eagle Eye, and still others are being reprinted on our various blog sites.  Enjoy!

 

Dear William Shakespeare,
Happy 450th birthday! I hope you have a very lovely birthday.
Thank you for making so many exquisite plays. I love your plays. Your plays are the best in the world.
The play I did was ‘Much Ado About Nothing’. The character I played was Leonato. I liked Leonato because he is the Governor of Messina.
The plays I have done are ‘Much Ado About Nothing’, ‘The Tempest’ and ‘Speak The Speech’.
When I did Much Ado About Nothing I felt brave, strong and courageous. In ‘Speak The Speech’ and ‘The Tempest’ I felt different because I felt scared or embarrassed.
Love from,
Ramakrishna
2C.

Dear Mr Shakespeare,
My name is Jemima and I attend John Colet School in Belrose.  I am writing to thank you for composing many plays and providing us with new words.

Before coming to John Colet I had never been in a play and this year I am lucky enough to participate in 'A Midsummer Night’s Dream'.  I play Snout and fairies.  I love Shakespeare and I am looking forward to performing at Glen St Theatre.  I am really excited about Shakespeare and I wonder how your actors felt.

I would like to thank you for writing many plays and making up words for us to use for the future.  Your plays have been a great success especially "A Midsummer Night's Dream".  The words you have made make our conversations much more interesting.  My favourite word you invented is gossip.  I like this because it makes an unusual sound.

Jemima B
3T

Dear Mr Shakespeare,
Happy 450th birthday. My name is Max. I am from John Colet School and I live in Australia. I love your plays and like your songs and Shakespeare, my Nanna has seen your plays.
My class performed ‘Much Ado About Nothing’. I played Don John. I liked my character. My brother Luca played ‘A Midsummer Night’s Dream’ and he was Quince. I even saw his play. I saw his play two times.
Love,
Max
2 McD.

Dear Mr William Shakespeare
I’m writing this letter to you to wish you a very happy 450th birthday!  Your plays are very widely known.  I would like to congratulate you on your work, which has now – can you believe it - gone global!!
The plays you write are so unique and so are the characters and their names.  Whether your plays are tragedies, comedies, romance – the lot, I love them all.  Your comedies allow me to be humorous, your tragedies allow me to be dramatic and romance allows me to do unique things.  I am currently practising Macbeth, and I am Macbeth.  I love it so much, in fact it’s probably my favourite play.  Macbeth allows you to do murder without getting in trouble with the police (but that’s only if you act it out) so I always give it my best because I know that without you I would never be playing Macbeth.
I have benefited from your plays enormously; they have taught me so much like; courage, self reliance, to pay attention, to always stay alert, expression and a powerful voice.  Your plays let me run wild and they give me the sense of freedom. 
Shakespeare wouldn’t be Shakespeare without expression.  I have many favourite quotes and here are a few.
“Hear it not, Duncan for it is a knell that summons thee to Heaven or to Hell!” – Macbeth
“All the world's a stage and the men and women merely players” – Jaques (As you like it).
All your plays have a moral – a useful meaning to them.
For Macbeth I felt it was “Greed has a price tag” and A Midsummers Night Dream “Revenge doesn’t solve everything.”

Your plays just make my day.  Just for me to conclude I would like to wish you a happy birthday once more and to tell you how much you have breathed action into my life.  I would just like to say thank you.

Sincerely and with Best Wishes (lots of love)
Maisy
5D

Categories: John Colet School Academic success

15
October
2014

Sanskrit Quiz with a twist

You might be surprised to know the wide reach Sanskrit has in today's popular culture!

The quiz below was a little bit of fun to follow an interview with our Headmaster, Gilbert Mane, on Indian Link Radio last week.

In a 40 minute interview, Mr Mane covered a lot of ground, including the benefits of studying Sanskrit from a young age, and the importance of children learning challenging material of all kinds, whether it be singing Mozart, learning and performing Shakespeare, debating and so on. 

The three lucky radio quiz prize winners have been mailed their books (pictured below) on Indian fairytales.

Question 1:
Sanskrit has made an appearance in Western pop music in two recordings by a famous female singer. Is that artist...

a) Madonna or B) Lady Gaga?

Question 2:
Which science fiction TV show features the Gayatri Mantra in its title sequence?
Is it a) Battlestar Galactica or b) Star Trek, the Next Generation

Question 3:
Which one of these movies DOES NOT feature Sanskrit in their soundtracks:
Is it:
A) The Matrix Revolutions
B) Indiana Jones and the Temple of Doom
C) Star Wars Episode 1: The Phantom Menace
D) Harry Potter and the Chamber of Secrets

 

Answers
Answer Q1:
Madonna. Her "Shanti/Ashtangi", from the 1998 album Ray of Light, is the traditional Ashtanga Vinyasa Yoga chant set to music. The second, "Cyber-raga", released in 2000 as a B-side to Madonna's album Music, is a Sanskrit-language ode of devotion to a higher power and a wish for peace on earth.

Answer Q2: The Sky1 version of the title sequence in season one of Battlestar Galactica 2004 features the Gayatri Mantra, taken from the Rig Veda (3.62.10). The composition was written by miniseries composer Richard Gibbs.

Answer Q3: Harry Potter and the Chamber of Secrets does not feature Sanskrit.
The climactic battle theme of The Matrix Revolutions features a choir singing a Sanskrit prayer from the Brihadaranyaka Upanishad in the closing titles of the movie. Composer John Williams featured choirs singing in Sanskrit for Indiana Jones and the Temple of Doom and in Star Wars Episode I: The Phantom Menace

indian-books

Categories: John Colet School Academic success

17
September
2014

Packed Canberra excursion for our senior students

A packed timetable ensured our 5th and 6th class students got as many educational experiences as possible in their three day excursion to Canberra this week.

And they had a lot of fun, according to email updates from the teachers!

Questacon, the Institute of Sport and the Electoral Office education centre were probably highlights. 

Pictured below are students role playing democracy in action. Isis is the Speaker keeping order on an unruly House of Representatives, Lone is the Clerk, Sophie is  member for government putting her case for increasing sport to 3 hours per week, and Maisy is a member for the opposition speaking against. An orderly queue was formed for voting to decide between peach, apple, bananas or oranges.

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Categories: John Colet School Academic success

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