Week 17 Happenings in 04B

Week 17 Happenings in 04B


This week we have focussed on the concept of Probability in Maths.

Probability is the measure of how likely something is to happen.

We completed a number of games and activities to investigate this concept.

We also looked at the outcomes of chance experiments. In particular, we looked at “Expected Outcomes” versus “Actual Outcomes”

This is a Dice Rolling Activity that we completed this week:


In writing we completed a final Information Report draft, edited the draft copies and published them using our Chrome books. We them self assessed and peer assessed the work.

Winter Break

Have a safe and restful Winter break. Thank you for all your support over the last 17 weeks.

Mr David

Week 16 Happenings in 04B

Week 16 Happenings in 04B

Dear Parents,

The UNIS High School Habitat for Humanity Service Learning group are planning an Elementary School Movie Night on December 13th, 2018. The Habitat for Humanity Service Learning group raises money through fundraising events for the Habitat for Humanity organization. This money is used to build and repair homes in sustainable communities around Vietnam.

As part of fundraising, a movie night has been planned for students in grades 3- 5. The students will be able to watch CoCo, a family-friendly Disney movie. Students will be asked to bring 100,000 VND for the movie and a bag of popcorn each to enjoy the movie.

Students also have the option to buy other snacks and drinks during the intermission. The price of a pizza slice will be 50,000 VND and drinks will be 20,000 VND. All profits will go directly to funding an upcoming house build.

Please see the file below for further details.

Movie night HFH Permission form 04B-2kaozfc

Math in 04B this week

This week we have been looking at the mathematical concepts of Chance and Probability.

The outcomes for these lessons are:

  • Describe possible everyday events and order their chances of occurring (ACMSP092)
  • Identify everyday events where one occurring cannot happen if the other happens (ACMSP093)
  • Identify events where the chance of one occurring will not be affected by the occurrence of the other (ACMSP094)

During one of our lessons we looked at the probability of various dice combinations. We recorded our findings and graphed the results. We looked at Expected Outcomes and Actual Outcomes.

Writing in 04B this week

This week the students have continued to develop their skills in writing information reports.

They chose a topic, brainstormed ideas using a planning scaffold, completed research using their laptops, learnt about paragraph structure, wrote draft information reports  and began to publish their reports using technology.





Week 15 Happenings in 04B

UN Day

It was wonderful to experience my first UN Day at UNIS. Thank you to all the parents who helped with organising costumes for their children and providing food.

SDG Week

As part of our work during SDG week we watched the video “Rang Tan”

“There’s a ‘rang-tan’ in my bedroom, and I don’t know what to do.” The story of Rang-Tan is Greenpeace’s appeal to save the orangutan whose future has been put in jeopardy by the loss of rainforest habitat in Indonesia.

Narrated by actress Emma Thompson, brand ambassador for Greenpeace, the story of Rang-tan is a call to help fight the loss of rainforest habitat in Indonesia at the hands of palm oil plantation owners.

The 90-second animated movie, tells the story of Rang-tan, a young orangutan who took over a little girl’s bedroom. The young primate is not welcome, and the little girl first asks her to leave. But before she does, the little girl asks her why she came to her bedroom in the first place. Rang-Tan then explains how she was forced out of her natural habitat by deforestation caused by the continually rising production of palm oil.

Click here

After watching the video and discussing the issues raised, the children created a short response video. This is the link to the videos : Click here

This is the code in case you are asked to enter it when accessing the video

Week 14 Happenings in 04B

Second a Day Video

This week we watched the thought provoking video “Second a Day”  It is part of out current Unit of Inquiry- Children’s rights and responsibilities exist to enable equitable opportunities.

Lines of Inquiry:

  1. Children’s rights and equity
  2. Circumstances that determine a child’s access to opportunities
  3. The role of social responsibility and action. (perspective, responsibility, causation)

In particular, the video address the circumstances that determine a child’s access to opportunities.

Click here

Here are some of the children’s responses after watching the video. Hopefully, you received your child’s See Saw reflection.

Lai Bao- Yesterday I watched a video called “Second a day”. In the video a girl was living her normal life and suddenly a war started in her country and she had to leave her country. On her way she lost her parents. How it happened is that she left her country and her dad got trapped between a checkpoint but luckily she and her mom went in a refugee camp that’s where she makes some friends that happened only in a year! then some kind of people invaded the refugee camp that she was in. I learnt from watching the video that children’s lives can be affected by circumstances that they can’t control

Murphy- Yesterday we watched a video about a little girl who at first leads a very good life and after a while the girls life dramatically changes from rich to poor so… At the start (the first 20 seconds) the girls life is very good then a few news reports come on the TV about a war so the family moves to another house far away from the war. later they have bombs drop on there house so they leave at a check point the dad gets separated from the family later they end up at a refugee camp in the medic tent and that is the end of the video I learnt from watching the video that children’s lives can be affected by circumstances that they can’t control.

Matz- Yesterday we watched a video called “Second a Day”.The movie was about this girl and she was having a normal life. Kinda like the one we are having right now. She went to school and played a instrument. She had a grandma that visited and she was able to play at the park with her parents. She also went trick-or-treating and she got a birthday party. But then a war started breaking out and her parent watched about the war on the news. The war had not yet come to the place were the girl and her family lived. Her parents argued about leaving the country because the war was starting in the place that she lived. Then her house got bombed and she had to hide in her basement. They ran out of water and medicine. They escaped their house and was walking to a different country. But their car got shot down and they had to live under a bridge and eat rotten food. Her hair started falling apart because of stress and not eating enough. She got separated from her dad and she got send to a refuge camp and she got medication and they now live in a tent. I really liked that movie because it was scary but it showed real life and it was really realistic. What I did not like was how scary it was and how there was a lot of explosions and shooting. I learnt from watching the video that children’s lives can be affected by circumstances that they can’t control.

Kaya- Yesterday,  my class and I watched a video called “Second A Day “. At the start of the video there was a girl celebrating her birthday girl who had a safe and normal life with her family, healthy food, clean water, got educated, got money etc. was really happy until a war came and started in her country, she didn’t know at first but her parent knew, they were fighting about if they were going to stay or leave their country. When the war finally started her family lost their house and their money, they became refugees, escaping town after town in their country. Every house they went to something would go wrong (electricity, bombing etc.) They hid in the basement where they would be safe from bombing and other shootings. She started getting sick, and her hair was falling out because of stress. She only got rotten food, dirty water, and her family’s medicine was running out. Eventually the girl got put in a refugee camp for people who had to escape their country because of the war. A year passed and the girls mom celebrated the girls birthday, the girl didn’t seem very happy though. I learnt from watching the video that children’s lives can be affected by circumstances they can’t control

Isabelle-In the video “Second a day it was the girls” birthday and she had her family and friends at her party. Her life was pretty normal and she had a nice house. But there was a war coming close to her but she didn’t know because she was playing. Her mom was looking worried. A few days later the war came and the power went off and she was scared. They stayed in the basement for the night. The next day they packed all their belongings and fled as fast as they could. There was a lot of gas so her mother put a gas mask on her but the mother was getting weak because she took in so much gas. Then they went to refugee camp but it was boys in one and girls in another camp. The girl got health checks for diseases that could kill other people.Then they got sent to a tent. It was her birthday again and all she got was a lump of gooey stuff and one candle. I learnt from watching that video that children children’s lives can be affected by circumstances they can’t control.

“A Plastic Ocean”

Dear Parents,

Next week in our school is “SDG Week” –  focusing on connecting our student’s learning on the UN Sustainable Development Goals,  in the lead up to our school’s UN Day celebration.  Around the dinner table, ask your child about the SDG’s and what they are learning about them.

As part of our commitment to the Sustainable Development Goals, we will be hosting a free community screening of “A Plastic Ocean” on Tuesday 27th November at 5.00pm.  The movie is in English, with Vietnamese subtitles.

Movie Trailer:  A Plastic Ocean 

What:  “A Plastic Ocean” documentary – FREE community screening

When:  Tuesday 27th November, 5.00pm (running time – 1 hour 42 minutes)

Who:  UNIS Hanoi students, families, teachers – 7 years +

Where:  Theatre, Centre for Arts, B10

Why:  To raise awareness of the issue of pollution being created by single use plastics and what we can do to help

Theatre will open at 4.50pm – free seating.

Elementary students will NOT be allowed to attend unless accompanied by an adult.

The UNIS Hanoi school store will host a ‘pop up’ shop showcasing and selling all of our recycled and environmentally sustainable products for families who wish to take immediate action to reduce their use of plastics.

Please join with us in taking action for the children who will be attending UNIS and living on our planet many generations from now….. this local and global problem needs us all to act now.

We look forward to seeing you there.

Kind regards,

Megan Brazil


Kính gửi Phụ huynh,

Tuần tới được gọi là “Tuần lễ hành động vì các Mục tiêu Phát triển bền vững của Liên hiệp quốc” tại trường UNIS. Trong suốt thời gian này, các mục tiêu phát triển bền vững của Liên hiệp quốc sẽ được lồng ghép vào nội dung học tập ở trường. Đây cũng là bước chuẩn bị cho lễ kỷ niệm Ngày Liên hiệp quốc sắp tới. Phụ huynh có thể hỏi các con, trong khi ăn tối, về Các mục tiêu phát triển bền vững này và các con đã học được những gì về các mục tiêu này.

Cũng là một phần trong Cam kết thực hiện các mục tiêu phát triển bền vững của Nhà trường, Nhà trường sẽ tổ chức buổi chiếu phim miễn phí phục vụ cộng đồng vào ngày 27 tháng 11 lúc 5:00 chiều; bộ phim có tiêu đề là “Đại Dương Nhựa”, phim Tiếng Anh, có phụ đề Tiếng Việt.

Phụ huynh có thể xem bản giới thiệu phim tại đây.

Tên phim: Phim tài liệu “Đại Dương Nhựa” – buổi chiếu miễn phí phục vụ cộng đồng

Thời gian: Ngày 27 tháng 11 lúc 5:00 chiều (độ dài phim: 1 tiếng 42 phút)

Đối tượng: Học sinh, phụ huynh, giáo viên UNIS (phim dành cho đối tượng trên 7 tuổi)

Địa điểm: Rạp hát, Trung tâm Nghệ thuật, B10, UNIS

Lý do chiếu phim: Nhằm nâng cao nhận thức của cộng đồng về vấn đề ô nhiễm do việc sử dụng các sản phẩm nhựa dùng một lần gây ra và khuyến khích hành động của cá nhân để giúp giảm thiểu vấn đề này.

Rạp hát sẽ mở cửa lúc 4:50 chiều, phụ huynh có thể tùy chọn ghế ngồi.

Học sinh Tiểu học chỉ có thể tham dự nếu có người lớn đi kèm.

Cửa hàng của Trường UNIS sẽ có gian hàng tạm thời ngay tại buổi chiếu phim để trưng bày và bán các sản phẩm tái chế và các sản phẩm bền vững cho môi trường. Phụ huynh có thể mua các sản phẩm này để giảm thiểu ngay việc sử dụng sản phẩm nhựa.

Hãy cùng chung tay với Nhà trường để cùng hành động vì trẻ em UNIS tương lại và trẻ em sống trên hành tinh của chúng ta và nhiều thế hệ mai sau ngay từ bây giờ. Chúng ta cần hành động ngay từ hôm nay để giải quyết vấn đề vừa mang tính địa phương và toàn cầu này.

Nhà trường Phụ huynh có thể sắp xếp thời gian để tham dự buổi chiếu phim.

Trân trọng,

Megan Brazil

Hiệu trưởng trường Tiểu học UNIS.



Week 13 Happenings in 04B

Week 13 Happenings in 04B


This week 04B have been learning about Information Reports in class.

What is an Information Report?

An information report is a factual text, which means it has information so that the reader learns about a topic. The topic can be a thing, for example a horse, or a class of things, like animals. The thing does not need to be living. You might learn about cars, for example.

An information report:

  • uses facts to explain something
  • gives details about a topic
  • does not contain personal views

Information reports are usually written, but can also be spoken.


  • An introductory statement or mini paragraph introducing the subject of the report.
  • Body paragraphs which deal with different aspects of the description.
  • A concluding paragraph which summarises the information in the report.

Language features

  • Technical language (e.g Geography terms: evaporation, water cycle, condensation, etc)
  • Simple present tense
  • Linking verbs (e.g. made up of, consists of, caused by, etc)
  • Generalised terms (e.g. humans, plants, weather, etc)
Other Features
  • Information reports can contain pictures and maps
  • These must be labelled and referenced to ensure the reader can trace the source of the information
  • Reference


We had a wonderful visit with our Buddies on Thursday


Open Classrooms

Thank you to the parents who were able to attend the Open Classrooms this week. Hopefully, you developed an understanding of the types of activities that we work on at school each week.

Spelling City

We have started using a new Spelling program on our devices here at school. It is called Spelling City and the link is here. It will be linked to the words the class  are treating in the Words Their Way program that 04B are using at school.

Your child should know their username and password!!

Don’t Forget

UN Day 30 November


Week 12 Happenings in 04B

Week 12 in 04B

Important Notice

Elementary School Open Classrooms

04B Open Classroom Times

Thursday 10.30 – 11.10

Friday 9.25 -10.05

Please see the Email sent on Friday with the Open Classroom Schedule for 04B

Maths in 4B

What is a 3 Act Task?

A Three-Act Task is a whole-group mathematics task consisting of three distinct parts:

  • an engaging and perplexing Act One,
  • an information and solution seeking Act Two, and
  • a solution discussion and solution revealing Act Three.

Why we use this strategy at UNIS?

  • To provide an engaging context for the use of mathematics and the development of mathematical understanding.
  • To reduce the literacy demand.
  • To add engagement. Students wonder what will happen next.
  • To create low barriers to entry, allowing the teacher to scaffold as necessary.
  • To provide an opportunity for estimation and reasonableness.
  • To provide opportunities to talk about mathematics.
  • To provide opportunities for reflective thought.
  • To build new knowledge from prior knowledge.
  • To encourage multiple approaches.
  • To honor diversity.
  • To create situations which require students to engage in mathematical modeling.
  • To build relational understandings among mathematics concepts.
  • To shift student ideas about justification of thinking and answers.​

How it Works?

ACT 1: Engage and Perplex

  • In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.
  • Students discuss what they notice and wonder. They generate question to ask about the situation.
  • Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

  • In Act 2, students work on finding solutions to their problems.
  • They use information they have and ask for more information as needed.
  • The teacher supplies more information as requested by students.
  • They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

  • In Act 3, students share their work, their thinking, and their solutions.
  • There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:
  • Students might compare their solutions to each others and to the reveal.
  • Students might compare their solutions to their estimates and discuss the comparison.
  • Students might discuss the assumptions that were made in the work.
  • Students might think of other questions they could pursue next
  • The teacher helps students connect their work to the core math of the task.

Reference http://www.sfusdmath.org/3-act-tasks.html

Ms Beth helped 04B with a great 3 Act Task


Number Talks are short exercises aimed at building number sense. Number sense is the ability to play with numbers meaning students can visualize problem solving, perform calculations quickly, and are flexible in their mathematical strategy. Students who have strong number sense solve problems in more than one way and check that their answers make sense. During a number talk, students are thinking, asking their peers questions, and explaining their own thinking all while the teacher records the thinking.

  1. Present the class with a problem. Students are seated in a common area with no math tools. Number Talks are mental exercises.
  2. Give think time. (When a student raises their hand, it tells other students they were not fast or good enough in their thinking. To account for this, students give me a sly thumbs-up on their chest to signal that they have thinking they want to share. Then, they put up multiple fingers (on the same hand) to indicate they have multiple ways to answer/solve the problem.
  3. Call on a student– “_______, what are you thinking?” Have the student explain their thinking and then give their answer. My focus is always on the process not the answer.
  4. Offer the strategy to the class. Student will elaborate (if correct) or ask questions (if misguided). If students aren’t sure they understand a friend, they will say “I’m a little confused. Could you tell me in a different way?” If students agree with the student sharing they will do sign-language for ‘me too’ (thumb near chest and pinky pointing at friend). This builds the student’s confidence and offers the student sharing positive affirmations.
  5. Invite other students to share their strategies

    04B doing a Number talk -justifying their thinking

Unit of Inquiry

Central idea: Children’s rights and responsibilities exist to enable equitable opportunities.

An inquiry into…

  • Children’s rights and equity

  • Circumstances that determine a child’s access to opportunities

  • The role of social responsibility and action. (perspective, responsibility, causation)

This week we have focused our work on the Rights of the Child. WE looked at the UN Convention on the Rights of the Child.

The children responded to the question -“To be a kid…What does it mean to be a child?”

Here are some of their responses.















Week 10 Happenings in 04B

Week 10 in 04B

This week we started our investigation into our new Unit of Inquiry “How we Organise Ourselves”

We spent a considerable amount of time looking at the Central Idea– “Social enterprises consider purpose and market forces when creating products and services”

and the:

Lines of Inquiry

  • how social enterprises consider purpose and needs and wants
  • the market forces that influence decision making
  • the process a social enterprise follows

The students had great fun sorting a list of companies in an attempt to discover which were Charities, Social Enterprises or Businesses. We had lots of whole class and small group discussions before placing the companies on a continuum.

We also had a wonderful visit from a representative from KOTO.

KOTO stands for Know One, Teach One. Learning should be passed on; knowledge is meant to be shared. This is the essential idea of KOTO’s Vietnamese-Australian founder, Jimmy Pham.

KOTO’s purpose is to end the cycle of poverty by empowering and helping our targeted youth to forge a better future for themselves, their families and their communities.  ​

As a social enterprise, KOTO has trained over 700 students in our training centres in Hanoi and Saigon, with 200 of them currently enrolled.​

The students gained an in-depth understanding of the differences between Social Enterprises and Businesses.


In Mathematics we have been looking at Mental Strategies.

What are Mental Strategies and why are they important.

It is critical that students develop trusted, efficient and flexible methods for adding and subtracting whole numbers and decimals. Students’ ability to solve addition and subtraction problems confidently and efficiently will often rely on their use of a mental strategy.

A feature of mental computation is that a problem can often be worked out in several different ways. The most appropriate strategy will depend on the numbers involved, the context of the problem, the age of the user and the range of methods that they are confident with. Students with a deep and flexible understanding of the relationship between addition and subtraction, whole number place value, partitioning and basic facts are well-equipped to develop efficient personal strategies.

There are numerous mental strategies for addition and subtraction. However, in different systems worldwide, there is general agreement on three methods:

Jump Strategy, Split Strategy and  Compensation Strategy

Click here for a great explanation of each strategy from the Queensland Department of Education, Australia

Dress Up Day – Next Wednesday, October 31st 

Our Elementary Student Council has decided to support the Middle School and High School Spirit Week by participating in a fun dress up day next Wednesday October 31st.

In an effort to enjoy the dress up day at UNIS Hanoi appropriately, respectfully and in accordance with school rules, we ask that students use the following guidelines when selecting a costume:

  1. Costumes should not completely obscure a student’s identity. Staff members must be able to identify students.  Eg.  Full face masks should not be worn.

  2. Students are encouraged to be creative in their choice of costume.  Costumes should not be frightening or gory. Remember that UNIS student ages range from 3-18. Costumes should be appropriate for the full school community.

  3. Fake weapons are not allowed. No military-style costumes.

  1. Costumes that could be offensive or perpetuate a stereotype of someone’s culture, gender, heritage, or religion are not permitted.

  2. Costumes should not hinder a student’s ability to participate in their classes, including P.E. Costumes may not disrupt learning or present issues of safety.


Week 9 Happenings in 04B

Welcome to Makerspace at UNIS

04B were very excited to visit the new Makerspace room located outside the Grade 5 rooms.

What is a Makerspace?

There are many different ways to define a Makerspace but essentially it is;

A place where people can come together to use, and learn to use materials as well as develop creative projects. Makerspaces promote learning through play and can be created in a classroom, a library or even in a stand alone building. The important idea is that it is a place that can be used for a range of activities with changing and flexible educational goals and creative purposes. Makerspaces;

  • Foster play, exploration and participatory learning
  • Facilitate informal learning opportunities where connections between home, school, and community are enabled and encouraged.
  • Collaborative learning where educators and students pool their skills and knowledge and share in the tasks of teaching and learning;
  • Develop a culture of creating as opposed to consuming

Reference: Makerspaces Australia


Advantages of Makerspaces

  • Builds Perseverance – Failure Is a Lesson, Not an End
  • Inspires Further Investigations
  • Encourages Rethinking the Concept
  • Teaches Basic Problem Solving
  • Helps Students Focus
  • Engages Minds and Encouraging Questions
  • Provides a Way of Expression and Conversation
  • Provides a Connection between Lessons and the Real World
  • Facilitates Ideas and Innovation Instead of Rote Memory

Reference: The Tech Edvocate


The students in 04B participated in an orientation and safety lesson with Ms Michelle. After learning about some of the safety procedures that need to be followed when working in the room 04B were given a design challenge using a limited amount of equipment. Their aim was to use the equipment to design a vehicle to travel across the room.


Next Week

Maths – Addition and Subtraction-developing our mental strategies

Writing-learning about Persuasive texts

Reading-Billionaire Boy read aloud

UOI – We start our new unit next week “How we Organise Ourselves”

Central Idea- Social enterprises consider purpose and market forces when creating products and services.

Lines of Inquiry

  • how social enterprises consider purpose and needs and wants 
  • the market forces that influence decision making 
  • the process a social enterprise follows 

Key Concepts – Causation / Connection


Week 8 Happenings in 04B

Week 8 in 04B

This week the students have spent time planning an experiment to demonstrate their understanding of our current unit of inquiry.

Central Idea: Earth’s surface changes over time as a result of natural processes and our activity.

An inquiry into:

  • characteristics of the Earth’s surface. (form)
  • factors that change Earth’s surface. (change)
  • the impact of Earth’s changes. (causation)

The Summative Task required the students to:


  1. Design an experiment that they thought demonstrated their understanding of the Central Idea, Lines of Inquiry and Concepts
  2. Collect equipment
  3. Set up the experiment
  4. Complete the experiment
  5. Photograph or video the experiment

See Saw

  1. Open See Saw
  2. Create a new project
  3. Upload photos
  4. Explain the result 
  5. Thing about the concepts of Form, Change and Causation
  6. Use the results of their experiment to talk about a SDG

Here is one of the students in action:


Please check the See Saw accounts to see the experiments.

SDG Guardians

At Assembly yesterday Vilma, in her role as a #SDG Guardian, spoke about small actions that  can have a big impact on the world

UN Day Preparation

In preparation for UN Day the students rehearsed the John Farnham song “Your the Voice”

You’re the Voice-1hp0vug

Math Game

A great Maths game from Ms Mindy


Have a wonderful break and stay safe

Mr David

Week 7 Happenings in 04B

Week 7 Soc Sun Field Trip

The students had a wonderful time on our field trip to Soc Sun this week. The opportunity to see our Unit of Inquiry in the real world enabled many authentic connections to be be made. It was amazing to see the children collecting a variety of rocks and using scientific language to describe their characteristics. Thank you to Isabelle and Vilma’s mothers for accompanying us on the trip.

Here are some of the photos from the trip:

Chemical Weather Experiment

During our Unit Of Inquiry studies we have been investigating weathering. Last week we investigated physical weathering. This week we looked at chemical weathering. We used chalk and calcite and designed an experiment to investigate the effect vinegar would have on both substances. We used digital scales to measure each sample before submerging them in vinegar.

Here are the students setting up the experiment.




As part of our Scientific writing focus we recorded our Chemical Weathering experiment. We worked as a class to complete a planning scaffold on the board. It was amazing to hear the scientific language being used by the children as they discussed the experiment


Investigating the GLOBAL GOALS in our Library integration

TARGET 14.2 PROTECT AND RESTORE ECOSYSTEMS. As part of our investigation into how the earth’s surface changes over time as a result of natural processes and human activity, we investigated the management of farm waste and sewage and discussed our ideas to stop sediments from entering rivers and then oceans.

We investigated Dead Zones which are areas of the sea that have very little marine life. We looked at the many factors that can cause a Dead Zone, but nutrient pollution was identified as one of the main human activities that caused the problem. We discussed the use of fertilizers which can run off the land and into the ocean. This leads to an excess of nutrients which promotes the growth of algae which blocks sunlight from reaching the water. When the algae in the ocean dies, it decomposes and it uses up some of the oxygen in the water. Without oxygen in the water,  animals and plant do not survive.

The children added some new terms to their already impressive vocabulary such as hypoxia  and Dead Zones. They discussed solutions for managing farm waste and sewage effectively and stopping sediments from entering rivers and then oceans. Some were as simple as not selling fertilizers containing nitrogen while others looked at governments persuading farmers to use other methods by paying them an allowance. Some of their solutions were ambitious to say the least, but also demonstrated the immense power young students hold in catalysing the sustainable development agenda and in helping to ensure the future of our planet for everyone.

Monica Mayer

Elementary Library


Math Tips:

War (Variants)


  • Monday 1st October – ES Parent – Teacher Conferences (No School or ASAs for ES)
  • October 6 – 14th – Autumn Break NO SCHOOL