Embedded Files
Library Update
In celebration of World Read Aloud Day, our library became a space for meaningful connection as Middle School students took the initiative to read aloud to Elementary School students. This special experience encouraged confidence, leadership, and a shared love of stories, while strengthening relationships across grade levels. Through expressive reading and thoughtful engagement, younger students were inspired, and older students modelled the joy of reading aloud. As part of our ongoing efforts to nurture a strong reading culture, students continue to visit the library at least once a week, where reading is celebrated as both a skill and a pleasure. Moments like these remind us that storytelling is a powerful way to build community and a lifelong love of reading.
We were delighted to receive a special video dedication from Hannes Barnard, author of The Vegan Vampire, addressed to AISJ students. His message offered students a unique opportunity to connect with an author beyond the pages of a book, sparking excitement and curiosity about storytelling and the writing process. Moments like these enrich our reading culture by showing students that stories are created by real people with powerful ideas, and they continue to inspire our learners to read widely, think creatively, and engage deeply with literature.
Music Update
PreK: In Pre-K Music, students have begun an exciting new unit under the transdisciplinary theme Where We Are in Place and Time, exploring how music connects us to different places, cultures, and experiences. Children have been learning about instruments from around the world, including the didgeridoo from Australia and bagpipes from Scotland, and discussing how music can sound different depending on where it comes from and when it is played. Through hands-on activities such as a lively drum exploration, students practised changing tempo by playing faster and slower, helping them develop early rhythmic awareness and listening skills. These experiences support early music learning standards by encouraging students to explore sound, respond to musical contrasts, and express understanding through movement and play, while fostering curiosity, creativity, and an appreciation for global music traditions.
Kindergarten: In Kindergarten Music, students have enthusiastically begun a new unit under the transdisciplinary theme How We Organise Ourselves, exploring how music is structured through movement, sound, and pitch. During lessons, students have been learning choreographed dance movements and body percussion patterns, working together to follow sequences, respond to cues, and perform with coordination and focus. These activities support an understanding of organisation, patterns, and cooperation while developing rhythmic accuracy and body awareness. In addition, students have been learning how pitch is organised in music by singing and identifying high and low sounds, using vocal exploration, call-and-response songs, and movement-based activities to show pitch direction. Students have also been identifying rhythmic patterns in sequence, learning how music is organised through repetition and order, and exploring the value of music notes by expressing rhythms through body movements and patterned actions.
Grade 1: In Grade 1, students have been exploring their transdisciplinary theme, Sharing the Planet, through collaborative and joyful music-making experiences. Through drum circle activities, students practised listening, turn-taking, and responding to one another, learning how cooperation and shared responsibility are essential when making music together. In addition, students have begun learning the recorder, developing proper playing technique, breath control, and pitch awareness while performing simple melodies. Through ensemble playing, rhythm games, and echo patterns, students explored how individual musical choices affect the group, reinforcing ideas of community, balance, and care for shared resources.
Grade 2: The grade 2s have been learning a variety of musical topics. We began our semester by learning musical vocabulary used by professional musicians all around the world. We then moved on to composition - students have already composed short rhythmic patterns but now combine this with their knowledge of solfa and singing to create short melodies. This week, we have been learning about and singing songs from all around the world as a part of the Where we are in place and time unit. Students were each given a plane ticket and a passport as we flew to a variety of countries to learn short folk songs.
Grade 3: In Grade 3 Music, students have been exploring their transdisciplinary theme, How We Organise Ourselves, by developing an understanding of structure, cooperation, and musical systems. Through recorder playing in a semi-circle, students practised ensemble skills such as following cues, maintaining steady tempo, and balancing their sound within the group, learning how organisation supports successful performance. Lessons also focused on organising pitch on the music staff, where students learned to read and write notes in both treble and bass clef, using engaging rhymes and memory tools to support accurate note identification. In addition, students reinforced rhythmic and melodic skills through interactive music games, where focus, effort, and collaboration were encouraged through engaging challenges that created excitement and supported meaningful musical learning.
Grade 4: This month in music, the Grade 4s are moving from playing music to leading it in our unit on conducting. We started by understanding the pulse in music and determining it best fits in 2, 3, or 4. Then, we learn how to conduct in these times, que instrumentalists or singers, and change the volume on of ensemble - all with just our gesture. Students were given the opportunity to conduct a choir of their classmates, deciding how fast and how loud they want them to sing. We are learning that conducting is a lot more challenging than it looks and it is not just waving one’s hands in front of an orchestra.
Grade 5: In Grade 5 Music, students have begun their new interdisciplinary theme, How the World Works, by investigating how musical instruments function and how sound is produced, connecting scientific thinking with musical understanding. As part of this, students are participating in mini-courses on the flute and clarinet to experience firsthand the mechanics of different wind instruments. The flute mini-course allows students to explore embouchure and sound production on an open-hole instrument, giving them insight into instruments such as the trumpet, trombone, and tuba, while the clarinet mini-course introduces students to reed instruments, helping them understand how reed instruments like the saxophone produce sound. Although students have not yet chosen their instruments, these hands-on explorations provide the experience and understanding needed to make an informed decision later in the programme. This inquiry-based approach supports students in making informed choices about which instrument best suits them, while developing foundational performance skills and an understanding of cause and effect in music-making. Students have shown high levels of engagement, participating in informal practice sessions beyond the band room and sharing their learning with the wider school community, demonstrating confidence, collaboration, and enthusiasm. Alongside instrumental exploration, students have been strengthening their music literacy by revisiting notation concepts such as time signatures and deepening their understanding of music history, with a focus on jazz and influential composers such as Scott Joplin. These experiences support inquiry, reflection, and performance, preparing students for the next phase of the Grade 5 Exploratory Band Programme, where they will select an instrument through informed musical decision-making.
PE Update
Pre-K - Grade 1:
Physical Education swimming focuses on helping students become confident, safe, and happy in the water. Lessons emphasise water safety, including safe entry, basic breathing control, and awareness in and around the pool. Activities are playful and structured to build trust, coordination, and comfort in the water. Students are encouraged to explore movement while learning essential early swimming skills in a supportive environment.
Grade 2 - Grade 5:
Students focus on stroke development, refining technique in freestyle, backstroke, and other core strokes. Lessons also emphasise water safety, including safe practices, awareness, and responsible behaviour in and around the pool. Activities are designed to build endurance, coordination, and efficiency in the water. Swimming lessons aim to develop confident swimmers who feel comfortable and responsible in aquatic environments.
World Language Update
French (Lower Elementary):
Bonjour! Salut!
My name is Madame Elena, and I am delighted to introduce French language learning to the Pre-K and Kindergarten students at AISJ—along with our lovable classroom helper, Camembear!
This semester, children will be gently introduced to foundational French through joyful, age-appropriate activities. We will explore greetings, how to introduce ourselves, animal names, classroom objects, colours, numbers, body parts, days of the week, and simple descriptive words. Learning will happen naturally through play, music, movement, and games, helping children build confidence and curiosity in a new language.
With Camembear by our side—who can be a little mischievous and loves to hide—students will stay engaged, laugh often, and learn without even realizing it. Our goal is to create a warm, playful environment where children associate French with fun, discovery, and success.
If you would like your child to continue developing their French and make more French friends, we warmly encourage you to consider enrolling them in a French workshop offered by the Alliance Française during the school holidays. These workshops provide a wonderful opportunity for children to strengthen their language skills.
Should you require any further information, please do not hesitate to contact me: francaise@aisj-jhb.com
French (Upper Elementary):
Bonjour!
This semester, students will build on their existing French vocabulary by using it in meaningful and enjoyable role-play activities. The focus is on developing real communication skills while sparking curiosity and confidence in using the language.
Learning will be organised around three main units: describing people, family members, learning basic body parts and discussing food and daily routines. Along the way, students will also learn about healthy eating and making thoughtful choices.
Through interactive role-plays, students will bring French to life. They will act out a visit chez le médecin (at the doctor) to talk about health and well-being, create and write a menu, and choose a recipe to present. Later, the classroom will transform into a French restaurant, where students will practice ordering a meal and sharing their opinions about the food.
If you would like your child to register for the DELF examinations, we warmly encourage you to consider enrolling them for private tutoring tailored to prepare them for the examinations. These classes are offered by the Alliance Française.
Should you require any further information, please do not hesitate to contact me. francaise@aisj-jhb.com
Spanish (Lower Elementary):
Hola!
I am Profe Lucia, and I am very excited to meet Grade 1 and Grade 2 again. I have been impressed by how much students still remember from previous years, and the new students are picking up Spanish quickly with the help of their friends.
This semester, we will focus on Spanish basics such as greetings, introducing themselves, names of animals and classroom objects, colors, numbers, body parts, days of the week, and descriptive words. Learning will take place through play, songs, and fun, engaging activities that children will look forward to.
Students will gradually build their language skills through games, interactive activities, storybooks, projects, and music. I am really looking forward to a great semester with them.
Please feel free to contact me at any time if you have questions:
lhaarhoff@aisj-jhb.com
Spanish (Upper Elementary):
Hola!
This semester, the focus is on developing vocabulary through reading, research, and sparking students’ curiosity. Students will work through three main units that include describing people and family, talking about food and daily routines, and exploring city life. Along the way, they will learn about healthy foods and making good choices.
Grade 3
Students will read short passages and work with the book Ferdinando. They will also complete a presentation titled “All About the Bee.”
Grade 4
Students will work on a performance set in a restaurant and engage with informative texts in a unit called “All About Systems.”
Grade 5
Students will read a chapter book titled El Mundo de Felipe and will write their own informative book as a culminating project.
Art Update
Pre-K:
To celebrate Black History Month, students explored art through fabric, texture, and patterns. They started by making their own creations, collaging pieces of fabric in the shape of a frame, just like a quilt! Tar Beach is a special book and colorful quilt made by Faith Ringgold. The quilt tells a story with pictures, showing Cassie flying over her neighborhood in Harlem. The pictures are part of the story—they help us see and feel the adventure, not just decorate the quilt.
Inspired by Tar Beach, students create fabric collages that tell stories and celebrate imagination. Through this hands-on activity, they discover how materials behave, how patterns form, and how art can communicate ideas and stories, helping them develop creativity, curiosity, and self-expression.
Kindergarten:
In class, we are exploring our unit of inquiry, Sharing the Planet, and learning about how animals and nature have amazing patterns and textures. Collaborative Mural: Celebrating Unity and Diversity
In collaboration with middle school students, our students worked together to create a hand-stamped mural inspired by the colors of the South African flag and the rainbow. Each handprint represents a student’s contribution, highlighting creativity, collaboration, and individuality. This project encourages students to express themselves artistically while celebrating diversity, community, and inclusion.
Grade 1:
In this unit, students are exploring creativity, self-expression, and confidence through the children’s book The Dot by Peter H. Reynolds.
Through reading and discussion, students learn how art can be a powerful way to share ideas, feelings, and personal stories.
Grade 2:
Our Grade 2 sculptors have been busy bringing the world of Yayoi Kusama to life! As they wrap up their Sharing the Planet unit, students have been putting the finishing touches to their whimsical flower, mushroom, and pumpkin clay sculptures. This unit was about more than just technique; students explored how plants serve as a universal inspiration for artists to tell stories and reflect on our connection to the natural world.
Grade 3:
Grade 3 artists are nearing completion of their 3D mapping project, a highlight of the Where We Are in Place and Time unit. By studying 2D maps and satellite imagery, students created architectural models of places that carry personal meaning, whether a childhood neighborhood or a dream destination. This project challenged them to think like both artists and urban planners, navigating the shift between ground-level and aerial perspectives to construct their final masterpieces.
Grade 4:
Grade 4 artists are nearing completion of their ‘Buildings in Perspective’ project, the culmination of all their work in the How We Express Ourselves unit. This unit challenged students to explore how artists create the illusion of depth, first on paper and then through 3D relief construction. By choosing man-made structures that hold personal meaning, every student will have produced a unique architectural sculpture that demonstrates an understanding of perspective and spatial relationships.
Grade 5:
In this unit, students create their own Expression Chests, special “treasure chests” that hold pieces of their personality, ideas, and creativity. This activity helps students explore who they are, what they value, and how they express themselves. By reflecting on and sharing their unique treasures, students build confidence, creativity, and self-awareness, celebrating the idea that everyone has something valuable to share. The box focuses on identity, feelings, interests, and voice.
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