Secondary

Cambridge Global Perspectives IGCSE (GP, for short) is a unique, transformational course enabling students to develop outstanding transferable skills, including critical thinking, communication, research, and collaboration: skills required for success at school and university as well as in their future careers. 

Candidates work collaboratively and communicatively to complete a Team Project, with facilitation, instruction, tips, support, and direction from the teachers. 

As the weather was pleasant yesterday, the students were given the choice to work outside or stay inside. The former was taken up by two out of three groups and the fresh air / additional classroom space contributed to students' productivity and focus. 

For the coursework components, there are 22 topics to select from. If you are keen to find out what they are, please ask your child. There is certainly a myriad of issues which spring up from the GP topic list!

Concerning the Team Project, the following topics have been chosen by this class:

Digital world

Education for all

Environment, pollution and conservation

Water, food and agriculture

The challenges they face are to research, plan, propose, and put into effect feasible actions which will go some way to solve the local issues they have identified. 

Will the idea of donating masks to boda riders and passengers work?

Is it possible that online classes can benefit children in the city?

The plastic receptacles to catch rain water: doable or not?

Is the 1000-word Reflective Paper taking shape?

What about primary and secondary research?

Mr. Xavier Fernandez 

In Biology this month, Year 10 students took part in a heart dissection experiment, offering them a meaningful, hands-on learning experience that developed important scientific skills. By examining a real heart, students practiced how to observe carefully, dissect methodically, and identify the various chambers, valves, and major blood vessels with accuracy.

Using dissection tools, students explored both the internal and external structures of the heart, successfully identifying the atria, ventricles, coronary arteries, and major vessels such as the aorta and pulmonary artery. This practical investigation gave students the opportunity to connect their theoretical knowledge of the circulatory system with real anatomical structures, deepening their understanding of how the heart functions to pump blood and keep the body alive.

Beyond learning about the heart, students also strengthened valuable skills such as precise observation, analytical thinking, and teamwork.

Mr. Nathan Ssekamatte 

We are proud to see our students embracing the value of reading and making excellent use of the library. In particular, the Year 9 classes have taken this initiative seriously, with one of their weekly English lessons dedicated specifically to reading time in the school library. This has quickly become a favourite hour for many students, giving them a chance to slow down, pick a book they are interested in, and get lost in stories beyond the classroom.

During this lesson, students are encouraged to choose books of their interest, explore different genres, and immerse themselves in stories, articles, and novels. What is most exciting is the variety of books they are choosing. Some enjoy sports stories, diving into tales of famous athletes and unforgettable matches. Others are hooked on fiction and adventure novels, enjoying mysteries, fantasy lands, and thrilling plot twists. A good number of students prefer non-fiction books, choosing biographies, true-life stories, and books about history and world events. 

Reading regularly comes with so many benefits were students build stronger vocabulary, improve their writing, and sharpen their ability to analyse and discuss texts in class. Even more, reading boosts creativity, relieves stress, and allows students to learn about new places, people, and experiences. 

If you haven’t visited the library this week, make some time, your next favourite book could be waiting for you!

Mr. Nathan  Ssekamatte 

This term, our Year 8 History students embarked on a research project focused on why the British left Uganda. The project formed part of their Power & democracy: how did ordinary people win the right to vote unit, aimed at deepening students’ understanding of the impact of colonialism and the resilience of African nations.

Working individually, students explored key figures such as Milton Obote and Kabaka Mutesa II, the influence of British colonial policies, and the growing tide of nationalist movements that led to Uganda’s independence in 1962. Each student selected a different angle to investigate- from the role of political parties to the impact on local communities, and produced a final report with text, images, and personal reflections.

What made this project truly special was the dedication and effort shown by every student. Whether it was through carefully compiled research notes, beautifully designed pages, or thoughtful analysis, each participant brought their best to the table. 

As part of this newsletter, we are proud to share some sample pages from the students’ work that highlight both the depth of research and the creativity involved in presenting historical findings.

Well done to all of Year 8s for your hard work and curiosity in exploring this important chapter!

Mr. Sekatawa Muhammad