Secondary

This term, the Year 9 English Language students have been developing their powers of descriptive writing, encompassing prose and poetry, which include accounts, acrostics, anecdotes, creative writing, mnemonics, short stories, poems, and persuasive paragraphs.

The main focus has been on SPaG (Spelling, Punctuation and Grammar)...

Yet there's much more to it than a word which might well remind you of a popular Italian dish!

So, you may ask: Which linguistic devices have they been learning about?

Alphabetically speaking, they have studied, delved deeper into, and endeavoured to employ the following aspects of language:

• alliteration

• anthropomorphism

• assonance

• expanded noun phrases

• expressive adjectives

• grammar

• homophones

• homonyms

• idiomatic expressions

• lexical items

• metaphors

• personification

• punctuation

• sensory language

• similes

• spelling

• synonyms

The learning experiences or journeys have ranged from quizzes, to pair/group work challenges, to competitions, to individual or group presentations, to peer correction/review /marking, to student-led lessons, to library visits, to games, to interviews, to poetry and prose recitals.

The Parent-Teacher Conference was a valuable and insightful experience, as the mothers and fathers of our students could see how far their children have come in terms of developing their English Language skills and how they can further enhance them.

I bid you a fond farewell for now from the English Department.

- Mr. Xavier Fernandez

This month, our students took part in an exciting and immersive Outdoor Drama Quest, designed to deepen their understanding of performance skills while encouraging them to learn collaboratively in a vibrant, open-air environment. Throughout the activity, students worked in mixed groups to create, rehearse, and act out a series of imaginative scenes inspired by different drama prompts and props. This setting allowed them to move freely, think creatively, and experiment with storytelling in ways that a traditional classroom space cannot always offer.

Using a variety of drama props, students explored how objects can spark ideas, shape characters, and bring scenes to life. They were challenged to use their bodies, facial expressions, and voices with intention, helping them express a wide range of emotions and communicate meaning clearly to their peers. This supported their development of key theatrical skills such as characterisation, improvisation, spatial awareness, and ensemble work.

The Drama Quest encouraged students to listen to each other, negotiate roles, and collaborate respectfully—skills that are essential both on and off the stage. Teachers observed high levels of engagement, creativity, and joyful participation as students took ownership of their performances and supported one another’s ideas.

Overall, this learning experience strengthened students’ confidence, teamwork, and artistic expression, while highlighting the power of drama to build communication skills and foster imagination. We are incredibly proud of the enthusiasm and commitment they demonstrated throughout this enriching activity. 

Ms. Bob Bayoumi

During our study of the Periodic Table, the Year 8 students carried out an exciting practical lesson on flame tests to see how different metal compounds produce different colours when heated in flame. Using samples such as sodium, potassium, lithium, strontium, and barium compounds, students observed the bright and distinctive flame colours given off by each one.

For most of them, this was their first time seeing chemistry in such a colourful and visual way. There were many moments of excitement as students compared their observations and linked the colours to the elements on the Periodic Table. This practical showed them that each metal compound has its own unique characteristics and can be identified by the colour it emits in a flame.

Students were able to see how flame tests are more than just a classroom experiment, but a skill used in laboratories to identify unknown substances. They were excited to learn that these colour changes also have real-world applications, such as creating the beautiful colours we enjoy in fireworks. By the end of the practical activity, students had appreciated how chemistry connects to the world around them in surprising and memorable ways.

Compiled by Hilda Nimwesiga

Teacher of Biology & Chemistry

On 11th November, while the rest of the school was taking part in Health Week activities, the Year 10 Biology students embarked on an engaging practical lesson to discover the nutrients present in common foods. The goal was to help learners make informed choices and ensure their meals are balanced and nutritious. Students selected everyday foods typically found at home and that appear on our plates including milk, bread, rice, bananas, and fruits.

They conducted food tests using laboratory reagents to identify the presence of vitamins, proteins, reducing sugars, lipids and starch. For some, it was their first experience seeing colour changes and chemical reactions happen right in front of them, and the “wow!” moments spoke for themselves. Students discussed what their results meant, compared findings with their peers, and started thinking more carefully about the meals they eat every day.

Through this hands-on experiment, students not only strengthened their understanding of theoretical concepts but also developed key laboratory skills such as making observations, safety awareness, and data recording.

By the end of the lesson, the students left the laboratory not only with new scientific skills, but also with a better understanding of how to make healthier choices for themselves. It was a memorable reminder that Biology is all around us; in our kitchens, on our plates, and in the decisions we make about our well-being.

By Hilda Nimwesiga

Teacher of Biology & Chemistry

This month in Global Perspectives, students have been actively engaged in their Team Project, a core component of the curriculum that strengthens collaboration, inquiry, and critical-thinking skills. Working in small groups, students selected both local and global issues, such as environmental conservation, access to education, community health, digital safety, and poverty, to explore through detailed investigation.

As part of their research process, students have designed and administered questionnaires, conducted interviews, and gathered data from a wide range of primary and secondary sources. They are learning how to analyse information, compare different perspectives, and use evidence to form well-reasoned arguments.

The teamwork aspect of the project has also helped students build essential interpersonal skills. They have been assigning group roles, managing deadlines, and practising clear communication to ensure their projects progress smoothly and effectively.

We are extremely proud of the curiosity and maturity our students have shown as they examine real-world issues that affect both their communities and the wider world. We look forward to seeing their final presentations and reports as they continue to develop as reflective and responsible global citizens.

Mr. Nathan Ssekamatte