At SES International School, students experience more than just traditional education. Every day is filled with diverse activities that nurture academic skills, social awareness, and personal growth. This article gives a glimpse into a day in the life of an SES student, where learning truly extends beyond the classroom.

Interactive Learning in the Classroom

In the classroom, interactive learning keeps students actively engaged. SES teachers bring lessons to life through discussions, experiments, and problem-solving exercises that make each subject meaningful and enjoyable. During Science classes, for example, students conduct hands-on experiments to deepen their understanding of core concepts. These activities not only sharpen critical thinking but also build students’ confidence in their abilities.

SES fosters a well-rounded education, encouraging students to excel both academically and beyond. Teachers emphasize practical skills in subjects like Math, English, and History, ensuring students can apply their knowledge to real-life situations. This dynamic approach inspires a love for learning and equips students to tackle future challenges. With expert guidance, students think independently, communicate effectively, and collaborate seamlessly with their peers.

Extracurricular Activities and Skill Development

Afternoons at SES come alive with students engaging in a variety of extracurricular activities that fuel their interests beyond academics. They join vibrant clubs, compete in sports like football and basketball, and express themselves through art, drama, and music. These hands-on experiences inspire passions and nurture skills that extend beyond textbooks. Through their active participation, students embrace teamwork, discipline, and perseverance—essential traits for personal and professional success.

One of the defining features of SES is its commitment to community involvement. Students take the lead in volunteering at local shelters, organizing charity events, and spearheading environmental initiatives. These impactful projects cultivate leadership, empathy, and social responsibility. By immersing themselves in these experiences, SES students develop a deeper connection to the world and learn how to create positive change in their communities.

Preparing Students for Life Beyond SES

A day in the life of an SES student is a balance of academic learning, personal development, and social responsibility. By providing a well-rounded education that combines traditional subjects, extracurricular activities, and modern tools, SES prepares students for the future. The school’s commitment to holistic education means that students graduate with more than just good grades. They leave SES with confidence, resilience, and the skills needed to succeed in a complex world.

In conclusion, SES goes beyond the classroom to provide a nurturing and dynamic environment where students can grow into well-rounded individuals. From interactive lessons to community projects, every aspect of an SES day is designed to empower students to become future leaders.

Surabaya European School (SES) offers a premier international education experience, combining academic excellence with a focus on personal growth. Located in Surabaya, SES follows a curriculum that emphasizes holistic development, preparing students to succeed in today’s interconnected world. The school is a popular choice for families in Indonesia and beyond who value a well-rounded education that fosters critical thinking, cultural awareness, and academic achievement.

Quality International Curriculum for All-Around Growth

At SES, the Cambridge Curriculum forms the foundation of its educational approach, seamlessly combining British standards with global citizenship. Core subjects, such as Mathematics, Science, and Humanities, are taught to challenge students to think critically and engage actively with their learning. Moreover, with small class sizes, SES ensures personalized support, allowing every child to receive the attention they need to excel.

Furthermore, the school’s multicultural environment fosters an understanding of diverse perspectives, helping students develop empathy and respect. In addition, this international setting encourages students to explore their interests and build essential life skills. From communication to problem-solving, these abilities prove invaluable in today’s interconnected global society.

State-of-the-Art Facilities and a Supportive Community

SES provides top-tier resources to ensure student success. With state-of-the-art science labs, well-stocked libraries, and advanced sports complexes, the school actively supports a comprehensive learning experience. These resources enhance academic learning while promoting social interaction and physical growth. At SES, inclusivity thrives, creating a community where every student feels valued and confident. Teachers and staff engage closely with students, encouraging them to participate actively, collaborate effectively, and respect one another. This dynamic and supportive environment strengthens students’ resilience, equipping them to overcome challenges both in their education and future endeavors.

Building Skills for a Global Future

SES prepares students with essential skills for the future, beyond academic knowledge. Technology is integrated into everyday lessons to enhance digital literacy. The curriculum focuses on leadership, teamwork, and adaptability, preparing students for diverse careers and further education. SES’s dedication to international education builds a strong foundation for global challenges. A balance of academics and extracurriculars fosters well-rounded, confident individuals ready for the world stage.
Surabaya European School is the ideal choice for families in Surabaya and beyond who are seeking a comprehensive and enriching international learning experience for their children. With a strong emphasis on holistic growth, SES nurtures every student’s potential, preparing them for a bright future.

Surabaya European School is the ideal choice for families in Surabaya and beyond who are seeking a comprehensive and enriching international learning experience for their children. With a strong emphasis on holistic growth, SES nurtures every student’s potential, preparing them for a bright future.

Surabaya European School (SES) stands as one of Indonesia’s leading international schools, offering a unique blend of academic excellence, cultural diversity, and holistic development. Located in the vibrant city of Surabaya, SES is committed to providing students with an enriching education that prepares them for a global future.

A Leading Choice for International Education

SES offers an international curriculum based on the British education system, incorporating the highly regarded Cambridge Curriculum. This framework allows students to engage deeply with key subjects such as Science, Mathematics, and Humanities, helping them to build a strong academic foundation. With small class sizes and highly qualified teachers, SES ensures that each student receives tailored instruction to support their individual learning needs.

The Cambridge Curriculum at SES not only prioritizes academic achievement but also encourages the development of critical life skills. It fosters qualities such as independent thinking, creativity, and problem-solving, preparing students to navigate the challenges of an interconnected world. By instilling these values, SES empowers students to become informed global citizens with the tools necessary for success in both their education and future careers.

Facilities and a Supportive Environment for Growth

SES boasts exceptional facilities, including science labs, libraries, and art studios that enhance the learning experience. The school community is supportive and inclusive, encouraging students to engage in diverse activities that build confidence and resilience. The international curriculum also emphasizes teamwork, preparing students to be adaptable and collaborative in their future endeavors.

The small class sizes at Surabaya European School ensure that each student gets the attention they need to thrive. Teachers employ engaging and interactive methods, which keep students motivated and focused on their studies. The SES community promotes both academic and personal growth, creating a safe, inclusive space where students feel supported.

Equipping Students with Future-Ready Skills

SES prepares students with skills essential for the 21st century. Emphasizing digital literacy, leadership, and adaptability, the curriculum empowers students to navigate university and future careers with confidence. The integration of modern technology into classrooms keeps students updated with the latest tools, building skills that are invaluable in today’s fast-paced world.

Beyond academics, SES offers a range of extracurricular activities that encourage students to pursue their passions. From sports to arts and clubs, these activities help students develop a sense of balance, resilience, and creativity. Surabaya European School offers a well-rounded, forward-thinking approach to international education that equips students for a promising future.

As we look to the future, the role of the young generation as future leaders has never been more crucial. Today’s youth are not just inheriting the world; they are being shaped into innovators, problem solvers, and compassionate citizens who will drive positive change. At Surabaya European School (SES), we believe that the leaders of tomorrow need more than just academic excellence; they must also be equipped with the skills and mindset to thrive in a globalized world. SES fosters this by offering a holistic education based on the prestigious Cambridge International curriculum that helps students cultivate the qualities of resilience, critical thinking, and empathy that are essential for future leaders.

The welcoming and international environment at Surabaya European School (SES) plays a crucial role in shaping the younger generation into future leaders. With experienced teachers who offer personalized attention, students are encouraged to explore their interests and passions, whether in academics, the arts, or sports. This holistic approach fosters personal growth, ensuring that each child feels valued and empowered. Extracurricular activities, such as community service and leadership programmes, further enrich the educational experience, teaching students the importance of giving back and becoming active members of society. This approach equips them with the tools to succeed in university and beyond, making SES a school of choice for parents seeking a global education for their children.

At SES, we believe that leadership is not just about authority but also about responsibility and service to others. Our students are encouraged to participate in various leadership opportunities, from student council roles to community service projects, helping them develop a sense of responsibility and the ability to make positive changes. These experiences shape students into well-rounded individuals who are ready to take on leadership roles in any field they choose.

By choosing SES, parents invest in a school that prioritizes global education and personal development. With a solid foundation in both education and values, SES helps shape the future leaders of tomorrow, ready to make a difference in the world. With a commitment to academic excellence and character building, SES stands out as a premier choice for families seeking a bright future for their children. Explore the transformative journey at SES today and discover how it prepares students for success in a globalized world.

Twenty students from SES recently completed in the Earth Prize Competition. Divided into four teams, they all proposed ways of dealing with plastic waste. The team Sensible Saiyans (Kharisa, Grace, Thanin and Viggo) were ranked in the top 30 in the world!

Brief summary of our solution

Our team aims to solve the national issue of excessive plastic waste and its subsequent poor management. Therefore, our proposed solution is to introduce a new government policy: tax reductions of 10% for businesses that produce products containing a minimum of 20% recycled plastic. This will give businesses a financial incentive to buy and use more recycled plastic, which will lead to an increased demand for it, resulting in the growth of the plastic recycling industry. Subsequently, there will be an overall decrease in plastic waste.

Personal Statements (What we learned, the experience, what we liked, what we did)

Kharisa:

I really enjoyed the process of developing a solution for one of the biggest and most severe global problems – plastic waste. From the experience, I learned many valuable skills such as communication, research, writing, problem-solving, and teamwork skills. When we finally crafted a solution, I knew our policy idea would be a hit or miss. Either the judges would love it or think it is absolutely ridiculous. I’m so glad that we entered the Earth Prize 2022 Scholars division. In other words, the judges loved it. But my favourite part of the entire experience was the opportunity to solve a global crisis and closely work with my team in solving it.

Thanin:

We had the opportunity to develop a solution for a prevailing global issue. Our team proposed a policy to reduce plastic waste through tax incentives aimed at businesses. Over the course of 2 months, I learned about the effects plastic waste had on the environment and the subsequent health risks it causes. I developed collaborating, problem-solving, research, and critical thinking skills. It was a great experience overall.

Viggo:

As a older student what I enjoyed the most was seeing younger students full of energy and dedication to a project. They had lots of interesting ideas and a fresh perspective that reminded me that we can all learn from each other. The issue is a major one that affects our country and as a proud Indonesian I am glad that these problems are being looked at and hopefully the consequences can be alleviated. This was a great experience and I recommend that all our students should participate in this project in the future.

Grace:
Through the Earth Prize, I have expanded my knowledge on alarming global issues, such as the overwhelming problem of plastic waste, which we chose to tackle, along with developing my teamwork and communication skills. The prize allows our team to collaborate to form our policy solution and shape it to make sure our ideas get across clearly. It was a new and exciting experience, as it encouraged us to think outside the box in order to stand out from the crowd. I was really glad for our team to become one of the shortlisted teams to be picked for the finalists.

Mr. Matt:

Obviously I am pleased with the team “Sensible Saiyans” who were ranked in the top 30 from over 700 schools with over 2500 teams. We were competing against some of the most prestigious schools in the world such as Eton and King’s College.. We should also congratulate the other teams and students who also put together excellent proposals to deal with the issue of plastic pollution. I am sure they all benefited from the experience and will now use these skills in subjects such as Science, Global Perspectives and Business Studies.

Great learning! Great teaching! Great fun!

Highlights of the Year 1 IPC learning using the unit WHAT’S IT MADE OF?

ENTRY POINT

The children collaborated in small groups to make robots using recycled materials.

KNOWLEDGE HARVEST

Our students had the opportunity to select an object from the ‘feely bag’. Without looking in the bag they had to identify what the object was. They used scientific questions about the objects and the materials they were made of to show what they already know about different materials.

EXPLAINING THE THEME

Giving the children the BIG PICTURE about their learning in the unit WHAT’S IT MADE OF?

SCIENCE

• To be able to sort materials into groups, according to their properties.

The Year 1s enjoyed investigating the magnetic properties of different materials and sorting them into magnetic and non magnetic materials.

• To know the names and  properties of a range of materials.
• To know about the uses of different materials 
• To be able to describe the similarities and differences between different materials.

Our young scientists had the opportunity to investigate the properties and uses of different materials and learned a lot of new vocabulary.

SCIENCE & TECHNOLOGY

• To understand that the uses to which materials are out depends on their properties.
• To be able to plan what they are going to make
• To be able to use simple tools and materials to make products
  

The students designed and made their own games and played them with their friends and other children in school.

EXIT POINT

The children enjoyed sharing their learning about materials with their parents.

Great learning! Great teaching! Great fun!

Highlights of the Year 2 IPC learning using the unit FREEZE IT!

ENTRY POINT

The children played the MOLECULES game, where the children represented molecules in ice cubes (solids), molecules in a bottle of water (liquids) and the air all around us (gas).

KNOWLEDGE HARVEST

What do we already know about the properties of ice and water?

What does ice feel like? What does ice look like? What can you do with ice?

The children created their own Knowledge Harvests, recording vocabulary used to describe ice and water.

EXPLAINING THE THEME

Giving the children the BIG PICTURE about their learning in the unit FREEZE IT!

SCIENCE

• To be able to pose simple scientific questions

Our students asked the questions: How does water change to ice? Can we make ice? What do we need to make ice? At what temperature will the water start to freeze? How long does water take to freeze solid?

• To be able to, with help, carry out a simple investigation.

To answer these scientific questions our Year 2s planned and carried out an investigation.

Finally, they created their own recipes to make ice lollies and enjoyed watching them melt while they ate them.

TECHNOLOGY

• To know that products in everyday use have an effect on peoples’ lives
• To be able to plan what they are going to make
• To be able to describe their plans in pictures and words
• To be able to use simple tools and materials to make products
• To be able to choose appropriate tools and materials for their tasks
• To be able to comment on their own plans and products and suggest areas of improvement

The children collaborated and used coloured sweets to create 2D and 3D edible patterns and sequences.

EXIT POINT

Our Year 2 class enjoyed sharing their learning and their ice lollies with their parents.

Great learning! Great teaching! Great fun!

Highlights of the Year 6 IPC learning using the unit Being Human

ENTRY POINT

The children had the opportunity to make healthy smoothies and juices.

KNOWLEDGE HARVEST

What do we already know about the human body, how it works and how to keep it healthy?

EXPLAINING THE THEME

Giving the children the BIG PICTURE about their learning in the unit BEING HUMAN.

SCIENCE

• To know about the structure of the human body
• To know about the functions of the major internal and external organs of the human body

The children researched the organs of the human body and presented their learning in a life size outline of their body.

Later, our students modelled the respiratory system, collecting oxygen and depositing carbon dioxide ‘in the lungs’. Moving around the classroom they modelled the oxygen being transported  around the body in the blood.

Finally, our young scientists enjoyed modelling the digestive system: ‘chewing’ the crackers in a bag with water, banana and orange juice, digesting the food in the plastic bag (stomach), moving into the intestines (a pair of tights) and excreting it into the bowl.

MATHS LINK

• To be able to recognise and extend number sequences

The children collaborated and used coloured sweets to create 2D and 3D edible patterns and sequences.

ART & SCIENCE

• To be able to use a wide variety of processes, forms and techniques to express their observations
• To know that some characteristics of humans and animals are inherited from their parents

When creating their own self portraits, the children effectively used the qualities of being internationally minded as the outline.

EXIT POINT

The children enjoyed sharing their learning with their parents.

Great learning! Great teaching! Great fun!

Highlights of the Year 5 IPC learning using the unit MISSION TO MARS:

Living in Space

ENTRY POINT

The children engaged in a range of ‘astronaut training’ activities, using their gross and fine motor skills.

KNOWLEDGE HARVEST

What do we already know about Mars and space and what do we want to learn?

The children created their own Knowledge Harvests and shared their questions.

EXPLAINING THE THEME

Giving the children the BIG PICTURE about their learning in the unit MISSION TO MARS!

ART

• To be able to use a variety of materials to express their observations

The children linked their Maths and Art learning to make papier mache planets to scale.

SCIENCE

• To know about the nature and effect of gravitational force
• To be able to identify the effects of gravitational forces
• To be able to identify the direction of forces

What other forces might be in action on Mars? The children investigated gravitational force and were challenged to devise a test to allow their Mars landers to descend to the surface safely.

• To know about the relationship between the Earth and the rest of the solar system
• To be able to gather evidence from a variety of sources

The children collaborated in pairs to research and record their new knowledge about different aspects of Mars and its place in the solar system. They shared their Tour Guide to Mars presentations with their peers and answered any questions.

• To be able to gather information from a variety of sources.

The children engaged in a video conference with Josh Richards, a candidate for the Mars One Mission. They asked him questions about why he wants to go on a one way mission to Mars and used what they learned to create their own Mars Treaties.

• To be able to conduct scientific investigations posing scientific questions
• To be able to choose an appropriate way to investigate a scientific issue
• To be able to make systematic and accurate measurements from their observations
• To be able to explain and justify their predictions, investigations, findings and conclusions

How can water at the poles of Mars be cleaned to drink?

The children designed and carried out simple investigations to find ways to clean water.

EXIT POINT

The children enjoyed sharing their presentations and their MISSION TO MARS learning with their parents.

Great learning! Great teaching! Great fun!

Highlights of the Year 3 IPC learning using the unit WHAT’S ON THE MENU?:

Globalisation and economics

ENTRY POINT

Year 3 transformed their classroom into a healthy cafe and other classes and teachers visited the cafe to order and enjoy the food and drink on offer.

KNOWLEDGE HARVEST

What do we already know about the food that we eat and how it is produced and prepared?

EXPLAINING THE THEME

Giving the children the BIG PICTURE about their learning in the unit WHAT’S ON THE MENU!

SCIENCE ENQUIRY

• To know about the effects that light, air, water and temperature have in plants
• To know about the function of the leaves
• To be able to classify plants according to their features

The children investigated the different plants growing in the school grounds.

GEOGRAPHY

• To know how the nature of particular localities affect the lives of people
• To be able to communicate their geographical knowledge and understanding to ask and answer questions.

The children visited a local market to research the food that is produced locally. They had the opportunity to taste some of the local produce that they hadn’t tried before. Back in the classroom the children considered the benefits of eating locally produced food and whether it would be an advantage for restaurants to offer fresh food and ingredients from the local area.

ART

• To be able to use different materials and techniques appropriate to the task.

The children demonstrated cooperation and collaboration to make and decorate 3D volcanoes.

GEOGRAPHY

• To be able to use geographical terms.
• To be able to use secondary sources to obtain geographical information.

Throughout the unit, the children learned a lot of new geographical knowledge and vocabulary and were able to use the vocabulary in context. In their research, using a range of secondary sources, and record tasks they became more able to use geographical terms to describe different aspects of earthquakes and volcanoes.

Extending their learning about food production the children collaborated well to keep the production line going in their own ‘bean factory’.

SCIENCE & ART

• To know about the principles of nutrition
• To know about the effect of diet on the human body

The children investigated life in Roman times and used their enquiry skills to ask questions about pictures to find new knowledge. They enjoyed dramatising scenes in the streets of Pompeii before the eruption of Vesuvius. They linked this drama to story writing, using the story Escape from Pompeii by Christina Balit.

When learning about healthy foods the children enjoyed using vegetables to create their own art.

SCIENCE & ICT

• To be able to gather information from simple texts
• To be able to find and use stored information from a variety of sources
• To be able to use ICT to support and present their learning in other subjects

The children have cooperated well in their online research throughout the unit.

EXIT POINT

The children enjoyed sharing their learning with their parents.

On Monday, the 7th of September 2019, Surabaya European School held its annual Athletics Day. This year, the event was held at Lapangan Thor Gelora Pancasila. Throughout the day, the students of SES had fought their way through their mild exhaustion, while teachers had taken on the challenge of supporting and demonstrating activities to the children. Some of these activities included javelin, shot-put, high jump and sprints, along with several other athletic activities. The parents, teachers and students had all successfully faced the ultimate challenge: the scorching hot weather. With the sun beating down on the earth at a whopping 34ºC, those participating at the Athletics Day were drowning in their own sweat. As the event came to an end, it was announced that the Komodo team had come in first place overall, however, everyone was a winner. This very successful event would not have happened without the hard work and integrity of the SES community.

At the end of the event, the students were provided pizza for lunch. The teachers were also given some doughnuts from SES parents as belated Teacher’s Day treat. Even in the blistering heat, the teachers enjoyed their surprise dessert and received them with gratitude evident on their faces. All the students left after the event and had a well-deserved rest after their exertion.

Reported by Reynard and Aiko

Please visit our our photo gallery for a full selection of photos.

We had great fun here at SES during our Literacy Week which took place from 29th April to 3rd May. Students and staff took part in a wide range of activities, all designed to engage our students with books and to encourage a love of reading. Some of these activities were:

We- Designing a ‘Book Door’ for the classroom to represent the cover of a famous book. Year 9 won the secondary competition for the most creative design with a magical door opening into Narnia for ‘The Lion, the Witch and the Wardrobe’ by C.S. Lewis.

We- A Treasure Hunt around school where primary had to answer a series of questions generated by QR codes and secondary decoded posters which symbolise a range of famous novels. Year 10 girls gained the most correct answers and so won the prize for this competition.

We- The ‘Who’s Reading’ match the person to the book competition, which was displayed on the Library windows, was enjoyed by all students, with Nihaal getting the most correct answers.

We- Students prepared their own presentations on their chosen hero and performed these to their classmates.

We- Older students and younger students were matched up and read together in a range of lessons.

We- Parents kindly came into school to read with different classes.

We- Staff took part in ‘Book Mastermind’ competitions in assembly and lunchtime, students proved their own knowledge in lessons with 20 questions to answer in 2 minutes.

We- Students from Years 5 and 6 performed the brilliant ‘The Case of the Missing Parts of Speech’ song for primary students and parents, which was followed by the primary teacher’s Book Mastermind on ‘Holes’ by Louis Sachar.

Year 5 and Year 6 students proudly presented an intriguing musical drama, The Case of the Missing Parts of Speech. Students played the roles of Detective Hargraves and his trusty bloodhound, Hector, Professor McMertrue proper and common nouns, pronouns, verbs, adjectives, adverbs, interjections, prepositions and conjunctions. They sang a song to describe each part of speech. In the drama, the parts of speech worked with Detective Hargraves and his intelligent bloodhound, Hector, to figure out what Professor McMertrue had lost. At last, they figured it out. She lost the common noun, glasses, and finally found her missing part of speech. Students did a wonderful job singing and acting in this fun, lighthearted play that helped them learn each part of speech. Well done, Year 5 and Year 6 students! 

Year 5’s assembly was based around the theme of, ‘Morning Routines’. It took place in the new and unfamiliar environs of PGFC Meeting Room 1 and all went down on a fine, clear morning in late April. The students of Year 5 each performed their specific roles to great effect. The overall objective was to share some the most helpful morning routines that have aided them to get in the mood for learning.

Things got off to a rocky start due to a certain teacher who did not check to see if his trusty, old Macbook could receive wifi in the new location. Thankfully Ibu. Tatik was on hand to solve the problem.

Our hosts, the glamorous and eloquent twosome, everyones favourite twins, ‘Ean and Emily’ got us under way by welcoming us. They went on to say what we were about to see, who it would be performed by, and also provided an insight as to why we use that particular routine.

In the first demonstration, Vicky and Phillip showed pose and grace in their execution of the,’Salutation to the Sun’. Not only did they go through the entire exercise without single error but managed involve the audience members too by inviting them up on stage.

The following exhibition was delivered by Matilda, Ricardo, and Jeremy. In this they gave a guide as to how one uses breathing to induce state of relaxed attention. The threesome went on to show a breathing exercise that required team cooperation. This allowed parent, students, and teachers to take part and show us how they collaborate.

We ended our assembly with the sextet of; Chanelle, William, Orion, Joo Ha, Vench, and Lintang. They gave a full and unaided display of, ‘Brain Gym’. The entire assembly joined them in this, and lent a festival type atmosphere to the whole event.

From my front row seat, I can tell the reader that it was a, ‘lit’, ‘woke’, and even perhaps, ‘savage’. I hope next years’ Year 5 can be even better than what I witnessed that day.

It was a bright, clear Tuesday morning when a group of people dressed in strange clothes and costumes.  Many of the smaller people were holding hands with adults.

My mind was racing with curiosity.  Who were these strange characters and why were they carrying books??  I decided to report the strange sight immediately to the management of the school.  

Imagine the sigh of relief when we all realised that it was World Book Day… and all the children and staff had been encouraged to ‘dress up’ as a book character!  

The children all met in their classrooms before parading through the school to the meeting room for Ms Nicky’s assembly.  The secondary students gave wonderful performances with performances and readings from a range of different works including Shakespeare.    Aiko also read out her own composition which was well received. Children from Elementary demonstrated their skills by reading from their favourite books,  the audience demonstrated their pleasure by a wonderful round of applause.

On return to their classrooms, the children in each class took part in  – THE BIG READ. Everyone in the school read a chosen book for an extended period of time without interruption.  The class was the quietest place to be during this time. Wonderful!

Following lunchtime, Students from secondary visited Year 5 and 6 in Primary, whilst Year 4 students visited Year 2’s and Year 3 visited Year 1’s.  They all shared and read books together. It was a great opportunity for the older students to pass on their learning as well as reminisce about their early days in school.  It was also a positive experience for the younger pupils to experience sharing literature with older peers.

The morning of the 27th of February 2019 was an eventful one.  It was time for the Year 3 assembly – a once in a lifetime event… for the Year 3’s anyway.

The children waited for silence and then showed how talented they were and performed the following:

a) A role play explaining the importance of the different food groups – Amazing!!

b) A Poetry Performance entitled “5 A Day” – Brilliant!!

c) A series of monologues from each child talking about their favourite fruits. Nice!!!

d) A dancing and singing performance with well coordinated choreography. Smooth!!

All in all we had a great time showing everyone how fab we all are and the children thoroughly enjoyed showcasing their knowledge to the audience.

On February 14th the six International Award students -Aiko, Madalena, Naaz, Neel, Shannon and Viggo- along with Ms Nicky and Mr Phillip went to the east coast of Bali to complete their Adventurous Journey (AJ). They had successfully completed their practice AJ near Yogyakarta in November and it was now time to do the real thing. We arrived late in the evening at a guesthouse near Taman Ujung and pretty much went straight to bed so we could be up in the morning bright-eyed and bushy-tailed for the start of our hike.

Day One saw us hiking across rice paddies next to the sea. The views were stunning and luckily the only time it rained was in the evening at the campsite. It was very hot though and we all guzzled plenty of water during the day. At one of our stops, Charlie’s Chocolate Factory, we inherited a dog somehow. When we left after lunch he just followed us. We thought he would turn back at some point but he never did. He was a great travelling companion and the students named him Bobby. He ended up walking with us for the rest of the trip. We arrived at the campsite tired but happy at a good day’s walking in the beautiful scenery. The students set up their tents and then prepared their food.

Day Two saw us wake up having had not much sleep due to some inconsiderate camping neighbours being noisy until late in the night. However, the students were resilient and after a hearty breakfast we all felt a little more human and we set off once more (with Bobby, of course). This day’s walk was a little shorter but more hilly, and once again, it was really hot and humid. We finished walking at around 11.30am and we all had a chance for a shower and lunch before setting off for the airport. The students all worked hard and their navigation and campcraft skills have really improved since the practice trip.

All in all, a worthwhile experience for all.