Ģ����Ƶ

(NB these may be subject to change)

Science Comes Alive: Early Years and KS1 Collaboration with Shree Tika School

EYFS and KS1 students welcomed their community partner school, Shree Tika School, for an exciting day of science exploration and discovery. Together, they engaged in a carousel of activities filled with fun, hands-on experiments designed to spark curiosity and wonder.The activities included: Magic Milk Colours, Water Xylophone, Balloon Static Electricity and Airplane Experiment and Walking Water experiments. Students were amazed as they watched water move from one cup to another, blending colours in the middle cups. This led to discussions about how water travels and the science behind colour mixing.

These activities not only introduced scientific concepts but also fostered collaboration, creativity, and problem-solving skills. By working together, students from both schools shared their ideas and explored the wonders of science in a playful and engaging environment.The impact of this event was profound. It encouraged curiosity, built connections, and inspired our young learners to ask questions about the world around them. Moments like these remind us of the joy of discovery and the power of community partnerships in enriching education.

What a fantastic day for science and community teamwork!

Year 5 and 6

Our Year 5 and 6 students are excited to be working with the Shramik School students this year in a meaningful and collaborative way. Shramik School shared their interest in receiving ICT and coding training, and our students eagerly rose to the challenge. During our Brainwaves unit, they explored Bloom’s Taxonomy and put their learning into action; first by recalling what they had previously learned about coding, then by thinking critically about how to explain these concepts to others. They applied their skills by designing welcoming games and creating clear, student-friendly coding instructions in both English and Nepali. When they met with the Shramik students, they demonstrated excellent collaboration, teaching and learning alongside their peers. Inspired by this experience, our students are now looking forward to delivering similar sessions to students from other community schools as well.

Be an upstander not a bystander – Ģ����Ƶ tackles bullying

Written by Priya & Arwen Y6

Everyone in Years 1 to 6 learnt about being an upstander. This means helping people who are being bullied or left out. We talked about what they may be feeling or thinking and why they were left out. We also talked about the person who was leaving them out & what they might be feeling or thinking. Then we talked about the upstanders and that some people might not be an upstander because they are too scared to say anything. We can help them by telling a teacher or telling the person not to do it and if we all do that, no one needs to be scared and you can feel good about yourself. This was an interesting lesson to help people who are not being involved and also help us focus on kindness.​

Celebrating SEE exam success

Following a perfect GPA of 4.00 in this year’s SEE exams, new Year 12 student Sachin was invited to the recent felicitation programs held in honor of SEE graduates. Sachin writes “I had the privilege of being felicitated in the presence of His Excellency Dr. Ram Baran Yadav, the First President of Nepal, along with the Mayor and Deputy Mayor of Lalitpur Metropolitan City, the Chief of PABSON, and other distinguished dignitaries.”

Introducing the secondary prefect team

The secondary prefects introduced themselves to the student body at this week’s whole secondary assembly. Here, they take the opportunity to introduce themselves and their plans for the year to the wider Ģ����Ƶ community.

Head prefects

Hi, our names are Abdul and Brishti, and we’re really passionate about making a meaningful impact during our time here at Ģ����Ƶ. You’ll often find Abdul in the back court if you’d like to talk about anything, and like him, I also want to make my time at Ģ����Ƶ impactful. This year, one of our main goals is to make sure the prefect team runs as smoothly as possible, while also working on initiatives to improve school life, such as keeping Ģ����Ƶ a litter-free zone and introducing hot chocolate in the tuck shop during the winter.

Wellbeing prefects

We, Zana and Adiba, are the Wellbeing Prefects at Ģ����Ƶ, and our main focus is supporting students’ mental health and overall wellbeing. This year, we are working on Spirit Week, where Zana is helping lead Winter Fest and Adiba is focusing on Intercultural Day, making sure both events bring joy, inclusivity, and student involvement. Alongside this, we are also in charge of Mental Awareness Week, where we plan to introduce creative ideas that spark open conversations and encourage maximum student engagement. Our goal is to spread awareness, build a strong sense of community, and make wellbeing a priority for everyone.

Curriculum��

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As Curriculum Prefects, Soniva and Avani want to make learning feel more inspiring and supportive for everyone. This year, one of our main goals is to start mentorship programmes, where we can work with younger students and help them feel more confident in their subjects.

We also hope to motivate people to explore new interests, both in academics and in extracurriculars, so that school becomes a place where passions can grow.

The project we are most excited about is the first-ever Ģ����Ƶ Fest, a chance for our community to come together and celebrate creativity, talent, and teamwork.

DEI��

Hello! We, Gaurab and Tanushka are our school’s Diversity, Equity and Inclusion (DEI) Prefects. We are passionate about creating a community where every student feels valued and represented. Our main aim is to start a podcast that gives students a platform to share their voices, experiences, and stories. We are also keen to celebrate diversity through events like Black History Month, while broadening the focus to include different castes in Nepal, all races, and Pride Week. At present, we are helping to organise Intercultural Day and Food Fest, ensuring these events are inclusive, welcoming, and enjoyable for everyone.

CPA

As this year’s creative and performing arts prefects, we, Josef and Aditi, are excited to take on the role of promoting creativity across our school community. We encourage every individual at Ģ����Ƶ to explore their artistic side, whether it is music, drama, dance, etc. our aim is to support performances, school events, and new opportunities that allow students to shine while making the arts a more vibrant part of everyday school life. Not only that but we will also be collabing with other prefects and bringing life to new ideas. We look forward to celebrating creativity together throughout the year.

House prefects����

Mahad, Giac, Amit & Iksanna the new house prefects, are looking forward to a great year ahead. We hope to see some great team spirit, sportspersonship and competitiveness. With our help, events like sports day will run even better than previous years. We also are looking forward to collaborating with the house captains who will be announced in due course. Community partner schools are a priority and we will ensure that they are not neglected. Overall, with our support, the school can remain certain to have one of its greatest years in its 59 year history

Environment prefects��

As Environment Prefects, Ghazel & Vivaan are committed to making our school more eco-friendly and sustainable. Our first goal is to help the school re-achieve its Green Flag status by promoting awareness and leading eco-initiatives, this will be an ongoing project throughout the year. As well as organising activities for Earth Day on April 22nd, encouraging students to reflect on how their choices impact the planet. We also plan to run a school clean-up to ensure a tidy and welcoming environment for everyone. In addition, we will launch a house competition for the best recycling poster, inspiring creativity while spreading awareness about waste reduction and the importance of recycling.

Sports Prefects

We are Rheha and Pratham and we are your sports prefects for this year. Our top two goals are, firstly, to launch a dedicated sports social media account, where you’ll be able to follow updates, highlights, and achievements from across all our teams. Second, we want to create junior fixtures to create more opportunities for those who are unable to participate in Fobisia. And of course, with Sports Day just around the corner, we have been working on fresh, exciting ideas to make it bigger and better than ever.

This year, we are honoured to take on the role of Sports Prefects. Sport has always been a big part of our school lives, and we are both passionate about encouraging everyone to get involved, no matter their ability or experience. As Sports Prefects, we want to inspire participation, build school spirit, and make sure that sport remains a place where teamwork, growth, and enjoyment come first. With our dedication and commitment, we hope to lead by example and create an environment where every student feels motivated to take part and celebrate achievement.

Secondary Attendance update

The many parents who have been to one of our “Welcome to” Parent Information sessions, will be aware that school attendance is a high secondary priority for the year. I am delighted to share the secondary attendance data for the first two weeks of term, showing so much green shading! Well done to Year 10 who have really set the pace. Year 13 students, in the final and arguably most important year of schooling, have some work to do to catch up, but I hope they will also turn their cells green in my next update. Thank you to all parents for your role in improving our attendance figures.

Ģ����Ƶ SAYS NO TO BULLYING

By Avigya Chamling, Sofia Palmer, and Vedanshee Pandey (Secondary Journalism Club KS3)

When you think of bullying, what comes to mind? Bullying has been a serious issue for generations, as reported by The Times of London newspaper, one of the first newspapers to address bullying. Not only does this matter affect schools, but also our wider society. According to the 2022 NIH-funded JAMA Cyberbullying Suicidality Study (June 27, 2013), individuals who experienced bullying were found to have more than four times the odds of attempting suicide in comparison to those who had not. Yet global action against this remains slow and inadequate. However, Ģ����Ƶ is taking quick and effective action by starting the year with weekly educational PSHE lesson on bullying, one held for every year group, which has already been proving valuable for our Ģ����Ƶ community.

While the school heavily prioritises and promotes gender unity, for this particular lesson, the PSHE lessons were split by sex, since research from The Perceived Teaching Efficacy and Coeducational vs. Single-Sex Grouping in Physical Education�� (August 7, 2022), alongside several other studies, suggests that single-gender settings, especially when delivering sensitive topics, can enhance comfort and participation. Ģ����Ƶ aims to be inclusive but sensitive in handling the current topic through this approach. The Key Stage 3 boys’ PSHE lesson was centred towards identity, interest, and nationality criticism, which many boys have related to in some way. A male student has even personally mentioned that after the PSHE lessons, he began to become more aware of his actions and words. However, the Key Stage 3 girls’ PSHE lessons differed from those of the boys. Instead, they dived into themes of indirect bullying which revolved around the topics of gossiping, fake friends, and spreading rumours. An anonymous female has revealed that after experiencing the PSHE lesson, she realised how many people she had hurt without realising, and later apologised to them. Although some boys and girls have different techniques of bullying, where boys usually engage in more direct and physical bullying while girls typically take part in indirect and emotional bullying, these PSHE lessons have proven to help prevent bullying for different genders and, in the long run, will change how they treat others for the better.

Ģ����Ƶ, despite already having an amazing community, will continue to enhance positive changes throughout this academic year, making not only Ģ����Ƶ a better school but also the world and our society.

Ģ����Ƶ Says ‘No’ to Bullying!

By Bibhushan Shrestha, Upasana Pradhanang, Saanvi Karki, Shayaan Nabi, Arianne Drumm Sands (KS4 journalism club students

Last week, during our PSHE sessions, we discussed the topic of bullying and its impact on individuals. As bullying is quite different among teenage girls and boys, the teachers decided it would be best to split the classes in half, separated by gender. According to an article from the Momentous Institute, there are some key differences in bullying between girls and boys. The first point that this article made was that bullying among boys is more physical, normally resulting in acts of aggression and physical assault. At the same time, girls often face more verbal forms of bullying, which don’t result in physical violence but might affect someone emotionally. Furthermore, the article also made the point that boys tend to bully out in the open, where everyone can see, leading to more people knowing about it, where on the other hand, girls are more secretive about their bullying, using backhanded compliments and secretive hostility. This is mainly because of gender roles and how girls are told that it is not socially acceptable to physically fight or display aggressive behaviour in public. There are also many other reasons why there are different forms of bullying between different genders, but these are the main reasons outlined.

During our session, we adapted with a new technique called the “Green Army,” which provided us with the opportunity to learn about the negative aspects of bullying situations and how they are able to prevent similar situations of bullying from occurring in the future, where students also recognised the long-term effects of bullying. Additionally, students became more interactive as the session progressed, with everyone coming together and participating in the discussions, creating a safe place where everyone felt welcomed without the fear of being judged. From the boys’ perspective, everyone agreed based on the situation and the type of bullying they analysed. Furthermore, they also discussed methods based on how this can be averted and the emotions the victim and the instigator might feel. At the same time, the girls discussed the victim in their given scenario. Overall, the students learnt how bullying can severely affect someone’s emotions, mental health, relationships, and overall well-being, leading to destroying their whole future.

Among the several students in the sessions, the class showed immense maturity, and the majority of the students felt comfortable expressing personal opinions and their feelings on the matter. As mentioned earlier, the class discussed and presented theoretical scenarios where everyone shared the effects of bullying on both the victim and the bully, as well as discussing the underlying issues that may cause that behaviour. The class also considered the possibility of the victim having problems at home and a lack of compassion due to the bullying. In addition, the topic of self-injury and suicide was also brought up as a consequence of bullying, and many class members empathised with the victim, and with this, the class also recognised other forms of harassment and their harms. Lastly, each student took along a significant message they learned from the session.

Thank you to those parents who have confirmed that their child/children will be leaving Ģ����Ƶ at the end of the term, i.e. Friday, 19th of September. Adequate notice is a requirement and avoids financial penalties for parents.�� It also allows us to refund your security deposits on time and helps us to plan for the new term.

The deadline for providing the formal notice of the withdrawal of your child/children is Monday, the 15th of September. The notice of withdrawal can be provided either by email or a written letter to Ms. Bajracharya at the admission office.

After submitting the notice of withdrawal, parents will receive a clearance form to complete the withdrawal procedure nearer the end of Term 1. Please let Ms. Bajracharya in the admissions office know should you require any school documents/references to provide to the new school.

Late notice of withdrawal (or providing no notice) and failure to submit the form or return the school’s resources may fully or partially affect the refunding of the security deposit.