PSHE Reflection

It could be said that being happy is the goal of life for humans. To achieve this goal one has to embrace the concept of wellness and all the prerequisites that come with it. The aspects that I have chosen to reflect on here are the physical and mental aspects of wellness.

Starting with physical I feel I showcased this by having regular times for sport and exercise. I created a plan wherein I would exercise at least twice a day outside of school. This was of course to make sure that my body was healthy but it also had some unexpected impacts. One of the peculiar consequences of this was the effect on my academic wellness. The exercise helped me focus mostly due to the fact that I felt more awake during and after class. It felt hard to exercise but I got a sense of accomplishment from it which really kept me going. I believe it taught me to be more patient with whatever I am doing. If it feels like it isn’t paying of try for a little longer. Perhaps you will find that it did pay off in the end.

This leads directly into my mental wellness. For this facet I decided to learn to play the piano. I have been doing this activity for almost 3 years and it appeared I had reached a road block. My playing wasn’t getting much better and the songs I learnt were all at the same level. I was very close to giving up the piano entirely. I decided against it and continued to play against my better judgement. It has not yet payed of but I feel like I am finally making progress. I recently watched a seminar about classical music and more specifically the piano. They were talking about the ‘pause’ in progress and I immediately identified with it. The seminar spoke about a boy learning the piano and they showcased the stages of improvement. Stages 4-7 were very similar. It did not seem to be going anywhere until stage 8. At this level the boy suddenly played with more emotion and feeling than ever before. It reinforced my idea that reward can take time and I haven’t given up the piano yet. I feel this was very helpful for my mental wellbeing. Not only in the fact that I enjoy music and like learning about it, but also in the sense that it gave me something to do as a sort of break from school and just let myself fall into the music.

InS Freedom of Speech, Response to The Guardian

In response to Pope Francis in The Guardian, he recently stated that “There is a limit. Every religion has its dignity…in freedom of expression there are limits.” Free speech has long been an absence in human history but it has recently come to light. In a nutshell free speech is a right wherein a person is allowed to say whatever they want without being censored. This, in effect, allows ideas and opinions to be expressed without fear of censorship. What the Pope is saying is in direct conflict with this. Once limits start to be put on what one can say it becomes easy to control groups and what they want to express. This becomes especially apparent for religions. Drawing similarities to the medieval era, there was a time wherein saying god’s name in vain meant certain death. There is a reason they were called the dark ages as very little advancement was made in that era, due to the limits put on ideas. The case is now less violent but it is in the same vein as the dark ages. It is important to protect free speech, especially if it is in direct conflict with big institutions or religions.

Chapitre 6 Mise en Train

  1. Where did Céline and her friends go for the day?
    1. They went to the château de Chenonceau
  2. How did they get there?
    1. With the bus
  3. How did they find out about the history of the château?
    1. From a book
  4. What did they do at the château?
    1. The looked around and toured it
  5. What happens at the end of the story?
    1. Hector has dissapeared


Headshot of a teenage girl, Virginie. Virginie has long brown hair pulled back in a pony tail.
Headshot of a teenage boy, Bruno. Bruno has short brown hair.
Headshot of a teenage girl, Céline. Céline has long light-brown hair.
Headshot of a teenage boy, Hector. Hector has short dark-brown hair.
  1. n’est pas allé au château?
    1. Bruno
  2. a visité le château?
    1. Hector, Virginie et Celine
  3. a trouvé Chenonceau magnifique?
    1. Celine
  4. a lu le guide du château?
    1. Celine
  5. a dit qu’il y a des gens qui disparaissent?
    1. Hector
  6. a disparu?
    1. Hector
  7. a cherché Hector partout?
    1. Celine et Virginie


Complète le journal de Céline.

Journal entry that reads: Ce week-end, je suis allée … le château de Chenonceau. C’était …! On … les billets à la gare et le car … à 8 heures 10. On … à Chenonceaux à 8 heures 55. On est allés directement louer … . J’ai lu mon guide du château à haute voix, mais Hector n’écoutait pas. Il nous a dit que des gens disparaissent dans les châteaux, mais je ne l’ai pas cru. Après la visite guidée du château, on … qu’Hector n’était plus là! On l’… cherché partout, mais il avait disparu sans laisser de traces! La suite au prochain numéro…
est parti
des vélos
a remarqué
a acheté
est arrivés
a cherché



a achete

est parti

est arrives

des velos

a remarque

a cherche


What do the teenagers in Le disparu say to …

  1. ask for an opinion?
    1. Ca t’a plu?
  2. express enthusiasm?
    1. C’etait magnifique
  3. express disbelief?
    1. Sans blague? Tu plaisantes!


A ton avis, qu’est-ce qui est arrivé à Hector? Qu’est-ce que tu ferais à la place de Céline et de Virginie?

Hector est pres de rivier peut-etre dans le foret. Je l’appellerais et je vais obtenez un membre du personnel.



Francais Chapitre 5 Mise en Train

Exercise 1


  1. What kind of mood is Céline in? Why?
    1. She is angry because she was late to school, forgot her homework and got a low grade on a test.
  2. Name three unfortunate things that happened to Céline.
    1. Late to school, forgot homework, got a low score.
  3. How does Hector react to Céline’s story?
    1. He tells her that it isn’t too bad. He forgets his homework all the time.
  4. What are Céline’s plans for the afternoon?
    1. She wants to sleep so that nothing can go wrong.

Exercise 2

  1. D’abord, son réveil n’a pas sonné.
  2. Ensuite, elle a raté son bus.
  3. Et puis, elle est arrivée à l’école en retard.
  4. Après ça, elle n’avait pas ses devoirs.
  5. Et puis, elle a eu dix à son interro de maths.
  6. Finalement, Hector a renversé son verre sur sa jupe.

Exercise 3

Hector apologizes.

Céline makes light of an accident.

C’est pas grave.
Hector wants to know what happened to Céline.

Céline complains about her bad day.

Tout a été de travers!
Céline is annoyed.

Ça m’énerve!
Hector consoles Céline.

Ça va aller mieux!

Exercise 4

Je me suis réveillé(e) en retard.

Ça ne risque pas de m’arriver
J’ai couru pour attraper le bus.

Ça ne risque pas de m’arriver parce que je ne prend pas le bus
Je suis arrivé(e) à l’école en retard.

Ça m’arrive aussi
J’oublie mes devoirs quelquefois.

Ça m’arrive aussi

Exercise 5

Est-ce que, comme Céline, tu as déjà passé une très mauvaise journée? Qu’est-ce qui est arrivé? Qu’est-ce que tu as fait?

Non, le chemin de l’école n’est pas très long parce que j’habite prés de l’école. Quand j’aller a l’école j’ai trente minute avant le rentrée scolaire pour que je ne sois en retard.


Le Comte de Monte Cristo chptr. 3

  1. a
  2. c
  3. a
  4. b
  5. a


a) Rome

b) Secretaire

c) tresor

d) arrete

e) palais

f) geoliers

g) fou


a) 27




e) Pas de nouritture

Le Comte de Monte Cristo Chapter 2










  1. sympathique
  2. confuse
  3. courageux
  4. regret


  1. c
  2. a
  3. d
  4. b


Dantés ne crie pas pour l’appellent

Un policier le menace de son pistolet

Ville fort est rentré a son marriage

Le Petit Nicolas Chapitre 8

Chapitre 8


1. Parce que les étudiants sont très mal.

2. Ils agiteront des mouchoirs et crier youp-la.

3. Son père n’a pas encore voulu acheter une télé.

4. Le rôle de cow-boy

5. Il cherche ses frères.

6.Il ne voulait pas la queue.

7. Quatre élèves

8. Il a enlever ses lunettes.

9. Non

10. Il y a aussi le Marquis de Carabas et un ogre qui veut manger les frères du Petit Poucets

9. Je suis malade

1. Pourquoi Nicolas a-t-il été malade?
Nicolas mangé beaucoup de caramels, de bonbons, de gâteaux, de frites et de glaces.

2. De quelle couleur étaient les cheveux du docteur?
Le docteur est chauve.

3. Comment Nicolas s’est-il amuse d’abord?
Nicolas pris un livre et il commencé a lire.

4. Qui est venu lui rendre visite?
Alceste est venu te rendre visite.

5. Le visiteur a-t-il offert un cadeau à Nicolas?
Oui, Alceste porte des chocolats pour Nicolas.

6. Pourquoi la mère de Nicolas a-t-elle du changer les draps?
Parce que Nicolas avait écrasé quelques chocolats sur les draps.

7. Comment le pyjama bleu a rayures s’est-il sali?
Maman emmenée à la salle de bains, où elle lavé avec un éponge et de l’eau de Cologne dans Nicolas. Nicolas mis un pyjama propre, le bleu à rayures. Maman quittée en Nicolas disant de ne pas la déranger.

8. Qu’est-ce que Nicolas a dessiné?
Nicolas dessiné des bateaux de guerre qu se battaient contre des avions qui explosaient dans le ciel. Il a dessiné aussi des châteaux forts.

9. Pourquoi Nicolas a-t-il mis une vieille chemise de son père?
La maman de Nicolas lui donne une vielle chemise de papa à la place de mon pyjama parce qu’il n’avait plus de propre.

10. La maladie de Nicolas était-elle contagieuse?
Non. Le docteur a trouvé que maman avait mauvaise mire et il lui a dit se coucher et de se mettre à la diète.

Drama Journal Dec 10

Key idea:

These last two weeks were about mood and movement. We learnt what mood is and how to affect it. To define mood it is the feeling that the audience gets from watching your play, scene, etc. It is not what you want them to feel, it is what they feel. Creating mood can be done in a variety of ways involving colour, sound and movement. For example if the stage is all red the mood might shift a little towards anger. This could be accompanied by a strong heavy tune and some fast movements with exact precision. This would hopefully make the mood anger. Different moods can be created by shifting these things but be careful when doing this. Do it to quick and the immersion is instantly broken. It has to make sense when you switch moods and to what mood you switch to. You don’t switch from anger to chill without at least a minute to calm down and slowly dim everything down.



The way we did this was with a few activities. One of these was practice for one that we will be doing today. The class split into two and told to create a mood. Thing is the other half of the class was blindfolded and it was left to the team whose turn it was to make the mood. You could achieve this through mainly sound and moving that sound. For example my group did a space ship lifting off and crashing. Two people made engines sound, one a count down, one a computer, one a voice of the computer and two the rattling of the racket. The other team was placed on chairs in two rows like seats. When the rocket was lifting we shook everyone’s chairs simultaneously.  This created a good mood and the team congratulated us on the performance.



As I said before I think we did well on the task and it was a nice warmup for the bigger task today. One problem we had was creating a good rattling noise for the space ship. It was absolutely essential as it would just sound bland without it. So we searched the room for a bit and the Olle went for the staplers. He opened one up and used it to clack against itself creating a rather convincing rattling noise. Olle and me both used on of this one opposite sides of the chairs to make it sound like the rocket was struggling a bit.



I think mood is very important when you are thinking about amusement parks. As Mr Meiklejohn said it’s people’s jobs to create that atmosphere before and during the ride. Whenever you are waiting in a line for a halloween themed ride there is already music and lighting to set the mood for the ride. This makes the ride so much better than just a concrete floor with some metal gates as a line. It also shows how humans tie things or places with senses. A different combination of sounds can show a different place like a hospital.

5-6-7 chapter questions Le Petit Nicolas

Chapter 5

1. Quelle langue parlait le nouveau ?
Le nouveau parlait Anglais.

2. Comment étaient ses dents ?
Ses dents étaient vilaines.

3. Qui voulait avoir les mêmes dents ?
Alceste voulait avoir les dents de George pace qu’il sais qu’il peux morde d’énormes morceaux.

4. Agnan avait-il peur de Djodjo ?
Oui, Agnan avait peur de Djodjo parce qu’il peut devenir le nouveau chouchou.

5. Quel sont les sports favoris des Français ?
Les sports favoris des Français sont le cyclisme.

6. Quel sont vos sports favoris ?
Mes sports favoris sont tennis.

7. Djodjo avait-il peur des autres élèves ?
Non. Il n’avait pas peur des autre élèves parce qui il gagne Eudes.

8. Quel élève trouvait récréation trop courte ?
Alceste trouvait le récréation trop courte parce qui il n’avait pas le temps de finir les quatre petits pains beurrés qu’il prenait de chez lui chaque jour.

9. Pourquoi la maîtresse était-elle étonnée?
La maîtresse était entonnée parce que Djodjo ne sait pas de français, mais durant la recréation, il apprenait beaucoup de mauvais mots.

10. Pourquoi Djodjo n’est-il plus revenu à l’école?
Djodjo n’est plus revenu à l’école parce que ses parents ont pensé qu’il avait appris tous le grosmots à français.


Chapter 6

1. Qui a distribué les carnets aux élèves? 
Le directeur.

2. Quand distribuait-on les carnets à l’école de Nicolas? 
A l’école de Nicolas, la professe distribuait les carnets après midi.

3. Cette distribution a-t-elle lieu aussi souvent dans les écoles anglaises? 

4. Pourquoi le père de Clotaire allait-il voir la télévision chez des voisins une fois par mois? 
Le père de Clotaire allait voir la télévision chez des voisins une fois par mois parce que Clotaire s’est mis a crier.

5. Quel élève avait toujours de bonnes observations sur son carnet? 
Agnan avait toujours de bonnes observations sur son carnet.

6. Pourquoi Alceste mangeait-il plus que d’habitude ce soir la? 
Parce que il a reçu une bonne observation sur son carnet mais il a acheté des croissants dans la crainte de ne pas avoir un bon bulletin

7. Pourquoi le père de Nicolas ne pouvait-il pas lui montrer ses tableaux d’honneur? 
Il les a perdu dans le déménagement quand il s’est marié.

8. De quoi parlaient les parents de Nicolas?

ils se disputaient au sujet taxez.

9. L’ont-ils beaucoup grondé? 


10. Quelles observations pensez-vous trouver sur votre carnet à la fin du trimestre? 
Je pense que je dois trouver des bonnes observations dans mon carnet.


Chapter 7

1. Quelle visite annonçait le directeur?
Le directeur annonçait la visite de M. le Ministre.

2. Pourquoi a-t-il choisi Eudes, Agnan, et Nicolas pour offris les fleurs au ministre?
Il a choisi Eudes, Agnan et Nicolas parce que Eudes est le premier de la classe, Agnan est le chouchou de la maîtresse, et Nicolas est le moyen.

3. Que devaient chanter les élèves?
Ils devaient chanter la Marseillaise.

4. Quel copain faisait semblant de chanter?

5. Quelles sont les couleurs de drapeau français?
Les couleurs de drapeau français sont bleues, et rouges.

6. Pourquoi la maîtresse est-elle devenue toute rouge?
La maîtresse est devenue toute rouge parce que le directeur s’est passe la main sur la figure et il a demande à la maîtresse s’il pouvait continuer.

7. Allait-on donner des plumeux au ministre?

8. Pourquoi les élèves ont-ils été enfermes dans la buanderie?
Ils disaient qu’ils se saignaient aux quatre veines pour lui donner une bonne éducation et qu’il était un ingrat.

9. Le directeur avait-il tort de s’indiquer?

10. Nicolas a-t-il offert des fleurs au ministre?





Drama Blog Nov 12th

Key idea:

Again we didn’t have very many classes as our teacher was gone or sick for most of them. Anyways the main idea was about language and how it changes depending on who you are talking too. For example, you would talk very different to your friends than to the president. Your language would change from very informal to the most formal you could get. Your use of word also changes throughout time. In the 14th century people talked a whole lot different than they talk now and you will have to reflect that if you are doing a play in that time period. A big thing we learnt was how to condense sentences into simple words. Like the flight attendant never says, would you like som coffee, she says, coffee?



First we did an exercise where an unsatisfied customer had a fly in his or her soup and wanted it away. We followed normal devised theatre rules and created the scene, next we had to make the scene where instead of a full sentence we were only allowed a maximum of 3 words. It was a little bit of a struggle but manageable. After finishing this we had one more surprise, which I really should have seen coming, we had to redo it, with 1 word each. This was not as hard as I thought but some amazingly hilarious dialogue evolved from this like.












As shown here we managed to capture the sentence in a single word. This is often used in rehearsal as a way to rehearse the meaning and core of the line rather than just learning a sentence. Next we had to do a drama game called time warp. Basically we are given a situation and have to act it out in different timeframes according to the audience. Say for example a family holiday. WE start the scene and the audience can decide, 100 years earlier! or 10 minutes later. We then have to act the scene as if it happened 10 minutes ago or 100 years in the future.



We learnt a lot about language but we are far from done with the topic as we only really had 2 lessons with it. We learnt about how people talk differently to different people. A problem we had was definitely the 1 word scene. Since nobody had scene our other scenes it was very hard to get the story across with just one word each. We had to choose the most important word in the sentence and really emote it with sound and body language in order to get the message across to the audience. After a bit of practice though it got easier to choose the most important words or word.



This one really related to real life in like the airplane assistent

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