The Peponi Post 3M November 2017

The

Peponi Post

3M

Michaelmas 2017

News from across the Peponi community

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There is an inscription on the wall at a Scottish national war memorial in Edinburgh Castle. It says “The whole earth is a tomb of heroes, and their story is not graven in stone over their clay, but abides everywhere, without visible symbol, woven into the stuff of other men’s lives.”

If we are going to move on successfully, it seems to me, that we have to remember and be inspired by every little act of integrity, compassion, courage or sacrifice by those who have gone before. It matters. In this week of remembrance, we give our thanks to god for those who have given their all – seeking to be peacemakers, seeking to bring peace with justice in some difficult and dangerous places. We remember the faces, the names, the characters that they were, people we knew and with whom – as Alfred Lord Tennyson wrote, we drank the life to the lees. Every act of peace, or reconciliation, every chance to calm aggression or anger, every opportunity where others have put others before themselves, is an act of peace – an act of care – an act of justice. In this room lies our future and our acts will lead us into a world of our desire.

Edmond Burke – the political philosopher and living commentator of the French Revolution and the following terror that engulfed France at the end of the eighteenth century – reminds us that: “All that is necessary from the triumph of evil is for good men to do nothing.” Ours is the privilege to stand with and to remember those good men and women, who need not be ashamed in the halls of their fathers.

Our remembrance today is towards those who died in a catastrophic war. It is important to spend time thinking of those people from our past who died trying to fight for things that they believed in – justice, nation, families and friends. What we, however, also must do is remember the lessons that – through their acts taught us. If only they could speak directly to us – teach us what they understood of their time – direct us to be better but they cannot. All we can do is interpret their message.

Their peacemakers communicate in silence but with such volume we would need to turn away from them not to hear.

Peace begins with our actions and our thoughts. Compassion for other people – those similar to us and those who are

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different needs to be learnt within our community today – not tomorrow. As we approach anti-bullying week – think about the 42 million dead or wounded at the end of 1918. How do we behave to prove that their message has been heeded? As a prayer, I conclude, Lord God, as life moves on, let us not forget those gone before and what they have done. Help us to choose consciously to live a life that matters, to try to make a difference for the peace of your kingdom. Enable us to be good and faithful servants to your truth, working to the fullness of live and of living.

Mark Durston Headmaster

From the Director of Studies

From the Head of Year 10 & 11

With Year 9 and 10 end of Michaelmas examinations just around the corner, I spent some time on the internet looking for new revision techniques. I happened upon a blog http:// lifemoreextraordinary.com/blog/ which provides endless advice to parents, teachers and pupils. In addition, I am a tumblr fan and came across this: http://study-studymorestudyhard.tumblr.com/post/114486350341/how-to-revise.

The latter is a much more modern approach to that used by us parents and teachers, and suggests that pupils should: 1. Plan your time: how long can you learn effectively without a break? What other commitments do you have which prevent you from revising? Where do you want to start?

2. Revision timetable: circle the exam dates on your planner.

Allocate particular subjects to each learning chunk.

3. Revise on the go: GCSE pod, the website contains a range of tailor made podcasts for pupils to help you in the run-up to your exams. Visit GCSEPOD.co.uk 4. Revision cards: revision cards are amongst the most popular revision resources. You can make them online at www.getrevising.co.uk 5. Websites: www.getrevising.co.uk; www.bbc.co.uk/schools/ revision; www.s-cool.co.uk 6. Mindmaps: mind maps are a way of organising ideas about a topic. Find out how to at https://www.mindtools. com/pages/article/newISS_01.htm 7. Past papers: exam board websites are the places to go for information about the types of examinations.

For CIE go to: http://www.cambridgeinternational. org/i-want-to/resource-centre/ and for Edexcel go to: https://qualifications.pearson.com/en/support/ support-topics/exams/past-papers.html?QualificationFamily=International-GCSE

As Head of Years 10 and 11, I would like to draw your attention to upcoming events that affect not only the IGCSE years but the whole School.

Charity Event This year’s Charity event will take place over two afternoons at the end of this term. The first afternoon will be a Charity Fete where each tutor group will be running fun money-raising stalls for everyone to enjoy. This will be the final chance for each tutor group to raise money as I would like all pupils to be raising money throughout the term so that they can hopefully contribute a minimum of 2000/= each pupil.

The money raised by each tutor group over the term and at the Charity Fete will allow them to enter a triathlon in the final week of term. Each tutor group will enter a team of three to swim, cycle and run their way to victory. We also encourage individuals to enter the Iron Athlete event where they take part in all three disciplines by themselves.

The tutors and pupils are currently thinking up fun ideas for the fete stalls and I would like to ask all parents to be as supporting as possible. Encourage your child to do jobs at home and if they ask to do chores around the home to raise money please be generous with your rewards. I do understand that all our children should be helpful at home without payment but the charities we support are all excellent causes.

Mrs Claire Nightingale Head of Year 10 & 11 cnightingale@peponischool.org

Ms Michelle Mathews Director of Studies dos@peponischool.org

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From the Headmaster Some of my favorite stories from the Quran relate to the prophet Joseph. Many of you will know Joseph – either from the teachings from the Quran or from the Bible. When I was younger, I am sure it was the biblical stories of his rainbow cloak or coat that I loved. Joseph is thought to have lived in the 16th Century before Christ – over four thousand years ago. Joseph was the son of Jacob – who had many children – but it was Joseph who was the one given the gift of prophecy.

Joseph’s story is told in some detail in the Quran – in the 12th Surah or chapter – titled Yusuf. In the Bible he appears at the beginning in the Book of Genesis. In the last few years – I have learnt to admire Joseph – not as a childish dreamer, a man with a coat of many colours or a man with some good ideas. Joseph has become in my mind an outcast, a victim of human trafficking, a refugee – and when one studies the stories, he has become an inspiration.

Joseph was persecuted by his own kin – his brothers bullied him – and he was left in a well to die. Traders found him and sold him on as a slave, and thus he was taken from his own land and found himself in Egypt. He was supposedly handsome and educated, he was purchased by a wealthy merchant, but when Joseph rejected the amourous advances of the merchant’s wife he was cast into prison and forgotten.

It was in prison that he became to monopolize on his abilities and he interpreted the dreams of prisoners. It was one of these men who mentioned Joseph to the Pharaoh – the King in Egypt. Joseph was brought before his majesty and there interpreted one of his dreams.

Joseph said, and I take this extract from the Quran: “What you cultivate during the next seven years, when the time of harvest comes, leave the grains in their spikes, except for what you eat. After that, seven years of drought will come, which will consume most of what you stored for them. After that, a year will come that brings relief for the people, and they will, once again, press juice.” (Qur’an, 12:47-49) After interpreting the dream and being proved right, Joseph was given Egypt’s warehouses to look after. He then went on to become very important within the Kingdom of Egypt.

The people of Egypt prospered under the agricultural

A Level Biology Upper VI Biology pupils are learning about control and co-ordination in mammals. Emilia Ostman (UVI, AMD, Jipe) photographed this excellent image of relay neurones that she found on a spinal cord smear microscope slide.

During this topic the pupils learn that there are three major types of neurones that are connected by synapses. And, it is at the synapse where a number of medicinal and recreational drugs act.

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management of Joseph. He saved them from a number of famines. His family – his brothers – came to Egypt looking for food. The story ends with good news – Joseph is reunited with his family and his brothers – once filled with hatred and jealously for Joseph – prostrated themselves in love for him.

Joseph eventually died in Egypt – tradition is held that Moses carried the coffin of Joseph with him when the Israelites left Egypt for the promised land. Moses wanted him to be buried alongside his ancestors in Canaan.

The story of Joseph reminds me of so many modern stories of refugees. People who are forced from their own land because of war or persecution and ended up in foreign lands – commonly Europe or America. Their stories of persecution from which they have fled and the prejudice they have often received have been both inspirational and painful to hear. I can remember a small boy arriving at my school. A Polish Boy – he was small, a lack of nutrition as a child had affected his growth. He spoke very little English and I remember making fun of his pronunciation – I don’t think we were very friendly. His lack of ability in games – cricket or rugby meant that he was further isolated. His love of football was mocked and his ability in tennis was not really recognised. He spoke four languages and was clearly very intelligent but he was different. His family fled the Communist regime and I have no doubt that he had many horrific memories but spent his time at school being tormented by the rest of us – why – for simply being different. He worked hard on his English and in the Sixth Form added, to his previous four, a competency in the English language that I certainly can only dream of mastering. His science was also superb and he went on to read Chemistry at Oxford, took a PhD in Medical Chemistry and worked in the Cavendish Laboratories in Cambridge for many years. He is now a teacher of Chemistry, enjoying his return to school life in a way that I know we did not give him during his first encounter with English Public School life. My lesson and one that still hurts when I look back at my own actions when he first arrived in our dormitory – is one to welcome strangers. Embrace diversity and don’t be threatened by it – in doing this we can learn to appreciate and benefit from the cultures and lands from which they come.

Year 9 Convocation to Ngare Ndare After staying at school for the night, all members of Year 9 class got up early so that we could have an early breakfast and leave as early as possible. Roughly halfway through the journey we stopped. We were given geography handbooks and were split into five groups. There we were shown the effect of the Equator on water; whereby the water moved counter-clockwise 20 metres south of the Equator and clockwise 20 metres north of the Equator. We then stopped at the Cedar Mall, Nanyuki where we did a survey and questioned some local people as to why they lived in Nanyuki.

Our long and tiring journey ended when we finally arrived at our camp.

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There we were given instructions and the plan for the day.

We hastily ate our lunch and split up to go to our individual activities. There were five activities: bush skills, navigation skills, visit to the village, archery and mountain biking. The bush skills consisted of learning how to throw a spear, shoot an arrow and make fire using items from your surroundings.

The navigation skills consisted of learning how to read a map, compass skills, predicting the weather and surveying possible dangers. The visit to the village was also to take a survey and to compare the answers of the villagers to those of the people in the Cedar Mall. The villagers had much more basic needs and wants than the people in the mall. After this we returned to the camp and some of us cooked ugali, mandazi or chapati. We then went to the dining room we had dinner and each group made a presentation on what they had learned during the day.

On waking on day two, we all prepared for the day and packed the necessary items in our daypacks. We had breakfast and were split into two groups. The first group was going to learn about biogas and the advantages it had when used as a fuel while the second group was going to go to the tree nursery where they were going to pot and plant seedlings.

Following a half an hour drive we arrived. To learn about biogas, we had to go to the house of a woman who used biogas as a fuel instead of the more usual and much more common fuel charcoal. The biogas was produced by putting

cow dung in a machine where the gas is extracted and the waste dung is given off as manure. Cow dung was used as it contained more minerals and methane than goat dung.

The machine which produced the biogas cost 35,000 Kenya Shillings and was provided by the community. The woman was allowed to pay for it over a period of four to five years.

The gas was then tapped off and connected to the gas supply which allowed the woman to cook. The biogas has helped her save thousands of shillings as she no longer needs to buy a constant supply of charcoal. It is also much safer to use biogas rather than charcoal as even if a child plays with matches, the gas only switches on if it is switched on and if the flame is near the stove. The waste manure from the machine helps the woman grow her crops.

After a five minute walk, my group arrived at the tree nursery where we were told that it helped reduce the risk of the extinction of these trees and that the nursery was only run by two women. My group then split in two whereby half the group potted the plants and the other half planted the seedlings, after roughly 10 minutes we exchanged roles and then walked back to the bus.

We then drove to the area assigned to host our picnic. After lunch, we were given biology handbooks and separated into our five original groups where our role was to fill in the questionnaire.

Year 9 Convocation to Ngare Ndare continued ...

After this we put our books in the bus and prepared for the canopy walk. We walked on a wire bridge roughly 10 metres above the ground which literally emitted a warning to all those with fear of heights. Contrary to most of our opinions the walk was mostly exhilarating and fun, despite the screams of a few members of the class who will not be mentioned.

The walk was definitely worth it to see the extremely picturesque view of a swamp. We then walked back to camp blissfully unaware of how long the walk was to take. At camp, we freshened up, had dinner, talked about what we had learned for the day and received the instructions and items necessary for the next day.

After getting ready for day three, we had breakfast and left.

We split into two groups; half of us went rock climbing and half of us went canyoning. Canyoning is quite simply the art of jumping off a cliff into the water. My group went canyoning first. After some of us had put on wet suits and all of us had put on floaters we got ready. The guides motivated us by telling us that there were multiple Go-Pros waiting for us at the bottom of the first river. Still the first jump was surprisingly horrifying and no matter how much we tried to find a Go-Pro it was all to no avail.

We then followed the river until the next jump. Luckily we were all used to the “jumping of a cliff “ part of the canyoning and so the second jump was much easier (though a few of us slipped on the miniature waterfall we had to climb down to reach the second jump). Directly after this was the third jump which was the deepest and hardest of all the jumps. After this many of us climbed back up the cliff, damp moist but unperturbed by this. A few of us even attempted a much more dangerous fourth drop.

We then all went back to where the bus was to dry off and have our break. We then went for the activity we hadn’t done. After climbing what we thought was part of the rock climbing, we reached where the rock climbing was meant to start and realised that we hadn’t even begun yet. There were three rock climbing courses with the easiest being like climbing difficult steps, and the hardest being a near vertical climb. After this we went back to the bus and then back to camp. We had dinner and watched a movie.

Day four was a subdued day as we were all sad due to the fact that we were leaving. After eating breakfast and packing our bags on the bus we said our thank yous and goodbyes to the people at the camp and left. Halfway through the journey we had lunch at a cultural village where we also learned a bit about the local tribes, how they lived and what they did for amusement. We were then shown some crocodiles and told us about their diets. We then thanked them and left for school.

We arrived at about 4pm and were all glad to be in the arms of our parents again.

Pascha Hülsmann 9MWW, Chala

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Senior Inter-House Debates The second round of the Senior Inter-house debate competition took place on Thursday 2nd November with the boys from Chala successfully carrying the motion ‘This house would legalise the sale of human organs’, citing the Iranian approach to organ sales as key evidence in support of their arguments, despite strong opposing points made by the Elementaita girls on the strong correlation between economic marginalisation and remunerated organ donation.

The Jipe girls proposed the second debate of the evening, ‘This house believes that religion harms society’, which turned out to be an electrifying debate centring on arguments around radicalisation, self-responsibility and biological predispositions, against the Magadi boys who eventually proved successful in opposing the motion, arguing primarily that morality is rooted in religious practice. All four teams presented well-researched arguments, with a number of speakers captivating the room with their eloquence and

rhetorical flair. The audience participation proved to be the highlight of the evening’s proceedings with fantastic questions from pupils in all four houses, ranging from the Sixth Form to Year 9 pupils, challenging the speakers’ arguments and assumptions. The time and care taken by Ms Meruh and Mr Njuguna, the judges for the first and second motions respective, is much appreciated.

The final and deciding Senior Inter-house debate will take place on Wednesday 6 December at 1.15pm in the David Marshall Library – the two teams who qualified for the final are Chala and Elementaita. They will be debating the motion, ‘This house believes that marriage is outdated.’

A programme of events that indicates the proposition/ opposition speakers and judges will be circulated on Peponi School social media prior to the debate.

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Virgin Hyperloop One Virgin Hyperloop One is a privately owned transportation company based in Los Angeles, California, that is set to revolutionise the transport industry. The company was founded in 2014 by Shervin Pishevar and Brogan BamBrogan. The company was formerly known as “Hyperloop One”, however a recent investment from Richard Branson saw the company rebranded to “Virgin Hyperloop One”.

Hyperloop is said to be the fifth mode of transportation, it was originally envisaged by SpaceX and Tesla Founder/ CEO, Elon Musk. A report was published by Musk in 2013 and presented to former president, Barack Obama; the report detailed the possibility and feasibility of using near supersonic transportation pods that would allow movement of passengers and cargo across countries in less than an hour.

Since then, several research institutions and engineering firms have begun building and testing their own model-sized and life sized versions of a Hyperloop transportation system.

The company at the forefront of this technology, is Virgin Hyperloop one. They expect to launch the system for public use by 2021.

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How Does it Work?

The transport system is made of a windowless pod in the shape of a capsule, the pod operates in a sealed partialvacuum that has minimal drag-resistance and has a target speed of 760 mph. The tunnels will be constructed on top of columns or built underground in order to avoid hazards such as wildlife and crossroads.

St Andrew’s, Turi, Cross-Country

After six solid weeks of Coach Bryan’s early morning training sessions, two inter-house running competitions, training trips to Karura Forest, a mock race at Rosslyn, and, thankfully, a physiotherapy massage the day before, the cross-country team travelled up to Turi for the annual completion. The race is notorious for its steep hills, high altitude, mud and cold, and coming from the flat, desert of Peponi, is a major challenge for even our fittest runners. This year was no exception, particularly with the rainstorm we encountered the day before! Nevertheless, we were lucky to watch the Open Rounders Team, who travelled up with us, play a match against the Turi girls, and we were slightly surprised when Coach Dun asked some of us to please participate in the B Team match! Well done to Shanice Mutahi (11BAW, Jipe) who played a great match and scored a full rounder on her first go, despite not playing rounders for the last few years!

The team woke early the next morning to mentally prepare for the race, having walked the track the evening before.

With nervous tummies and beating hearts, we started the race. All members of the team managed to finish, and credits go to Savannah Tawk (10LOA, Jipe), who, even though she had an injured leg, persisted through her pain. Overall, we managed to come third in the Open Girls, and fifth overall out of the twelve schools that took part. We would like to thank our enthusiastic supporters from the rounders team, you really kept us going. A big thank you to Bryan, our coach, who devoted most mornings and afternoons to training and encouraging us.

Congratulations, not only to Alana Mann (UVI, JMP, Jipe) who finished in first place and Achieng Owino (LVI, ACM, Jipe) who finished third, but to everyone who took part, your participation in the team doesn’t go unnoticed, and as the Sports Captains, we will miss running with every one of you.

Good luck for next year’s cross-country!

Shasa Corcoran (UVI, JMP, Magadi) and Alana Mann (UVI, JMP, Jipe), Sports Captains

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Assembly Speeches From UVI Pupils For as long as I can remember, I have always been fascinated with the law and by this, I mean I was that child that, whenever the opportunity arose, would confidently declare, “when I grow up I want to be a lawyer.” Admittedly, I had no idea what this really meant at the time, it just sounded like an exciting job to my 7-year-old self.

As I have grown older, I have come to finally understand the realities of a law career. However, it was not until my most recent internship that I began to gain an interest in human rights law, a fundamental part of any country’s justice system. My internship at Miller and Co. Advocates exposed me to human rights law in a truly unique way; through the reconsideration of the meaning of freedom. Particularly the freedom of Kenyans.

centres, prisons, detention camps and under a programme known as “villagisation” in Kenya’s central province. Beatings are said to have been inflicted regularly on those detained in Manyani, Langata and Athi River military camps.

The country was plagued by a divide, not only between the Mau Mau and colonialists, but between the Mau Mau and the Kenyan supporters of the colonial government. An example of this was the Lari massacre of March 1953. Lari was an area populated by Kikuyus who had refused to take the Mau Mau oath and so were regarded as traitors, which in the Mau Mau’s eyes, was reason enough for an attack on the community.

Whilst admittedly, the Mau Mau committed heinous crimes in Lari, this event can still be viewed as incomparable to the crimes committed against the freedom fighters. However, the We all take freedom for granted, because we seldom think of colonialists took this as an opportunity to create an image of the difficulties that prior generations endured in order to gain the Mau Mau as insurgent terrorists in effort to justify colonial it. Why? Because this topic of discussion is often avoided, due violence against them. to the controversy surrounding it. I, personally, had not put much thought into the meaning of my freedom prior to my Whereas this is considered an extremely controversial topic, internship. this experience taught me just how essential Human Rights Law is in any justice system that aspires to be great. This was In early 2016, Mau Mau survivors called on the British a direct testament of the capabilities of Human Rights Law Government for 618,000,000,000,000 shillings in as victims as old as 91 finally received compensation. It also compensations for the colonial brutality that they suffered, showed me the importance of the understanding of Kenyan with Miller and Co. Advocates being the leading law firm on History.There is therefore a current need for open discussions the case. I was able to work with approximately 30 Mau Mau about what happened, in order to educate the younger veterans as they prepared to present evidence to British court generations of both countries, and so creating an opportunity via video link as part of the process of compensation. for reconciliation and prevention.

The importance of human rights law was brought to light during those four weeks, as I listened to the stories of men and women that felt guilty because they had lived through the atrocities that cost the lives of so many of their peers. Their accounts were shocking, each story, a testament of the crimes that they all suffered. These victims included amputees, women with countless stories of rape and abuse, and even a mother whose daughter had her fingers cut off in front of her.

The raw emotion that I witnessed during the video court sessions showed that despite the horrendous stories, these accounts were just the tip of the iceberg. The sad reality is that these people were the few that lived to tell the tale, as most Mau Mau fighters were killed by the British or died shortly after Kenya gained her independence due to the severity of the injuries inflicted on them.

Most importantly, this experience changed my perspective of law as a whole and showed me that rather than solely focusing on international aspects of law, it is essential to address the issues that plague Kenya directly, both past and present.

Wakarima Thenya U6JNN, Jipe

Wakarima (centre) is in the process of applying to UK based universities to read law.

Admittedly my Kikuyu was (and still is) rusty, but I gained a new sense of respect for the Mau Mau freedom fighters as I learnt of the unimaginable horrors of colonialism and the fight to gain independence.

They told stories of segregation and harsh punishments served to anyone that tried to take a stand against the colonialists; most of the assaults took place in screening

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Assembly Speeches From UVI Pupils

I have always had a passion for the law. It is what I have aspired to do since about three. Prior to this I was certain I would be the lead in the next destiny’s child, but who knows?

Over the past year while studying psychology, I have discovered that I have deep interest in mental health. So why not pair the two … law and mental health.

In Africa there is a lot of stigma associated with mental health. Often people believing that one simply cannot have an illness as it cannot be seen or detected on any medical machine.

Furthermore whilst studying ‘Americanah’ this year, the writer Adichie highlights how often mental illness to Africans is seen as a ‘western problem’, she states and I quote from the novel ‘these white people think that everybody has their mental problems.’ I believe that this captures a lot of African mentalities about mental health and that it is ‘imaginary’ and often seen as a spiritual taboo. Consequently it is no surprise that a vast number of African’s go untreated and continue to suffer due to lack of adequate mental health information that then causes the stigma.

Less than half of African countries have a mental health information source in place to track incidence and prevalence of conditions, or those of mental health information systems can promote improved decision making and accountability in mental health care.

The strengthening of the systems is essential in order to provide integrated care for people with mental disorder and to monitor efforts to scale up mental health care in low and middle income countries. This is why I believe strategic advocacy is required for adequate prioritisation of mental health. In Kenya there is one psychiatrist per province of 3.5 million.

In the financial year of 1989/90 the Kenyan economy lost approximately $13,350,840 due to institutionalised mental and behavioural disorder patient’s.

Mental health laws can play an integral role in promoting access to good quality care by encouraging the development of community based mental health into primary care. Sixty-four percent of countries lack mental health legislation or have legislation that is outdated and fails to adequately promote the rights of people with mental disabilities. This is what I intend to change One of Kenya’s renowned psychiatrists , Dr Frank Njenga, stated “For as long as you are a self-confessed human being you will continue to suffer human conditions of which mental disorders are an integral part.”

Munyiva Mbai U6AMD, Elementaita

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Munyiva is in the process of applying to UK based universities to read law.

Inter-house Art Competition This year’s theme was ‘Layers’. The pupils’ interpretation demonstrated deep thought and creative approaches resulting in some brilliant, well-executed pieces; the craftsmanship was indeed impressive.

There was a variety of work from photography, threedimensional pieces, several drawings and paintings as well as installations. It is evident that even though all pupils may not be taking the art course, they do have a reservoir of ideas and are able to exercise their creativity in varying levels to produce some meaningful work.

I would like to thank all the pupils for participating, congratulate all the pupils who were awarded certificates for their great contribution and especially Chala House for their winning piece, well done!

Mrs Betty Wakhu Head of Art

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Week 10A

1st XI Boys’ Football v Colts ‘A’ Cricket v Nairobi Academy (A) Braeburn Gitanga 3:30pm Road (H) 1:30pm • U17 Boys’ Football v Hillcrest (H) 3:30pm • Colts Boys’ Football v German School (H) 3:30pm • Peponi ‘A’ Tennis v Hillcrest (H) 3:30pm • Senior Interhouse Debating Competition, 2nd Round DML

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Wednesday

KAIISSO League Semifinals

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Year 9 Academic Convocation in Limuru

14 Anti-Bullying Week

08 Year 9 Academic Convocation in Limuru

15 Anti-Bullying Week

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16 Anti-Bullying Week

17 Anti-Bullying Week

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Week 13B Week 14A

24 Braeburn Athletics Championship Kasarani 9:00am

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Senior Inter House Cricket & Rounders Matches

Junior Inter House Cricket & Rounders Matches

Peponi School

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Joint Peponi Schools’ Remembrance Day • Peponi Relays & Concert Peponi House KAIISSO League Finals Hurdles Athletics Meet 6:30pm Kasarani 9:00am

Week 12A

Anti-Bullying Week

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Braeburn Garden Estate Super 8s Athletics 9:00am

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Peponi Colts 6-a-side Cricket Tournament • Senior Boarders’ Trip to Ndunda Camp, Embu

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Paddle Boarding & Paddle Boarding & Rafting Trip • Rafting Trip • Greensteds ‘Martin NASA Distance Meet St Bentley’ U15 and Austin’s U19 Football Tournaments • NASA Distance Meet St Austin’s

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End of Term Examinations, Years 9 & 10 • Year 11 Parents Evening: A Level & Beyond DML 7:00pm

Michaelmas Term

The Anti-Bullying Oath Board

Members of 10MDM have worked extremely hard over the past three weeks to build the Peponi School Anti-Bullying Oath Board. The idea is that all pupils in the school community pledge their support to anti-bullying by placing their painted palm on the board and saying the following: I promise to ‌ Speak up ...

Reach out ...

Not join in ... and Be a friend when I see bullying.

Anti bullying Week 2017 is being held between the 13th and 17th November and is organised

by Anti-Bullying Alliance (https://www.antibullyingalliance.org.uk/). This year’s anti-bullying slogan in the UK is: All different, all equal Peponi School has adopted this as well as the slogan: Unity in diversity Follow the events on social media using #antibullyingweek and #abw17. The theme will promote difference and equality in schools.

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www.peponischool.org

Be Sun Smart

We are so delighted to announce the launch of our new website: www. peponischool.org; please do let us know your thoughts.

Please follow us on twitter: https://twitter.com/peponi_school Please follow us on facebook:

Sun exposure in adolescence greatly increases the chances of developing skin cancer later in life. While the Australians have pioneered skin care awareness, with SunSmart Schools, it is high time that their message filtered across the world to schools in areas with high levels of ultraviolet radiation exposure. As we approach the short-rains and experience the temperature build-up that comes with this season, please make sure that your child has a water bottle, sun cream and a Peponi School peaked cap (available from Haria Uniforms, Sarit Centre). For more information, please visit: https://www.cancerwa.asn.au/prevention/sunsmart/ sunsmartschools/

https://www.facebook.com/peponischool/

Calendar Dates MICHAELMAS 2017 End of Term Examinations, Years 9 & 10: Wednesday, 29th November to 5th December Year 9 Parent-teacher Meetings: Friday, 8th December, 10:00 to 12:00pm Term Ends: Friday, 8th December HILARY 2018 Boarders Return: Sunday, 8th January Term Begins: Monday, 8th January Half Term Begins: Saturday, 10th February Boarders Return: Sunday, 18th February Term Restarts: Monday, 19th February Term Ends: Friday, 23rd March

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TRINITY 2018 Boarders Return: Monday, 17th April Term Begins: Monday, 16th April Term Ends: Friday, 29th June

Contacts Should you need to contact the School, please email both the Head of Year and your child’s Housemaster/ mistress, using the following addresses: For all academic matters please contact the Director of Studies dos@peponischool.org For all Sixth Form matters please contact Mr David Kimani ho6@peponischool.org For pupils in years 10 and 11 contact Mrs Claire Nightingale HoY10&11@peponischool.org For pupils in Year 9 contact Ms Mercy Wambugu HoY9@peponischool.org

Chala House chalahouse@peponischool.org 0722 434 863 Elementaita House elementaitahouse@peponischool.org 0735 270 575 Jipe House jipehouse@peponischool.org 0733 690 395 Magadi House magadihouse@peponischool.org 0701 210 840 Senior Girls Boarding House seniorgirls@peponischool.org Senior Boys Boarding House seniorboys@peponischool.org In the event that you need to contact the school urgently, please call the main office.