Novalink_jan2009

January 2009 NOVALINK

www.novaquestschool.com 12 F.C.C Syed Maratab Ali Road Gulberg IV, Lahore - Pakistan Tel: 042-5777804, 5777807

Newsletter Date

Volume 2, 2009

INSIDE STORIES

What Teachers Want Parents to Know

W elcome back and a happy New Year! Surprisingly, the students have settled back

into their daily routines very quickly and have made a fine start to the second half of trimester two. We have 15 new students joining the elementary student body this term. All the school students, teachers and administration want to give a warm welcome to these new members of our growing N.I.S. family.

Our School Improvement Plan for this year focuses on „Character Building‟. For character education to be a mean-ingful program, it must be in evidence and reflected through the entire climate of each school. By creating a school climate that builds positive relationships among all the stakeholders in the N.I.S. school community i.e., administrators, teachers, staff, students, and parents - we want to build an inviting school cli-mate – a climate that promotes and rec-ognizes positive behaviors. In this re-gards each month we will encourage the coordinated emphasis of a common monthly character trait and call it the “Character Trait of the Month”. Students

will develop a list of „heroes‟ selected for their association with specific traits. The-se heroes can be historical or current political, religious, artistic, intellectual, or sports figures. Their names and pictures appear on classroom bulletin boards and teachers refer to them whenever possible in discussion or writing assign-ments. As an example, „Character Trait‟ for the month of Febuary 2009 is „Courage‟. To highlight this trait each class will first select their heroes and then also define a „Character Dilemma of the Month‟.

Teachers will try to incorporate the „character trait of the month‟ and the „dilemma of the month‟ into classes as a way to begin discussion about the char-acter traits by discussing that trait when-ever the opportunity arises. If the trait and dilemma are discussed at home with family members and a signed note is returned to school, extra credit will be recorded for the student in the assigned subject area. Hopefully, the „monthly dilemma‟ will promote lively discussion at the dinner table and help build strong-er characters.

Director’s Message

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The Role of Questions in Teaching

Parents Section

Teachers Section

Drugs: What you need to know

Students Section

NOVALINK NOVAQUEST INTERNATIONAL SCHOOL NEWSLETTER

Sports, Pot Planting, Prize Distribution

NIS in Pictures

Roald Dahl

Beverly Cleary

Enid Blyton

R.L Stine

David Adler

Eve Bunting

Jerry Spinelli

Hardy Boys

Baby Sitters

The Littles

Nancy Drew

Harry Potter

Magic Tree House

The Baily School Kids

NEW AUTHORS

NovaQuest Library NEW ADDITIONS

Sudoko, Crossword, Coloring

Games Section

The Unforgotten: Fatima Jinnah

Students Section

Volume 2, 2009

NEW SERIES



What Teachers Want Parents to Know cation are important as well. You mat-ter. You make the difference!

Education does not stop at the end of

the school day or the start of summer. Your child needs you to provide en-richment and fun activities at home to keep the education going. Read to your child, even if he/she can read herself.

Teach your child respect for others by

treating him/her and other family

members with respect. Expose him/her to people who are different. Be a contributing member of your commu-nity.

If I am doing something right, please

let me know.

Make sure your child wears comforta-

ble clothing. Tight, frilly, or uncomfort-able clothes hinder their ability to con-centrate and do their best. Clothing styles that are popular in stores do not necessarily belong in school.

Children are not perfect. I don't ex-

pect your child to be perfect in my class and you shouldn't expect him/her to be perfect at home.

Trust our judgement. We do this for a

living and the vast majority of us know what we're doing.

I n our previous newsletter we cov-ered “What Parents Want Teachers to Know”. In this issue we turn the

looking glass around and want to tell you what teachers are saying about what they would like parents to know!

I care a great deal about your child, but

I have to be concerned with all the chil-dren in the classroom. All my energies can't be focused on a single child.

I'll believe half of what your child tells

me happens at home if you'll believe 50 percent of what he/she says happens at school.

There always will be someone in the

world who is smarter, more athletic, more musical, more... than your child. Let him/her be a child; let their skills and talents emerge naturally. Don't put so much pressure on your child that they learn to hate to learn.

Most children watch too much TV. Limit

TV viewing and encourage physical ac-tivity, reading, and imaginative thinking.

I am here to ensure that your child can

succeed; your support and encourage-ment are necessary for me to succeed in that effort.

Manners

are im-portant. As much as I treat all students equally, the child who remem-bers to say, "Thank you," "Please," "Excuse me," and "May I help you?" is thought of more fondly.

Please make sure you read my home-

work policy, book report guidelines, weekly newsletter, and any other com-munications I send home during the year.

You are your child's first teacher. You

have more of an impact on his/her val-ues, behavior, expectations, work ethic, and actions than any other person in the world. If you feel education is important, your child will pick up on that and feel that doing their best and getting an edu-

Pa

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You are your child's first teacher.

You make the difference!

Across 1. MANILA 7. OTTAWA 8. PARIS 9. BEIJING 10. TOKYO 12. WASHINGTON DC 14. BAGHDAD 15. MOSCOW

Down 2. LONDON 3. TEHRAN 4. MADRID 5. CANBERRA 6. CAPETOWN 11. RIYADH 13. CAIRO

Crossword Solution

“Approach the teacher as the comet approaches the sun.”



Opportunities include:

© organizing and/or staffing for the

book fair

© coordinating or assisting with the

NIS Readathon program

© being available for special projects

© working regular weekly shifts,

staffing the circulation desk, book processing, shelving, compiling overdue reminders,

© and other tasks.

The task of the educator lies in seeing

that the child does not confound good

with immobility and evil with activity

Maria Montessori

A child becomes an adult when he realiz-

es that he has a right not only to be right

but also to be wrong.

Thomas S. Szasz

The end product of child raising is not

the child but the parent

Frank Pittman

It is time for parents to teach young peo-

ple early on that in diversity there is

beauty and there is strength.

Maya Angelou

Few parents nowadays pay any regard to

what their children say to them. The old

fashioned respect for the young is fast

dying out. . Oscar Wild

The best inheritance a parent can give to

his children is a few minutes of their time

each day. M. Grundler

A Parent’s Life in Famous Words

Volume 2, 2009

From the Office of the Administrator

The junior section had excitement at the zoo whilst grades 4 to 9 visited the sci-ence museum

Quaid e Azam was the main topic for our mid-year presentation in December. But the fun didn‟t end there, we had a visit from Father Christmas and his reindeers, Dasher, Dancer, Prancer, Vixen, Donner and Rudolph, Comet and Cupid were sick!! The presentation also included

S ince the last issue of Novalink ex-citing new things have been hap-pening at Novaquest International School.

Students from grade 4 to 9 went to the Novaquest Camp in Nankana (approx. 1 hour drive from Lahore), where they en-joyed horse riding and had a barbecue around a camp fire.

Certificates and shields were awarded to students for their achievements in the final examination that took place in May, 2008 and also to the best performers of the first term for the academic session 2008/9.

Preschool enjoyed themselves at McDonald‟s Playland.

Anyone interested in learning about becoming a school library volunteer during the 2008-2009 school year is invited to a coffee/information session in the N.I.S. library. Please call the office for timings of the NIS Library Volunteer meeting between 9:00 a.m. and 3:00 p.m. Monday-Thursday.

Please contact Ms. Robina for more information.

NovaQuest Library Information

skits by our scouts, karate team, pre-school and junior class students whilst the rest of the school was busy with their mid year exams.

We still have our Sports Day and Interna-tional Day to look forward to.

In March we will have a doctor on hand to educate parents and students about personal hygiene, diet and immediate first aid.

Our faculty has been working hard in delivering to the students an exceptional environment fostering self growth and life long learning. Whereas our Director, Mr Aurangzeb Bhatti, has been conducting workshops to ensure that our faculty is meeting the changing needs of modern teaching.

NIS Library Facts

Over 4,000 Books

722 Readers Digest Condensed

Charles Dickens 19 Books

Young Times for Kids

Times & Newsweek

Fiber Optics, Computer

Security & Other Books

1. Albert Einstein

2. Barack Hussein Obama

3. William Shakespeare

4. Fatima al-Fihri

5. Walt Disney

6. Guru Nanak Dev

Who are They

2 1 3 4

3 4 2 1

4 3 1 2

1 2 4 3

1 3 2 4

2 4 1 3

4 2 3 1

3 1 4 2 Sud

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http://en.thinkexist.com/quotes/maria_montessori/

http://en.thinkexist.com/quotes/thomas_s._szasz/

http://www.wisdomquotes.com/003611.html



http://en.thinkexist.com/quotes/m._grundler/



O ne of the reasons that teachers tend to overemphasize "content coverage" over "engaged think-

ing" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in estab-lished instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to ques-tions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?".

Hence every declarative statement in the textbook is an answer to a question. Hence, every textbook could be rewritten in the interrogative mode by translating every statement into a question. To our knowledge this has never been done. That it has not is testimony to the privi-leged status of answers over questions in instruction and the misunderstanding of teachers about the significance of ques-tions in the learning process. Instruction at all levels now keeps most questions buried in a torrent of obscured "answers".

Thinking is Driven by Questions

But thinking is not driven by answers but by questions. Had no questions been asked by those who laid the foundation for a field - for example, Physics or Biolo-gy - the field would never have been de-veloped in the first place. Furthermore, every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking. To think through or rethink anything, one must ask questions that stimulate our thought.

Questions define tasks, express prob-lems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.

This is why it is true that only students who have questions are really thinking and learning. It is possible to give stu-dents an examination on any subject by just asking them to list all of the ques-

tions that they have about a subject, includ-ing all ques-tions generat-ed by their first list of ques-tions.

That we do not test students by asking them to list questions and explain their signifi-cance is again evidence of the privileged status we give to answers isolated from questions. That is, we ask questions only to get thought-stopping answers, not to generate further questions.

Feeding Students Endless Content

to Remember

Feeding students endless content to re-member (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortu-nately, already at rest. Instead, students need questions to turn on their intellectu-al engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.

Deep questions drive our thought under-neath the surface of things, force us to deal with complexity.

Questions of purpose force us to define

our task.

Questions of information force us to look

at our sources of information as well as at the quality of our information.

Questions of interpretation force us to

examine how we are organizing or giving meaning to information.

Questions of assumption force us to ex-

amine what we are taking for granted.

Questions of implication force us to fol-

low out where our thinking is going.

The Role of Questions in

Teaching, Thinking and Learning

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Questions are the key to learning &

understanding.

Find out how to engage students and cultivate

critical thinking through questions.

“ Do not say: Do you agree with me? but say: Do we agree? ”



Ms Saima is the class teacher for

Grade 7.

“ Novaquest!!! What can I say… with all the chores back at home made me

feel lousy and sad, but if it were not for this place I wouldn‟t have felt relaxed and happy all over again. The students open my eyes wide with their greetings, smile and hugs, the moment I enter the school gates.

Our faculty is a rewarding team that stand up for each other any time. Two great pillars of our school, Ms Yasmeen and Ms Robina, are always there to support, guide and assure the faculty that “I AM THERE… DON‟T WORRY” A home is never complete without a roof acting as a shelter to keep its inhabitants out of trouble. This similarises our director, who very politely and calmly gives us the training to be the backbone of our school. The facilities provided to our students are nothing compared to other schools I‟ve worked in. One may not find another environment so comforting and friendly where tears are filled with joy and laughter.

I‟m sure that with the blessings of Allah and prayers from well-wishers this school will prosper.”

Ms Jessica Nathaniel is the class

teacher for Pre-Nursery.

“ I‟ve found Novaquest International School the best place for children to

learn and grow. The school provides a clean and friendly atmosphere. I‟m glad that I got an opportunity to share my knowledge and help to groom the children. This school does not focus on rote learning but helps the individuals to understand the concepts.

The school arranges different activities and programs which motivate the students to participate, so they become confident.

I have been teaching here for a year now. The school has given me challenging tasks, and I met them with the guidance and support of Ms Yasmeen and Ms Robina. I have learned new teaching methods through workshops and seminars which are conducted by our Teacher Training Department, to improve the quality of education in this institution.

Teaching students for Pre-Nursery has been a wonderful and challenging experience for me. I enjoy teaching them with different methods and activities. The warmth and affection, I have received

What our Teachers Say...

Volume 2, 2009

Ms Samina Haider

is the class teacher for Grade III.

“ I have been teaching at

Novaquest International School for the past five years. Currently I am teaching Grade III. Teaching at Novaquest has been a fabulous experience as sharing my knowledge with the students, gives me a great satisfaction.

In my opinion teaching is the most rewarding and noble profession. Working at Novaquest has improved my teaching skills to a great extent. Ms Yasmeen and Ms Robina have always guided me where I needed assistance.

The environment of the school is comfortable. I want to continue teaching here for as long as possible.”

Questions of point of view force us to

examine our point of view and to consid-er other relevant points of view.

Questions of relevance force us to dis-

criminate what does and what does not bear on a question. Questions of accura-cy force us to evaluate and test for truth and correctness.

Questions of precision force us to give

details and be specific.

Questions of consistency force us to

examine our thinking for contradictions.

Questions of logic force us to consider

how we are putting the whole of our thought together, to make sure that it all adds up and makes sense within a rea-sonable system of some kind.

Dead Questions Reflect Dead Minds

Unfortunately, most students ask virtually none of these thought-stimulating types of questions. They tend to stick to dead questions like "Is this going to be on the test?", questions that imply the desire not to think. Most teachers in turn are not themselves generators of questions and answers of their own, that is, are not seri-ously engaged in thinking through or re-thinking through their own subjects. Ra-ther, they are purveyors of the questions and answers of others - usually those of a textbook.

We must continually remind ourselves that thinking begins with respect to some content only when questions are gener-ated by both teachers and students. No questions equals no understanding. Su-perficial questions equals superficial un-

derstanding. Most students typically have no questions. They not only sit in silence; their minds are silent at well. Hence, the questions they do have tend to be super-ficial and ill-informed. This demonstrates that most of the time they are not think-ing through the content they are pre-sumed to be learning. This demonstrates that most of the time they are not learn-ing the content they are presumed to be learning.

If we want thinking we must stimulate it with questions that lead students to fur-ther questions. We must overcome what previous schooling has done to the think-ing of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogita-tion" (the intellectual equivalent of artifi-cial respiration).

Contd... The Role of Questions



Volume 2, 2009



St

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W h o a r e T h e y ?

4 She is the founder of the oldest exist-ing university in the world. University

of Al-Qarawiyyin was built in 9th century at Fez, Morocco.

”“There is more treasure in books than in all the pirate's loot on Treasure Island”

5 An animator, film producer and the creator of Mickey Mouse. He produced

the first colored cartoon: „Flowers & Trees‟

“Through shallow intellect, the mind be-comes shallow, and one eats the fly, along

with the sweets.”

6 A mystic, poet and founder of a reli-gion. Born in 1469 in a village at the

banks of Ravi (Nankana), near Lahore. His father was the village accountant.

1 ”Information is not knowledge”

In 1921 he was awarded the Nobel Physics Prize in Physics for the discov-ery of the law of the photoelectric effect. The formula E=mc2 is the most com-monly known thing that he is known for.

2 ”We are the change that we seek ”

He is the 44th and current President of the United States. Also the first Afri-can American to hold the office.

3 ”To be or not to be”

English poet, dramatist, and actor, considered by many to be the greatest dramatist of all time. His plays Hamlet and Romeo & Juliet are among the most famous literary works of the world.

D rugs are chemicals that change the way a person's body works. You've probably heard

that drugs are bad for you, but what does that mean and why are they bad?

MEDICINES ARE LEGAL DRUGS

If you've ever been sick and had to take medicine, you already know about one kind of drugs. Medicines are legal drugs, meaning doctors are allowed to prescribe them for patients, stores can sell them, and people are allowed to buy them. But it's not legal, or safe, for people to use these medicines any way they want or to buy them from people who are selling them illegally.

ILLEGAL DRUGS

When people talk about the "drug problem," they usually mean abusing legal drugs or using illegal drugs, such as garda, char’se, hashish (hash),

heroin, coke (cocaine).

WHY ARE ILLEGAL DRUGS DANGEROUS?

Illegal drugs are extremely bad for a kid

or teen whose body is still growing. Illegal drugs can damage the brain, heart, and other important organs. Cocaine, for instance, can cause a heart attack - even in a kid or teen. You can die a terrible death.

While using drugs, a person is also less able to do well in school, sports, and other activities. It's often harder to think clearly and make good decisions. People do dangerous things that could hurt themselves - or other people - when they use drugs.

WHY DO PEOPLE USE ILLEGAL DRUGS?

Sometimes kids and teens try drugs to fit in with a group of friends. Or they might be curious or just bored. A person may use illegal drugs for many reasons, but often because they help the person escape from reality for a while.

Drugs don't solve problems. And using drugs often causes other problems on top of the problems the person had in the first place. A person who uses drugs can become dependent on them, or addicted. This means that the person's body becomes so accustomed to having this drug that he or she can't function well without it.

WHAT CAN I DO TO HELP?

If you think someone is using drugs, the best thing to do is to tell an adult

that you trust. This could be a

parent, other relative, teacher, coach, or school counselor. The kid might need professional help to save their life. A grown-up can help the kid find the treatment he or she needs to stop using drugs. The best way

kids can help other kids is by choosing not to try or use drugs.

The best way to help your friends is to say

Solution on Page 3

“ Forget not the Other in the Brother. ”



The Unforgotten

F atima Jinnah, the little sister of Muhammad Ali Jin-nah, is much known but little understood. In an age when few Muslim girls took to English education,

Fatima Jinnah opted for modern education. She enrolled herself in the Bhandara Convent School (1902) and, later in St. Pat-rick School, Bhandara (1906) from where she did her matriculation. Then complete her Senior Cam-bridge (A-Levels) in 1913. At a time when few Indian (not to speak of Muslim) women went in for a pro-fessional degree or diploma and training, she moved to Calcutta in 1919, and enrolled herself at Dr. Ahmad Dental College.

Interestingly, she decided to stay on her own in a hos-tel, although her elder sister, Maryam, was living there with her family. Not only did she train herself as a dentist, with the Quaid‟s encouragement, she opened a dental clinic on Abdur Rehman Street, a Muslim locality in Bombay, in 1923. It was a rare phenomenon even for cosmopolitan and modernized Bombay.

During a period when social work was not the norm, even with educated and affluent women in India‟s society, she exhibited a passion for it. She worked simultaneously at the nearby Dhobi Talau Municipal clinic on a voluntary basis.

She showed that women can become professionals and make themselves useful to the community and country at large, instead of wasting their talents. Even in those days she believed that women should take part in na-tion building activities, a view she propagated repeatedly later.

But life is much more than a mere career, as Hillary Clinton pointed out recently. When the family is in need, it comes first, however committed one is to their career. Thus, when Rutten Bai died in 1929, Miss Jinnah scarified her career, wound up her clinic, took charge of Jinnah‟s palatial Malabar Hill mansion, and assigned herself the most critical task of helping out her illustrious brother in terms of his personal needs, so that he could give undivided attention to the criti-cal problems Muslim India was confronted with.

Additionally, she served as his confidante and advisor, she stood by him at all times, giving him hope and encourage-ment and trying to sustain him during the most difficult peri-od of his life.

Fatima Jinnah did come on to the public platform, but to-wards the end of her life, some 15 years after Jinnah‟s death and even then, she did so only at the imminent and desper-ate call of the nation. She headed the democratic movement against the incumbent dictatorial regime of Ayub Khan in September 1964. And when she took to the public platform she did it with indefatigable courage and unflinching determi-nation, whatever the odds, whatever the consequences.

She helped in making women‟s role in public life both re-spectable and credible and asked them to equip themselves

Volume 2, 2009

Student Writings

Note: All students can submit their writings to us for this section. The best submission will be selected and published in the next issue. The topic for the next issue is:

“How can children help with animal rights in Pakistan”

People who are fat,

Know how it feels to be that.

They aren‟t sure if those

clothes will fit,

Or if that space is enough for

them to sit.

Day by day, getting fatter,

Makes them madder and

madder.

They blame their fate,

For the ever increasing

weight.

They eat, eat and eat,

Potatoes, chocolates and

meat.

They know what has made

them fat,

But are too lazy to stop

eating that.

Diabetes, hypertension and

God knows what,

Will hurt them later in their

lives a lot.

I hope they realize the fact,

That they are getting very fat.

By Tehneiat



Games

Section NIS Mascot

Co

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1 2 3

4

5 6

7

8

9

10

11

12 13

14

15

EclipseCrossword.com

Across

1. Philippines

7. Canada

8. France

9. China

10. Japan

12. USA

14. Iraq

15. Russia

Down

2. England

3. Iran

4. Spain

5. Australia

6. South Africa

11. Saudi Arabia

13. Egypt

World Capitals List the capitals of these countries

2 1 4

3 2 1

What is Sudoku?

Sudoku is a puzzle made up of numbers, but there is no math involved. You must use logic to work out where the numbers go, and that is what makes the puzzle fun.

How to solve Sudoku?

To do this Sudoku you must make every column, row and mini-grid contain the numbers 1, 2, 3 and 4 - one of each. There is only one way to finish each puzzle. Think carefully,

Solution on Page 3

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“ Courtesy and knowledge are like two hands washing each other ”



Volume 2, 2009

Find Your Way

School Timings

Pre School

Monday to Friday 8.30am - 12.30pm

Grade I to IX

Monday to Thursday 8.00am - 1.45pm

Friday 8.00am - 12.30pm

Note:

Parents are encouraged to come to the school and discuss any issues they may have, however we request that you call to arrange an appoint-ment .

Are admissions still open?

Yes, but seats are limited

Do you offer scholarships?

Our scholarships are purely on a merit basis after a comprehensive test and evaluation.

What extra curricular activities do you

offer?

We offer many sports including, Taekwondo, football, badminton and aer-obics. Scouting and computer animation are added extras.

Do you have a uniform?

Yes we do.

What is the minimum age for play-

group?

2½ years old

Do you have transport facilities for

pick and drop?

Yes, we do.

Where can I obtain more information

about NIS?

You can visit our website: www.novaquestschool.com

Collect a free brochure from our school

Call Us: 042-5777804, 5777807

NovaQuest FAQ’s

Admission Fee (non refundable)

Pre School to Grade VII Rs 10,000/-

O‟Level Rs: 15,000/-

Registration (non refundable)

All Grades Rs 2,000/-

Security (refundable)

All Grades Rs 4,000/-

Tuition Fee

Pre Nursery to Prep Rs 5,000/-

Grade I to III Rs 5,500/-

Grade IV to VIII Rs 6,000/-

O‟Level (Grade IX onwards) Rs 8,000/-

School Fee Structure 2008/9 No

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NovaQuest International School Mascot

Meaning: Wanderer

Type: Bird Diet: Carnivore

Sound: “kak, kak, kak”

Features:

Long pointed wings

Black mustache mark on face

Fast Facts Powerful and fast-flying, the Peregrine Falcon is the fastest bird on the planet. It drops down from high above in a spectacular stoop, reaching speeds in excess of 300km an hour. Look out, mice. If a peregrine falcon decides to have you for lunch, you'd better run ... FAST.

Peregrine are docile birds. Humans have tamed them for thousands of years. They are common in Asia, Americas, Europe and the Middle East. From cold tundra to hot deserts, from sea level to high in the mountains. An amazing bird.

The symbol of Pakistan Air Force (PAF) is a Peregrine Falcon.

http://www.novaquestschool.com/



NovaQuest International School

NOVAQUEST INTERNATIONAL SCHOOL NEWSLETTER

12 F.C.C.

SYED MARATAB ALI ROAD

GULBERG IV, LAHORE

PAKISTAN

Phone: 042-5777804, 5777807

Fax: 042-5874787

WEBSITE : www.novaquestschool.com

Name __________________________________

Street Address __________________________________

Town __________________________________

City __________________________________

In Paris you can find special cinemas which show only films in English. In Berlin you also can watch films in English lan-guage. Even in Moscow you can do that. But there is no special place in Lahore – that is why NovaQuest International School has opened a english cinema club for its students.

The cinema is located on the premises of NIS Gulberg Campus. The club meets weekly to watch and discuss mov-ies of academic interest. This club's goal is to recommend and educate the students on which movies are of interest from today and yesteryear. The subjects of the movies are of wide range.

This cinema club is a combination of really great english films, and a big screen. It‟s for children who want to improve their english language and literature The films that will be shown here are not normal, standard films. They are all spe-cial in some way. But you won‟t find them in theaters in La-hore.

Films based on Shakespeare‟s plays will be shown in April, the month the writer was born, including “Romeo and Juliet,” “Henry V,” “Richard III” and “Hamlet.”

Entrance is free for NovaQuest Students and their fami-

lies. Please contact the school admin for more information..

Hamlet

Sound of Music

Macbeth

Romeo & Juliet

Rob Roy

History Channel:The Mongols

Literature, Classical & History

Finding Nemo

Sharks Tale

Madagascar 1 - 2

Ice Age 1 - 2

Shrek 1 - 2 - 3

Mulan

Kids Animated Movies

Novalink_jan2009

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