The following clubs are offered to students through the school:


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Art Club:

The art club is open to juniors and seniors .In the art club the children learn to draw, sketch, decorate, create and make all sorts of different pictures and art forms. Work produced over the year includes collages, chalk-drawings, ‘abstracts’ , wax drawings, pastel creations , posters, frames, ‘repeat’ patterns, hand-prints, painting and mosaic pictures- (fragmented art work and graffiti)

Hence the children are learning a variety of skills, being exposed to different types of artwork/artists and developing their own individual brand of talent!

Over the years our children have been awarded various awards for their art pieces, ranging from third grade to Honors.





A number of the Sharon school children have been taking part in Dance sport for just over a year now, except for Dayen and her partner Sebastian who have been dancing longer. Dance sport, which includes Classical and Latin American dance, is now recognized by the International Olympic Committee, as it passes all their tests as a sport.

 During classes and competition the children learnt to do the Rhythm Foxtrot, and the Waltz which is a slightly harder dance to learn as it is danced to three beat music as opposed to the four beats of the Rhythm Foxtrot. Also included in their dances were the Cha Cha Cha, the Lilac Waltz and the Barn Dance.

 Dance sport requires a boy/girl partnership; however in Zimbabwe (due to the shortage of boy dancers) two girls are allowed to compete together in two sections only in Classical Sequence. Zimbabwe is one of the few countries outside of the United Kingdom where Classical Sequence is danced competitively. I am sure the girls would like to dance in more sections so boys out there – think about giving Dance sport a go. The children do really enjoy it (even the boys) particularly the competitions. When I’ve asked them why they enjoy those they say that it is very social and great fun!



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Drama club:

Drama club is extremely popular with over 50 children form Grades 4-7.Together the children share ideas, and gain confidence in a fun and creative environment. We do Public speaking , Skits, Plays , Character sketches, “ Talent shows” and “movie productions” to name but a few. The children learn how to speak in front of an audience, narrate stories and also ‘adlib’ in ‘impromptu’ speech/skit situations-also excellent skills for life and great self esteem boosters!

What is life without a bit of drama after all?

First Aid

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First Aid is an invaluable lifeskill. By learning First Aid, you can be better prepared when faced with mishaps or accidents, and your knowledge and/or actions can increase the chances of a favourable outcome. First Aid can literally save lives - a short-term investment in learning First Aid can produce a lifetime of advantages.

At Sharon School, our Grade 6 class is taught First Aid as a subject in weekly lessons throughout the school year. They start off by learning some basics of the human body - how blood and oxygen circulate through the body - and by the end of the year, they have been taught how to deal with a diverse range of injuries and illnesses: blood nose, choking, sprains and strains, fractures, bleeding wounds and bandaging techniques, asthma, heart attack, stroke, unconsciousness, burns, dehydration - to mention a few.

The 1-hour lessons held during class time focus on the theory and demonstrations of these topics,  and the children are then offered the opportunity to join us for practical lessons on Friday afternoons in First Aid Club only held during the Winter Term from 1:30pm to 2:30pm. The First Aid Club has proven to be extremely beneficial to those who enthusiastically attend - in fact, over the last 6 years, it has been noted that those students who have regularly attended and enjoyed these practical sessions tend to pass their end of year theory exam and practical assessments with flying colours!

Sharon School has been very lucky to have a group of enthusiastic and dedicated volunteer parents who have been the driving force behind this amazing lifeskill. The benefits of having all our Grade 7's knowledgeable in First Aid has been immense. Over the last 6 years, our Grade 7's have capably dealt with minor injuries - cuts, scrapes and bruises - on the playground and sports fields. They have also given incredible support to staff members and the casualties when more substantial injuries - broken bones or dislocations - have occured. 

Unfortunately, First Aid at Sharon School is in danger of collapsing. Each year, as our Grade 7's move on to senior school, we have had some of our wonderful volunteers move on as well. Many requests for volunteers to join our team have gone unanswered and now we may not be able to continue teaching next year. Volunteers do not need to have any qualification or know-how in First Aid to begin with - we will work with you to get you certified. The lesson structures are all in place which means the preparation time for each lesson is minimal. PLEASE don't let this incredible lifeskill opportunity die out. First Aid is one of the highlights of the Grade 6 year and the excitement it brings is electric! Many kids in Grades 1 to 5 can't wait to be in Grade 6 so they can do First Aid!

Any parents willing to volunteer to help out, please contact Dawn Leliard on 0772 235 090 or email on .

Thank you and good health.


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 Judo is a popular martial arts style and Olympic sport with a rich, though relatively recent history. Breaking the term judo down, ju means “gentle” and do “means the way or path.” Thus, judo translates to "the gentle way."

 A judoka is someone who practices judo. Beyond being a popular martial art, judo is also a combat sport.


The History of Judo               

 The history of judo starts with Japanese jujutsu. Japanese jujutsu was practiced and continually improved upon by the Samurai. They utilized the throws and joint locks common within the art as a means to defend against attackers with armor and weapons. Jujutsu at one time was so popular in the area that it is believed during the 1800’s more than 700 different jujitsu styles or systems were being taught.


But in the 1850’s Commodore Perry led the west into Japan. The guns and different ideas these foreigners brought to the area changed Japan forever and led to the Meiji Restoration in the latter half of the 19th century, a time when the emperor challenged the rule of the Tokugawa shogunate and eventually overcame it. The result was the loss of the Samurai class and many traditional Japanese values. Further, capitalism and industrialization flourished, and guns were shown superior to swords in battle.


Since the state became all-important at this time, highly individualized activities like martial arts and jujutsu declined. In fact, during this time many jujutsu schools disappeared and some martial ideas and practices were lost.

 Which led the world to judo.

 Dr. Jigori Kano : The Inventor of Judo

Jigori Kano was born in the town of Mikage, Japan in 1860. As a child, Kano was small and often sickly, which led to his study of jujutsu at the Tenjin Shinyo ryu school under Fukuda Hachinosuke at the age of 18. Kano eventually transferred to the Kito ryu school in order to study under Tsunetoshi Iikubo.

 While training, Kano, whom eventually earned the name Dr. Jigori Kano, started to formulate his own opinions regarding martial arts. This eventually led him to develop a martial arts style all his own. In principle, this style sought to utilize an opponent’s energy against them and eliminated some of the jujutsu techniques he deemed dangerous. By doing the latter, he hoped that the fighting style he was refining would eventually gain acceptance as a sport.


At the age of 22, Kano’s art came to be known as Kodokan Judo.

 His ideas were perfect for the times he lived in. By changing martial arts in Japan so that they could be sports and teamwork friendly,society accepted judo.

 Kano’s school, called the Kodokan, was established in the Eishoji Buddhist temple in Tokyo. In 1886, a contest was held in order to determine which was superior, jujutsu (the art Kano once studied) or judo (the art that he had in essence invented). Kano’s students of judo won this competition easily.

 In 1910 judo became a recognized sport; in 1911 it was adopted as a part of Japan’s educational system; and in 1964 it became an Olympic sport, giving credence to Kano’s long ago dreams. Today, millions of people visit the historic Kodokan Dojo every year.


Characteristics of Judo

 Judo is primarily a throwing style of martial arts. One of the main characteristics that sets it apart is the practice of using an adversary’s force against them. By definition, Kano’s art stresses defense.

 Though strikes are sometimes a part of their forms, such maneuvers are not used in sport judo or randori (sparring). The standing phase when throws are employed is called tachi-waza. The ground phase of judo, where opponents are immobilized and the use of submission holds may be employed, is called ne-waza.


Basic Goals of Judo

 The basic goal of a judoka is to take an opponent down by using their energy against them. From there, a judo practitioner will either gain a superior position on the ground or subdue an aggressor by employing a submission hold.


Judo Substyles

 Like Brazilian Jiu Jitsu, judo doesn’t have as many substyles as karate or kung fu. Still, there are some splinter groups of judo like judo- do (Austria) and Kosen Judo (similar to Kodokan but more grappling techniques are utilized).







Music report 

Each class continued to have their half-hour lesson of music a week in which the lesson time was divided between singing in unison and in parts, listening activities and activities which taught the children  about and made them aware of the various “building blocks” of music.

Most of the  “public” music-making was by the various extra-curricular musical groups which exist at the school.

The first term of 2012 saw the production of a “talent show” with the theme “Transport”. Each class had to present its own item, and both the Senior and Junior Choirs had their own slot in which to sing songs on the chosen topic. With having performed in this concert, a lunch hour concert was not held in the first term.

The main focus of the Senior Choir work in the second term is always the Junior Schools’ Combined Concert with its attendant demanding rehearsal schedule in which the Senior Choir takes part together with eleven other schools. This year the concert was held in the newly- built Hartmann House Hall in an attempt to overcome some of the logisitical problems which have recently beset the use of the Jubilee Hall in which this concert had always been presented in the past. Twelve choirs participated in the concert which featured soloists drawn from Harare High Schools who had achieved excellent results in the Music Eisteddfod the previous term, and these items gave the children an opportunity to listen to music and instruments which many of them  had not been exposed to before. Unfortunately only thirty children from the Senior Choir could  represent the school in this concert, but the remainder of the senior choir presented the same material at the B.S. Leon home which was a wonderfully supportive and appreciative audience – to the extent that one or two members of the “B.S. Leon Choir” requested never to be chosen for the Combined Choirs “team”!.

At the end of the term there was a lunch-hour concert in which both the Senior and Junior choirs performed, as well as some of the recorder students.  The Senior Choir sang a selection from their Combined Choirs repertoire and the Junior Choir presented a set of songs about various brids and their idiosyncracies. At the final assembly the Senior Choir sang a beautiful song entitled “Follow the Heron Home” as a tribute to a much-loved ex-member of the Sharon teaching staff, Mrs Dorothy Williams, who had recently passed away. It was a song of which I am sure Mrs Williams would have enjoyed the sentiments.

The third term saw the Junior and Senior Choirs and the recordergroups all working together to present a concert entitled “The Origins of Pop”. The theme was inspired by a lesson with the Grade 7 class in which we had investigated the music of the Beatles in particular, and then started looking backwards to see why popular music as we know it  became such a phenomenon in the last century, and what its roots were. It was a fun-filled concert in which the children presented music representing styles such as work songs, negro spirituals, Ragtime, blues, Swing and early pop hits such as  “Crocodile Rock” by Elton John and “Feelin’ Groovy” by Simon and Garfunkle. There was so much wonderful music to choose from and I am aware that we never got very “modern” – a future concert in the wings perhaps. Thanks to the dancers in the choir – Delena Neethling and Tamarah Surtee in particular” who helped us to unstiffen our performance and add some fun dance movements.

A recorder duo and the Senior Choir also gave a performance at speech night where they did much to contribute to the solemnity of the  evening and give it a special touch.

In the third term saw the resurrection of the interclass singing competition, which for a number of years has been impossible to schedule. This competition was adjudicated by enthusiastically by Mac and Jenny Bailey from Greystone Nursery School, who took their task very seriously and had encouraging comments and some constructive criticism to offer to each class. This event was won by Grade 6, with Grade3 being the runners-up. Each class acquitted themselves well and I am sure this event does much to  improve the overall standard of class singing as the classes compete for the honour of being awarded the cup, as well as teach the children about concert etiquette and performance.

Worthy of special mention are Daneille and Taryn Macdonald who have made brilliant progress on the descant recorder. These girls achieved a standard which surpassed that of any previous Sharon student I have taught and their level of playing made it possible to embark  on some fun and adventurous projects.  They have also inspired a flock of new beginners who have been able to see what it is possible to achieve and this is particularly exciting. Danielle was awarded Full Colours in Music for her musical participation in and contribution to the musical life of the school. Full Choir colours were awarded to Courtney Sithole, Delena Neethling, Simone Peacocke, Michaela Lapham, Nicole Canary, Danielle Macdonald and Tamarah Surtee, all of whom had been members of a Sharon choir without interruption from the beginning of Grade 3.  Diiscretionary awards of Full Choir Colours were made to Nick Hodgskin  and Micaela McCleod  for their commitment  and dedication to choir.

2012 was a year full of music and fun, and I believe that the overall standard of singing has improved much over the year – a trend that I hope will continue.