Dragon Tales

Issue 14: August - October 2013

Thank you to everyone who contributed to this edition of Dragon Tales.

If you would like to submit an article for the next issue please make sure you do so by Friday 13th December.

If you are a student or a member of the teaching staff please submit your article to Mr Jon (Primary) or Ms Kim (Secondary).

Other members of the community should submit their articles to Ms Rachael.

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from the DirectorDear VIS Community,

The  first  quarter  of  2013-­‐14  has  been  a  busy  one  for  our   school.   We   have   welcomed   around   100   new      students   to   our  classes  and   begun   some  brand  new  courses.I   am   very   pleased   that  we  can   now   greet   students  with   Ni   Hao   as   we   have   commenced   Mandarin            Chinese   in   our   primary   grades.   This   new   language  choice   has   been   popular   and   complements   our  French   and   Mother   Tongue   language   classes   very  well.  I   am   also   very   pleased   that   we   have   commenced  swimming  classes  in  our  new  pool.  Along  with  weekly  lessons   for   our   primary   students,   our   middle   years  students  will  each  have  at   least  one  unit  of   study   in  PE  at  the  pool.   It  was  terrific  to   see  our  first  classes      working  up  rouMnes  in  synchronized  swimming.

The  co  curricular  programme  has  also  been  strengthened  through  the  addiMon  of  the  pool  with  our  swim  team  and      development  squad  doubling  in  size.  The   following   pages   will   give   you   an   insight   into   the  courses,   acMviMes   and   events   that   we   have   enjoyed        during  the  first  quarter.    Our   Dragon   Tales   are   a   great   way   of   seeing   what                  internaMonal  educaMon   looks  like  at  VIS.  Please  share  it  with  your  friends  and  family  across  the  world.  Best  regards

Greg Smith 3

Interpreting Artifacts 09

Celebrating Peace10

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Science Across The IB Curriculum 18

MRISA LeadershipSummit26

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Primary Reflections Jon DavidsonPrincipal

The  Primary  Years  Programme  is  a  l iVle   l ike   a   j ig-­‐saw.   When                      designing   learning   engagements  we  need   to  balance  a  number  of  aspects   such   as   skills,   concepts  aWtudes   and   knowledge.   In          September  we   saw   these   factors  come  together  in  a  demonstraMon  of  what  it  is  to  be  an  IB  student.  

September   21st   is   when   an                esMmated   5.6   million   people  worldwide   celebrated   peace.        InternaMonal   Peace   One   Day   has  become  an  established  part  of  the  calendar  at  VIS   and   this  year  was  no   different.   Details   of   the                acMviMes  can   be  found  elsewhere  in   this   ediMon   of   Dragon’s   Tales,  but  I  would  like  to  concentrate  on  just  one  –  our  Poems  for  Peace.

Grade   five   had   been   working   on  their   poems   for   some   Mme;              

exploring   the  concept  of  what  poetry  is,   gaining   knowledge   of   the                      different  forms  of  poetry  and  bringing  the   aWtudes   of   commitment,              creaMvity   and   empathy   to   the   task.  One  feature  that   really   shone  out  on  that  Friday  a`ernoon,  however,  were  the   skills  displayed   by   our   students.  As  each  of  our  students  stood  to  read  out   their   poems   in   front   of   at   least  five  hundred  people,  they   presented  their   work   in   a   clear,   arMculate   and  eloquent  way.  

Everyone  present   could  not  help  but  be   impressed   with   those   Primary  School  students  who  stood  in  front  of  a   large  audience  and   communicated  in  such  emoMve  ways.  

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Grade 6 Students Install Their PYP Exhibition Work at COPE

The  ExhibiMon  is  an  opportunity  for  students   to   bring   together   their  learning   from   the   Primary   Years  Programme  in  a  culminaMng  unit  to  share   with   the   whole   school      community.  

It   is   a   process   for   students   to    demonstrate   aVributes   of   the   IB  learner   profile   and   a   collaboraMve  inquiry   which   involves   students  idenMfying,  researching   and  taking  acMon   on   a   variety   of   issues   of  global   significance.   The   ExhibiMon  demonstrates  the   students’  ability  to  be  independent  and  responsible  learners  and  provides  an  authenMc  assessment  of  their  learning.

Last   year   saw   many   varied,    imaginaMve  and  exciMng   inquiries  as   part   of   our   ExhibiMon.   The  overarching   central   idea   for   the  ExhibiMon   was.   “InnovaMon    transforms  our  world”.  One  group  o f   s tudent s   ( Ke l l y ,   Yu r i e ,                    KonstanMn  &  JT)   made  their  own  central   idea   and   were   inquiring  into   “Organisa*ons   help   and    educate  communi*es”.

As  they  wrote  at  the  Mme:  

“We   are   looking   at  organisa/ons  that  work   with  UXO   clearance   in  Lao   PDR.  We   are   also   looking  at  communi/es   affected  by   UXOs   in  Lao   PDR.   We   have   a   guiding  

ques/on  that  connects  the  exhibi/on  un i t   and   our   i s sue .   How   do                            organisa/ons   innovate   to   create    solu/ons?”

Despite  having  moved  into  Grade  Six  this  year,  the  group  eagerly   took  the  chance   to   share   their   work   with   a  broader  audience  and  so  they  helped  install  their  work  at  the  COPE  centre.  

We   are   extremely   proud   of   these  students   who   were   able   to   exhibit  their  work  and   showcase  our  school  to  hundreds  of   visitors  from  around  the  world.  

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Learning in the Real World

Class  trips  probably  make  up  the   fondest  memories  we   all   have   of   our   school   days.   At   VIS   we   make          numerous   visits   to   places   in   the   community   that      support  our  learning.  When  Grade  Two  were  looking  at   how   “Human   interacMons   with   natural   habitats  impact   living   things”   they   visited   the  Mekong   and  looked  at  how  humans  had  changed  that  habitat.  

It  is  not  always  necessary  to  go  that  far  afield.  Many  of   our   most   powerful   learning   takes   place   much  nearer  home.  When  Grade  One  were  looking   at  the  properMes  of  maVer  they  only  needed  to  go  outside  with   an   ice   cube   and   a   way   of   recording   what              happened.  Through  using  the  tools  of  a  scienMst  they  discovered  that  water  could  change  from  a  solid  to  a  liquid  –  but  then  where  did  it  go?

In  Grade  Five  students  are  again  encouraged  to  think  like  scienMsts,  wriMng  up  experiments  and  predicMng  what  will  happen.  This  “class  trip”  went  just  across  to  the   secondary  school  and  called  on  the  experMse  of  our  wonderful  science  teacher  –  Ms.  Carol  Seymour.  Besides  having   lots   of   fun   they   needed   to  display  a  range   of   skills.     They   used   their   research   skills   to  make   predicMons   and   form   a   hypothesis.   They        idenMfied   constants   and   variables,   collected   and      recorded   data   using   a   variety   of   tools   and   their            observaMon  skills.

Class   trips   have  many   purposes,   perhaps   the   most  important   is   that   trips   bring   learning   out   of   the        classroom   and   into   the   real   world.   Our   students        become  scienMsts  through  being  scienMsts.  They  are  inspired,  challenged  and  prepared  to  be  learners  for  life.

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In   line   with   our   curriculum   Visual   Arts   at   VIS   are  someMmes   taught   as   a   “stand-­‐alone”   subject,   but  o`en  as  a  way   in  which  we  can  inquire  into  a  unit’s  central  idea.  As  Grade  Three  were  looking  at  the  idea  that   “InterpreMng   arMfacts   provides   an   insight   into  people’s   histories”,   we   decided   to   make   our   own    arMfacts   that   told   a   story   and   represented   our                histories.

Firstly   the  students  created   designs   in   their   process  journal,   then,   using   bowls   brought   in   from   home,  they  each  made  a  papier  mache  base  and  decorated  them   carefully.   Paying   parMcular   aVenMon   to   the    colours  and  symbols  that  they  used  to  be  certain  they  represented  each  student’s  unique  story.

Here   are   some   examples   of   what   the   students  achieved.   I   am   sure   you   will   agree   that   they   are    decoraMve,   but   also   contain   powerful   symbols,            expressing  each  student’s  individuality.  

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Artifact InterpretationsVisual ArtsMs Linda Kent

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Celebrating International Peace One DayGrade 5 Peace Poems

Peace Is Every Thing

Peace is a graceful dove and a beautiful flower

A blossoming bud, in a white lake of lilies, bursting with fragrance

Peace can be anything you just have to believe its true, your idea of peace is part of you

By Sophie

Peace is the feeling of calmnessAnd of the dove as it sores the skyPeace is the time of NO violence And a time when we create new friendsPeace is about being caring And spending time with your familyPeace is a time when a truce covers the world like a golden cloud

By Elsie

The world is around usThe world is wideWhat about the folks insideThere is peace in some places but not in allThat's just too Bad for theBig blue ball around us.

By Gabriel

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PeacePeace becomes eco-friendly Olive branches persuade me to feel peacefulPeace helps me to achieve many thingsPeace is superior against warFair means evenYing Yang means peace and warContributing to people helps you to become a better peace maker

By Liam

THE DEFINITION OF PEACEPeace can be as quiet as doves’ wingsOr white flags rustling in the windPeace can be as loud as trumpet blastsOr a battle stopped before wonPeace is everywhereYou just have to find it It’s not hardJust tryBy TenTen

I don’t know why people fight They should make friendsI don’t know why people bullyThey should be caring open minded and balance But I do know why people make peace because now they are happy.

By Patrick

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Kim GreenPrincipalHolis*c  Learning

A   fundamental   concept   of   an   IB      educaMon   is  that   it   is   holisMc.     It   is  important   for  us   to  deliver  a  holisMc  educaMon  to

provide   our   learners   with   skills   for  self-­‐directed   and   interdependent  learning,empower   our   learners   to   be   criMcal  thinkers  and  problem  solvers,ensure  that  understandings  and  skills  transcend   generaMons,   Mme   and        disciplines,prepare  our  students  to  be  successful  learners  for  life.

At   VIS   we   do   this   through   the   a  inqu i ry -­‐based     approach   to                            curriculum   delivery,   by   focusing   on  

our  learners  understanding  of   how  they  learn  -­‐    Approaches  to  Learning,

through  criMcal  thinking,through   meaningful   and   relevant          learning  &  assessment,through  challenge  &  rigour,by  developing  enduring  understandings,through   the  wide  range  of   components  that   are   integral   to   our   programmes,  such   as;   personal,   social   and   health    educaMon,   community,   service,   and  creaMvi ty ,   in formaMon   l i teracy,                        reflecMon  and    acMon.

Secondary Reflections

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Over  this  semester  there  have  been  many  opportuniMes   for   parents,   students   and  teachers   to   come   together   to   celebrate  our   commitment   to   our   community   of  learning   and   understand  more  about   the  holisMc  educaMon  delivered  at  VIS.    Thank  you   to   our   parents   and   students   who        aVended   the   Secondary   Expo   Night,            Co-­‐Curricular   Expo,   SALSA   informaMon  sessions,  Three  Way  Conferences,   Parent  Wo r k s hop s   t h r ough   T h r ee   Way                          Con fe rences ,   Co l l ege/Un iver s i t y                        InformaMon  Sessions  and  introducMons  to  t h e   M i dd l e   Y e a r s   a nd   D i p l oma                            Programmes.     These   opportuniMes   are  provided   for   our   students,   parents   and  teachers   to   connect   and   are   designed  to  build   relaMonships   which   ulMmately   lead  to   create   strong,   posiMve   partnerships  between  home  and  school.    It  is  important  for  us  to  provide  all  of  our  community   with   understandings  of   what  our  learners  will  know,  understand  and  be  able   to   do.     In   addiMon   to   face-­‐to-­‐face  workshops  I  strongly  encourage  all  of  our  community  to  access  Managebac  and  the  VIS  Website  for  curriculum  informaMon.

Celebra*ng  Achievement

Over   the   course   of   a   school   year   we        celebrate   student   achievement   through  many   different   forums.     Dragon   Tales,    Assembl ies ,   Awards   Ceremonies ,                      ExhibiMons  and  Showcases.    At  the  end  of  each   school  year   our   students  who   have  completed   their   journey   through   the   IB  Diploma   programme   also   celebrate   their  achievement   when   they   receive   their        results  in   July.     In   this  ediMon   of   Dragon  Tales  you  will  be  able  to  see  the  highlights  from  the  2013  VIS  IBDP  Candidates.  I   know   that   all   of   our   graduates   were        prepared   for   their   new   inspiring   and        challenging   adventures  in  life  and  warmly  congratulate  them  on  their  successes.

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A  Snap-­‐shot  of  Life  Long  Learning

Each   year   our   teachers   conMnue   to   be                    inspired   and   challenged   through   ongoing  learning   opportuniMes.     The   following   is   a  snap-­‐shot  of  examples  of  life-­‐long  learning

First  Aid

All   of   our   secondary   teachers   have   been    parMcipaMng   in   first   aid   training   prior   to        aVending   SALSA.     The  training   has   included  general  first  aid  and   resuscitaMon  skills.    We  are   grateful   for   the   support   of   our   School  Nurse  Moe  Moe  in   this  training   and   extend  our  hearnelt  thanks  to  Brooke  Morvinson  for  giving  her  Mme,  experMse  and  for  facilitaMng  the  sessions.

Feedback  for  Effec2ve  Thinking

This   conference   was   organized   by   The              AssociaMon   of   China   and   Mongolia                            InternaMonal  Schools  (ACAMIS)   and  featured  Dylan   William,   Ron   Ritchhart   and   Judy          Willis,   all   instrumental  thinkers  within  the  education   community.     The   key   focus   of  the   conference   was   to   explore   the                    following  four  key  ideas;  

1.  The  purpose   of   education   is  to   develop  individuals   who   can   effectively   think   with  what  they  know.2.   Feedback   plays   a   central   role   in                    developing  effective  thinkers.3.   Learners   think   most   effectively   when  they   understand   their   own   learning          process.4.   Effective   feedback  helps  learners  to   be  active   participants   in   their   own   learning  process

These   three   inspirational   leaders   helped  our   VIS   participants   (Suzanne  Mazi,   Nicky  Shaw   and   Patrick   Durkin)   discover   new  ways   of   making   thinking   valued,   visible  and   actively   promoted   in   the   classroom.    

On   their   return   to   VIS   Suzanne  Mazi,   Nicky  Shaw  and  Patrick  Durkin  are  facilitating  peer  learning   opportunities   for   their   colleagues.  We   are   excited   to   have   the   new   skills   and  ideas   return   to   VIS   and   value   the   two        workshops   that   have   already   been   led   by  our   three  VIS   teachers  –   Effective  Strategies  for   Thinking   and   Effective   Strategies   for  Feedback.

Learning  2.013

This  conference  is  organized  by  a  commiVee  of  educators  and  supported  by  The  AssociaMon  of  China   and   Mongolia   InternaMonal   Schools  (ACAMIS)  and  the  East  Asia  Regional  Council  of  Schools   (EARCOS).     Learning   2.0   has   always  strived  to  be  a  conference  where  the  focus  is  on   learning   and   on   what   that   means   in   our    current  technology-­‐rich  environments.    It   features   many   thought   provoking   keynote  speakers  and  presenters   from  schools  around  the   region.     Lucas   Clarkson   aVended   this          conference  and  has  returned  to  VIS   inspired  to  bring   new   and   progressive   thinking   into   our  classrooms.

Collabora2ve   Task   Based   Learning   for  the  MFL/ESL  Classroom  Workshop

Olivier  Gueval  aVended  this  workshop  and  has  returned   with   ideas   and   strategies   to   share  with   his   colleagues.     Since  his  return  he  has  facilitated   a   workshop   ‘Use   of   technology   in  learning   and   teaching   with   second   language  learners.     The   workshop   he   led   for   his                      colleagues   introduced   two   web   tools  w w w . d o m o a n i m a t e . c o m   a n d  www.storybird.com  in  addiMon  to  the  so`ware  Audacity.

IB  Regional  Workshops

These   are   designed   to   be   subject   specific        workshops   focus ing   on   the   sub ject                                requirements.     They   aVract   aVendees   from  variety  of   IB  schools.    This  quarter  MarMn  IlMs  

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aVended   an   IB   Regional   Workshop   for                    Language  and  Literature.    

Teachers  Teaching  Teachers

A   wide   range   of   secondary   teachers   have        provided   workshops,   learning   clinics   and            professional  support  to  each  other   during  our  workdays   and   on   Tuesday’s   for   example:          Library   resources   and   your   curriculum;                  EffecMve  Thinking  Strategies;  Back  to  the  Basics  with  Managebac  for  Mother  Tongue  Teachers;  Applying   Learning   Strategies;   CitaMon                methods;   Understanding   Learning   Needs            (using   data);  Understanding   CAS   and   the  role  of  the  CAS  advisor;  ConnecMng  to  and  Building  Library  resources  ;  DifferenMaMon  of  Content  &  Assessment;   Close   Reading   Protocols.   It   is        exciMng   and   inspiring   to   see   our   teachers  teaching  teachers.    Thank  you  to  everyone  who  h a s   c o n t r i b u t e d   t o   c r e aMn g   t h e s e                                      opportuniMes.     In   addiMon   learning   and                development   has   occurred   in   collaboraMon  with   the   students   for   example;   Personal              Project,  CAS  and  Community  Service  sessions.    

Connec2ng  with  the  IB  Community

I   am   very   proud   to   congratulate   Jonathan  Smedes   and   Claire   Butler-­‐Walker   who   have  recently   completed   IB   Workshop   Leader          Training.    I  also  am  proud  to  congratulate  Carol  Seymour,   Jonathan  Smedes  and  Claire  Butler-­‐Walker   who   have   completed   their   IB   School  Team  Visit  Member  Training.     They   join  the  IB  Educators   Network   and   will   represenMng   VIS  and   the   IB   when   leading   IB   Workshops   and  parMcipaMng  in  IB  AuthorizaMon  and  EvaluaMon  visits  around  the  world.    This  quarter  I  had  the  opportunity   to   facilitate   an   IB   Inquiry   in   the  MYP  workshop  at  an  IB  school  in  our  region.    It  is  always  inspiring   to  work   with  colleagues  to  further   develop   understandings   and   explore  how  the  IB   frameworks  can  be  brought  to  life  in  our  classrooms.

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Action in the MYP

Jonathan Smedes MYP Coordinator The beginning of a school year is

always an appropriate time to revisit

the fundamental concepts of the MYP

(Middle Years Programme). These

three elements guide the manner in

which teaching and learning is

approached in the MYP and are

essential when looking at what sets

the MYP apart from other curriculum

frameworks. These three fundamental

concepts are:

Holistic learning—representing

the notion that all knowledge is

interrelated and that the curriculum

should cater to the development of

the whole person, the attributes of

which are described by the IB learner

profile

Intercultural awareness—

representing the notion that school

communities should encourage and

promote international-mindedness by

engaging with and exploring other

cultures, a key feature of international

education as reflected in the

attributes of the IB learner profile

Communication—representing

the notion that schools should

encourage open and effective

communication, important skills that

c o n t r i b u t e t o i n t e r n a t i o n a l

understanding as exemplified by the

attributes of the IB learner profile.

When I look at the various learning

experiences taking place at VIS, it is

clearly evident to me that the

fundamental concepts are at the

heart of what we do. There is an

acknowledgment that adolescents are

confronted with a bewildering array

of choices and these learning

experiences collectively help prepare

our students with the opportunities

and values that will enable them to

develop sound judgments. I

encourage parents and students to

look at the learning experiences

taking place at VIS and make

connections to these fundamental

concepts in order to revisit what an

MYP education is all about.

*Information adapted from MYP: From Principals into Practice, Aug 2008

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The   IBMYP   informa*on   session   on   21st   August   was   an   opportunity   for   all   parents   to   find   out   more   about                      important  elements  of   the  programme.    In  my  absence,  this  session  was  led  by  Jennifer  ThorncraM  and  began  by  outlining  the  big  picture  elements  of  the  MYP,  such  as  the  Learner  Profile,  The  fundamental  concepts  and  the  Areas  of  Interac*on.  

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Of   specific   interest   was   informaMon   relaMng   to                          assessment   and   the   use   of   criteria.   This  was   also   the      focus  of  two  parent  informaMon  sessions  that  took  place  during  three  way  conferences  on  8th  and  9th  October.  

To   summarise   the   focus   of   these   sessions,   formal                  assessment  in  the  MYP  is  criterion  related  and  students  can  expect  feedback  against  the  criteria.  This  feedback  is  intended   to   help   students   improve  when   undertaking  future   criterion   based   assessments   and   is   very   much  seen   as   ‘assessment   for   learning’.     Criteria   between        subject   areas   vary   depending   on   the   nature   of   the            subject  and  the  criteria  used  will  only  be  if   it  is  relevant  for  that  parMcular  assessment.  One  way  to  become  more  familiar   with   criteria   is   to   access   student   assessment    informaMon  using  managebac.  Parents  at  these  sessions  were  encouraged  to  talk  with  students  about  assessment  feedback  and  use  of  criteria.  

If   you   were  unable   to   aVend   any   of   these   sessions  or  would   like   further   informaMon   about   anything   MYP        related,  please  feel  free  to  come  to  see  me  in  room  3123  or  contact  me  on  jonathans@ourvis.com  

The IBMYP Information Session

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Introducing  the  use  of  data  

logging            technology  –  

the                            temperature  

probe.

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Scientific Inquiry across the IB ContinuumThere   has   been   a   serious   “buzz”   in   the  science  wing   of   secondary   this   semester  and   it  hasn’t   just   been   the  MYP  and  DP  students.     Semester   one   has   seen   a              variety   of   PYP   classes   using   the   science  labs   for   their   units   of   inquiry   as   well.    Here   are   a   few   snapshots   of   what   has  been  happening  in  Science  across  VIS.

Grade  12:

In   their   final   year   of   the   Diploma                  Programme,  Grade  12   students  conMnue  to  complete   laboratory   hours   in   Physics,  Biology   and   Chemistry.     The   pracMcal      aspect   of   the   experimental   sciences   is  essenMal   in   complemenMng   the   theory  being  learned.

Grade  11:

VIS   has   introduced   a   fourth   subject   to   the   experimental   sciences  this   year:   Sport,   Exercise   and   Health   Science.     It   is   an   exciMng                addiMon  to  the  more  tradiMonal  Biology,  Chemistry  and  Physics  that  is  offered.     All   four   courses  show   the   interconnectedness  of   the  theory  and  pracMcal  work.

Grade  10:  Unit  ques*on:   To  what  extent  do   advances   in  gene*c  technology  affect  society?

Students  have  been  inquiring   into  the  structure,  uses  and  changes  that  can  occur  in  DNA  and  the  effect  this  can  have  on  reproducMon  and   inheritance.     As   acMviMes   to   get   students   interested,   we                

Students  make  

observaMons  of  colour  

change  and  odour

(Photo  Opposite)  WaiMng  

paMently  to  see  what  will  

happen  to  the  vinegar  and  

baking  soda  experiment  

Learning  to  light  a  

Bunsen  Burner  and  

safely  heat  a  

substance

extracted   DNA   from   bananas   and                  replicated  Gregor  Mendel’s  historical  pea  plant  experiments  in  class.    Students  are  cur rent ly   research ing   a   geneMc                  technology   to   use   to   answer   our   unit  quesMon.     Some   examples   include                GeneMcally   Modified   Foods,   DNA                FingerprinMng  and  TherapeuMc  Cloning.

Grade  9:  Unit  ques*on:  To  what  extent  does   our   understanding   of   rates   of        reac*ons  improve  society?

A`er   l ea rn ing   about   a   un i t   o f                        measurement  essenMal  to  chemistry,  the  mole,   students   inquired   into   reacMon  rates  and  were  also   introduced  to  some  important  laboratory  skills.    A`er  making  connecMons   between   the   experiments  

and  the  chemistry   that   is  occurring   students  went  on  to  inquire  into  the  topic  more   deeply.     Some  are  doing   this   through   planning   their   own        experiments  whilst  others  are  wriMng  essays  to  answer  our  unit  quesMon.

Grade  8:  Unit  ques*on:  How  do  the  structure  and  bonding  of   different  materials  affect  their  func*on?

Students   have   spent   the   semester   preparing   a   “Gallery   Walk”   to                        introduce  the  different  types  of  chemical  bonding.    A`er  displaying   their  

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understandings   they   are   now   applying   it   in   the   laboratory.              Students   are   tesMng   different   properMes   and   funcMons   of                    materials  to  see  how  the  bonding  is  affecMng  their  use.

Grade  7:  Unit  ques*on:  How  can  we  use  the  scien*fic  method  to  collect  accurate  and  reliable  evidence?

Students  have  been  compleMng  a  lot  of  laboratory  work  this  unit  and  gaining  a  beVer  understanding  of  the  scienMfic  method  as  a  system  used  to  gather  evidence  and  look  for  relaMonships  in  data.    Students  are  currently  compleMng  their  final  assessments  by          inquiring  into  a  factor  which  might  affect  the  pH  of  a  substance.

Grade  6:  Unit  ques*on:  How  can  skills  improve  my  ability  to        inquire  in  Science?

As  they  transiMon  from  primary  to  secondary  one  of  the  biggest  changes  for  some  students  is  life  in  a  Science  laboratory.    So  much  new  and  specific  language  and  equipment  is  needed  to  be  able  to  inquire  in  Science  at  an  academic  level.    Grade  6  students  began  the  semester  learning  these  skills  to  prepare  them  for  the  later  units  of  the  semester.

Grade  5:  Central  Idea:  Energy  may  be  converted,  transformed  and  used  to  support  human  progress.

The  science  labs  were  turned  into  an  energy  circus  for  a  morning  while  the  grade  5  students  inquired  into  some  energy  changes.  From  combusMon  to  solar  cells,  the  students  made  predicMons  and  observaMons  about  the  changes  they  were  seeing.    Students  were  also  able  to  work  on  their  recording  and  communicaMng  skills.

Grade  2:  Central  Idea:  The  choices  people  make  affect  their  health  and  well-­‐being

Near  the  end  of  their  first  unit  of  inquiry  the  grade  2  students  came  to  the  science  labs  to  look  at  some  of  their  food  under        various  microscopes.    Students  were  able  to  look  at  what  happens  to  foods  such  as  bread  and  mango  when  it  is  le`  out  too  long.  They  pracMced  taking  notes  and  making  drawings  of  what  they  saw  as  a  form  of  observaMon.

Grade  1:    Central  Idea:  Proper*es  of  ma]er  determine  how    people  use  it

As  a  provocaMon  and  introducMon  to  their  new  unit,  Ms  Seymour  went  to  visit  the  grade  1  classes  to  show  them  some  interesMng  and  dramaMc  experiments.    The  focus  was  on  predicMon,                      recording  and  observaMon.    Students  used  drawings,  words  and  symbols  to  represent  what  they  saw.    Students  have  followed  up  the  introducMon  with  learning  about  states  of  maVer  and  are      beginning  to  ask  their  own  quesMons  such  as:  “Why  does  water  go  up  when  you  put  something  in  it?”

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ACTION IN THE DP Teresa Foard, DP Coordinator

In   Term  1  of   the  2013   –   2014   Academic   year,  our   DP  students   have   hit   the   ground   running.   Our   IBDP   1            students   (Grade   11s)   have   been   seVling   into   their              subjects   (including   Theory   of   Knowledge)   and   making  decisions   about   Higher   Level   and   Standard   Level              subject   choices.   At   the   October   8   &   9th   Three   Way                    Conferences,   these   choices   were   discussed   with                    students   and   families  who  were  asked   to  make   iniMal  selecMons  by  October  17.th    There  will  be  flexibility  a`er  this   date  up   unMl   the   end   of     Semester     1.     IBDP   1              students   also   began   the   CreaMvity,   AcMon   and   Service  (CAS)   element   of   the   Core   component   and   are   now  meeMng  on  a  regular  basis  with  supervisors.     Students  will   also   be   supported   and   inspired   by   our   CAS                        Coordinator   Mr   BreV   Derickson.   IBDP   1   students   will  begin  the  Extended  Essay  in  December.

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Our   IBDP  2  students  (Grade  12s)  have  been  working  hard  on  compleMng  their  Extended  Essays.  They  have  had   two   important  check   point  deadlines  with   their      supervisors,   August   29th   and   September   18th.   These  points   were   opportuniMes   for   teachers   to   give              students,  in   the  first  instance  verbal  feedback  and   in  the   second   instance,   feedback   against   the   Extended  Essay   assessment   criteria.     The   final   dra`   for   the      Extended  Essay   is  November   20th.     It   is  not  possible  to  obtain  an   IB  DP   full   Diploma  without   receiving   a  minimum   of   a   D   in   the   Extended   Essay.   Other                    important  events  coming  up  in  Semester  One  for  our  class  of  2014  are  as  follows:

IBDP  2:  Semester  1  Important  Dates

5  November      Group  3:  History/Geography  IAs  due

18,19,20,21,22  November                    Grade  12  Focus  Week

20  November                                                                Final  Extended  Essay

3-­‐10  December                                                                                              Mock  Exams

11,  16  December                                                                          TOK  Focus  Days

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The  VIS   IBDP   2013  results  are   something   of   which   the  enMre  VIS  community   can   be  very  proud.   It   is   clear   that      without  the  tremendous  support,  guidance  and  care  of  teachers,  parents  and  the  wider  VIS  community  that  success  in  such  an  academically  challenging  programme  would  not  be  possible.  A   central  proponent  of  IB  philosophy   is  its  emphasis  on  the  whole  child  including,  fostering  the  ten  aVributes  of  the  IB  learner  profile.  To  do  this,  IB  educators  and  parents  play  their  role  in  encouraging  and  modelling  these  aVributes.  CongratulaMons  to  VIS  for  being  the  type  of   community   of   learning   that   enables   our   students   to   be   academically   successful   and   to   develop   into                                        internaMonally  minded  global  ciMzens  with  exciMng  pathways  in  life.

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It  was  a  pleasure  to  meet  parents  with  our  Grade  11  Diploma   students   at   my   first   VIS   IB   Diploma                    Programme   (IBDP)   InformaMon   evening   in   August.  This  cohort  of  students,  are  the  largest  ever  at  VIS  to  move   into   the   IBDP  and  will   become   the  graduate  class  of  2015.

The   evening   was   an   opportunity   to   share   the            structure  of   the  IBDP  programme  with   parents  and  students,   to   highlight   its   academically   rigorous          nature  and  to  emphasize  the  high  regard  that  the  IB  DP   is   held   in   by   universiMes.   It   was   also   an                            opportunity   to   celebrate   the   impressive   results   of  our  2013  cohort.

To  pursue  a  full  IB  Diploma,  students  are  required  to  pursue  three  Higher   Level  and  three  Standard  Level  subjects.   They   must   also   undertake   studies   in   the  Core  elements  including  Theory  of  Knowledge  (TOK),  the   Extended   Essay   (EE)   and   CreaMvity   AcMon   and  Service   (CAS).   To   successfully   be   awarded   the              Diploma,   students  must   receive  24  points  or  above  out  of  a  possible  45  points.  

The  IB  has  educated  nearly  1  million  students  since  it  was  founded  over  40  years  ago  and  has  a  reputaMon  among   universiMes   for   quality   educaMon,   high          standards,   consistent   and   rigorous   assessment.  Given   that   our   IB   DP   Cohort   of   2013   achieved   an    average  of  31  points,  which  is  above  the  global  mean  of   29.80   and,   that   80  %   graduated   with   Bilingual    Diplomas,   we   can   be   confident   that   we   are                      producing  learners  who  have  very  exciMng  academic  pathways  ahead.

IBDP Information Session

Big photoOmnesque inciderint nec at, minim commodo vim te, in paulo consectetuer est. Ali-quyam moderatius an nec. Hinc impedit est ea. Vix quas bonorum neglegentur at, an veniam definitiones cum, est at copiosae forensibus. Docendi recteque et eum, as-sueverit inciderint ullamcorper id eos. Omnesque inciderint nec at, minim commodo vim te, Omnesque inciderint nec at, minim commodo vim te,

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MRISA

Leadership Summit

Laurie Derickson Counsellor

This   year   six   VIS   students   had   the                            opportunity   to   aVend   the   2013   MRISA  Leadership     Summit   at   Hanoi   InternaMonal  School.  These  students  had  the  opportunity  to  collaborate   and  develop  leadership   skills  with   42   other   students   from   Cambodia,  Thailand,   and   Vietnam.   This   year   the              conference   focused   on   building   effecMve  communicaMon   skills   among   our   student  leaders.   Over   the   course   of   the   Summit,  students  engaged  in  team  building  acMviMes  as   well   as   Mme   for   personal   reflecMon   on  their  own  leadership  qualiMes.  The  students  le`   the   conference   ready   to   become   new  leaders  in  the  VIS  community.

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This  August,  VIS  welcomed  a  new  6th   grade  class  to  the  secondary  building.  As  a  school,  we   understand   that   moving   from   the            primary  to  the  secondary  building  can  be  an  exciMng  and  nervous  Mme  for  students.  Our  9th   graders   have   been   preparing   for   their  arrival   since   May   2013.   In   May,   these            students   invesMgated   how   best   to                communicate  with  students  of   this  age  and  to  forecast  what  quesMons  or  concerns  they  might  have  as  new  students.  We  looked   at  communicaMon   styles   and   how   to   be   a  leader  in  a  discussion.

During   the   first   week   of   the   2013   school  year,  our  9th   grade  students  supported   the  new   6th   grade   class   with   two   days   of                

acMviMes  geared  specifically  for  them  during  this   Mme   of   transiMon.   Together   students  discovered   how   to   handle   logisMcal  pieces  of   secondary   life,   such   as   finding   their  classes   and   uMlizing   their   planners.   In              addiMon,   students   were   able   to   develop  friendships   and   bonds   with   a   mentor            student  through  a   variety  of   team   building  acMviMes.  

On   behalf   of   the   secondary   students   and  faculty  at  VIS  we  would  like  to  welcome  the  Class  of  2020!

Peer Support

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Visual Maps showing Class Schedule

“Sabaidee”…  My  name  is  Laurie  Derickson  and  I   am   the  new  counselor  here  at  VIS   for  the  secondary  

school.  I  am  excited  to  be  part  of   the  VIS  team.  Please  remember  I  am  here  to  support  you  and  your  student    during  this  secondary  journey!  Feel  free  to  email  or  stop  by  my  office  at  any  Mme  with  any  concerns  or  quesMons.  

This  month  I  wanted  to  talk  to  you  about  transiMons.  TransiMons  are  a  part  of  our  lives  no  maVer  how  old  we  are  and  are  especially  prevalent  within  an  internaMonal  community.  TransiMons  can  be  an  exciMng  and  stressful  Mme  for  anyone,  but  even  more  so  for  children.  Even  when  the  change  is  posiMvely  anMcipated,  such  as  moving  up  to  the  secondary  school  or  moving   into  the  DP  program,  facing   the  unknown  can  create  great  anxiety.  As  we  grow  older  change  in  school  typically  entails  a  larger  building,  more  freedom,  more  compeMMon,  and  more  demands  academically.  Furthermore,  students  are  expected  to  start  to  take  more  responsibility  for  their  own  academics  and  social  life.  

It  is  normal  and  expected  that  parents  will  feel  concerned  as  their  children  begin  to  adjust  to  these  new  changes.  Many  parents  will  ask,  “What  can  we  do  to  help  our  child  during  this  transiMon  period?”  Listed  below  are  some  Mps  that  might  help  parents  and  students  during  this  Mme:

1. Emphasize  the  posiMve  –   Help  your  child   to   idenMfy   the  posiMve  aspects  of   the  change  (e.g.  more  freedom,    more  choices)

2. Develop   a   rouMne   –   Having   a   rouMne   in   place   is  parMcularly   important   during   this   Mme.     (e.g.                    together  decide  a  quiet  place  where  your  child  can  study  every  night,  establish  a  certain  Mme  during  the  evening  when  your  son  or  daughter  will  complete  their  homework)  

3. Help  your  student  get  involved  –  Research  has  shown  that  students  that  are  acMvely  involved  in  a`er  school  acMviMes  perform  beVer  in  school  and  develop  stronger  social  networks.  

4. Talk   to  your  child  –   ParenMng  is  all  about  communicaMng  with  your   child.  Make  Mme  each  night  to  talk  to  your  child  about  his  or  her  day.  

5. Seek  out  assistance  –  When  concerns  do  arise  please  remember  that  we  are  here  as  a  school  to  sup-­‐port  you.  Please  email  anyMmeJ  

 UnMl  next  Mme….

Laurie  Derickson  School  Counselorlauried@ourvis.com

“The  best  inheritance  a  parent  can  give  his  children  is  a  few  minutes  of  his  /me  each  day.”Orlando  A.  BaMsta

Counselling Corner

‘Transitions’

A Choice of Great ImpactChoose, my friend, youHave the power to choose, whetherOur path, whether your path will a great one Or one of greatSuffering. Peace and war.Each a tempting choice, but you must choose.

Peace. Do not be afraid.Everything will be easy.Absence of change, of worryCome, we will soothe your fearsEven mighty lions will be as placid and accepting as lambs.

Oh, dear Reader, who will you choose? Now we must Remember Lady Peace’s vulgar brother:

Why war? War is the sport of men! Young boysAlways dream of commanding an army. It’s in our blood!Real men do not fight the urge to fight!

Have you chosen yet? Do see black and white, or only grey?Do you choose to dream, or fight, or will you go neither way?I’ve already chosen, friend, but now it’s not my time.I only hope you have been helped, by my humble rhyme.

By Amelie, Grade 5