Valerie Ng, a recent graduate and talented artist, she is featured alongside three other remarkable creatives in the magazine.
Head of School Message Board Chairman Message Meet the McLeod Family
Q&A Around AISHK: Meet the Musicians Is There A Doctor in the House?
Conversation with Creatives Part 1 Page-Turners, Eye-Openers, Brain-Blowers
Back Cover Beetles: Year 1 Students explored symmetry in lines, colors, and textures using a combination of inks and oil pastels. To create symmetrical drawings, they learned
that involved painting, folding, and printing line by line onto the opposite side of the paper.
HEAD OF SCHOOL MESSAGE
This is my favourite time of the year! There is so much to celebrate from sporting achievements, art exhibitions, performing arts productions and our whole school community night out at PA Jingle Mingle. These events are possible thanks to the dedication demonstrated by members of our community, thank you for all that you do! It does not go unnoticed.
In this issue of the Lion Rock we hear from those that demonstrate dedication to their learning in a plethora of creative ways. Those interviewed shared stories about taking on challenges which have pushed them out of their comfort zones. The connections to real world challenges were part of their shared stories. Importantly, the support from teachers means students take risks and believe in their personal potential. This results in feelings of pride in personal achievement, learning and the creative process.
Those students involved with the 24-hour race, raised money and awareness about human trafficking. With more than 60 students taking part, the AISHK Prefects had an enormous project to coordinate activities. Senior school student Grey Chua (Year 11) was recruited by the race hosts as their Marketing Directorextraordinary recognition for her talent! In this issue of The Lion Rock these creative young people are dedicating much of their time to bring about social change that will have real world impact and make a difference to others.
The makers and artists in the main feature of this magazine, talk about their learning and connecting authentically to the real-world.
Head of English (Year 7-12), Jo Craig, echoes this message and says, “understanding and enjoying literature means understanding its real-world impacts and demands a depth of thinking beyond words on the page.”
The musicians in the Q&A feature share their inspirations, aspirations and explain that being good at music takes more than following the notes on the score. They all acknowledged that imagination and creativity are key to success.
The Year 6 students tell us about their October visit to Beijing - an opportunity to immerse themselves in Chinese culture and language.
We are also pleased to celebrate the 2024 sporting award winners who recap their sporting highlights.
Enjoy the stories about creativity in this issue. Creativity is fundamental to learning. When this is combined with dedicated teachers and passionate students with a love of learning, fantastic things happen in school.
I look forward to celebrating the end of a successful year with you all at Jingle Mingle. 2025 is not far away and there are more celebrations to come in AISHK’s 30th year.
Warm regards,
Mina Dunstan HEAD OF SCHOOL
BOARD CHAIRMAN MESSAGE
AISHKis a very dynamic community and the school has thrived and flourished for 30 years. As we end the year and ahead of our 30th anniversary there is much to be proud of and reflect on.
This term and this issue of The Lion Rock reflects the dynamism of the campus and how far AISHK has come since 1995. Students at the school love learning, and the campus is abuzz from 6:45am, until 6:45pm with students playing sport and music, making things, testing ideas and discussing their learning.
The parent body and the AISHK Parent Association continue to play an important role
in bringing the community together and shaping the culture of the school. Thank you for all your efforts in 2024 and your ongoing commitment.
My appreciation goes to every member of AISHK staff and to all the students and parents for your energy in driving the community ever forward.
Warmest wishes for the upcoming holiday season and I look forward to connecting with you all during the 30th anniversary celebrations.
Andrew Macintosh AISFL BOARD CHAIRMAN
Meet the
Angus McLeod and Cathy Knezevic are parents to Freya, eight, Mira, five, and Harry, three. Angus and Cathy have lived in Hong Kong for the past 16-17 years respectively. The +852 is also where they first met. Angus, originally from Brisbane, relocated from London and worked in banking, while Cathy made the move from Sydney for a role within corporate communications and affairs. Recently, Angus joined the Parent Association as New Parent Coordinator.
Like many families their Saturdays are busy with sports for the girls, cricket and netball. On Sundays, they take it easy, scootering and biking, getting outside or running around at the Hong Kong Cricket Club.
The family is based on the South side of the Island so why did they choose AISHK?
Knezevic said, “For me it was a very, very easy choice. To be honest, it was the only choice. We love Hong Kong obviously, we've been here for such a long time. Our kids were all born in Hong Kong and already have a strong sense of identity within this wonderful international city. But we also love Australia and we wanted the chance to bring our children up with an affinity to Australia and a sense of belonging.”
Are the kids enjoying school?
Knezevic, “They love it. It [AISHK] has been a wonderful experience for everybody. The care from the teachers, the quality of the teaching, the sense of community that has been established at the school
McLeod Family
over a long period of time, is quite special. It's one of the reasons why we're still in Hong Kong. We're very happy with the education the kids receive.”
“The quality of all the teachers the kids have had has been phenomenal actually. And they've all taken different things from each one.”
McLeod, “It's not just the teachers, but also the excellent senior people within the school. They are a big part of the school experience. Their visibility is great, they are friendly, and they take an interest in all the kids.”
AISHK has a reputation for being very sociable. What has the McLeod’s experience been?
Knezevic, “We went to the Primary Art Exhibition recently and it was good to see so many people we know.”
“The Parent Association is great. The events and the social side of things are really good. We don't have other schools to compare to but from hearing from other parents, the AISHK community is amazing and parents are really integrated. We have had plenty of chances to meet other parents at various functions throughout the year. The school is very welcoming.”
Q&A AROUND AISHK
What concert would you most like to be involved with?
Singing in assembly, jamming with your band, an appearance at Jingle Mingle, or karaoke in your homeroom on the last day of term. Wherever you do it, performance is proven to have benefits that last long after the final chord has rung out. Humans need music. You need music! And that need for music – and performance – can be traced back to the very earliest human societies. The Lion Rock talks to 9 student musicians about playing and performing.
What is the most challenging piece of music you have played?
That is a good question. Mozart’s Sonata in F, K.332, I don't find it particularly hard, as in note-wise, and technically but it is deep down in the music. The stuff that is not written on the score is important and there is a lot to think about. If you want to play a piece of good music, you have to do more than just play a bunch of notes, you have to think of the music. Sometimes I make up a story that goes along with the music. With this piece [Sonata in F, K.332] I think of a fish flowing in the river that matures as the music changes.
I like Saint-Saëns - The Organ Symphony, this is the piece the school orchestra is doing right now for Mr. Stapleton’s final concert, so we all want it to be good. It is quite a challenging and long piece to get right but I like it.
Hester Tang
Year 7 | Violin
Brandon Lam
Year 6 | Piano & Percussion
How has your playing changed over time?
Right now, I am practicing Mozart’s Turkish March, and when playing this I know I can get my notes evenly played. I practice for an hour or an hour and half a day because I like it and I have noticed a big difference since I took my grade 5 exams.
Matthew Lam
Year 5 | Piano & Violin
Why do you like being part of an orchestra?
I like music and it is a fun thing to do. Playing music and being in an orchestra is better than playing on a device and I feel good when I swing my sticks. My favourite solo piece to play is Fire by Jimi Hendrix!
Anson Ng
Year 4 | Drums & Percussion
Musicians Meet
Do you think being a musician has changed you?
I think I've definitely gotten better in the sense I can contribute more to the “team.” Most of music and especially music at school, is collaborating with other people. I feel like I've definitely gotten a lot better in conveying my ideas and my opinions as to how we can improve. My playing has also improved.
Ailsa Kant
Year 10 | Violist
What performance or concert would you most like to be a part of?
The Broadway musicals Dear Evan Hansen and Beetlejuice. They are two of my favourite musicals and I'd love to be a part of those shows. The chances of it happening are slim but I really enjoy singing, I'm trying to become a singer at university and get a place on a performance course.
Vegas Puels
Year 11 | Vocalist & Guitarist
What's the most challenging piece of music you've ever attempted?
Why do you like being part of the school’s orchestra?
I have widened my social circle but I like understanding how other people play music. I can play in a different “mode” and I can play new songs that I could not play alone or with a few friends. I like playing with a large group that has so much potential and talent.
Rose Shum
Year 8 | Violinist & Pianist
I went to New York earlier this year for a two-week music camp. I did a Broadway intensive vocal workshop and I had to sing The World According to Chris, from the musical Carrie.
I had to do a “chest voice” to hit the really high notes which was difficult but I am glad I did it!
Samantha Mackinlay
Year 10 | Vocalist and Bassist
How do you feel when you perform?
I get nervous quite a lot playing the viola because it requires a lot of control. There is a piece by Fauré called Élégie. It's a pretty short piece but it's a piece that requires a lot of control and it is very expressive, and you need to keep the tone clean. It's very hard to get all that and do it well. Nerves are something I am working on.
Samuel Chen
Year 10 | Violist, Percussionist & Composer
Is there a Doctor in the house? Is there a Doctor in the house?
Meet the Chan family, a family of doctors. Twins Evelyn and Vernice Chan, Class of 2015 and brother Clarence, Class of 2014 (Jacaranda) are all junior doctors, and they are the children of two doctors. While at AISHK Evelyn and Vernice started the Yes Club - bringing together a group of students who wanted to encourage social change in Hong Kong while at secondary school.
Doctor, Evelyn Chan tells The Lion Rock about her working week and the humbling effects of the Yes Club.
Becoming
a Doctor
My siblings and I all studied at HKU. I'm training in ENT (ear, nose, and throat). My sister Vernice is an ophthalmologist, and my brother Clarence is a cardiothoracic surgeon – three very different specialties.
Being a doctor is physically exhausting, but it's reassuring to know we have each other and we are all going through the same journey. We help each other out and share our struggles with each other.
Working Week
We all have different schedules, which vary day-today. We round patients in hospital wards, perform surgeries, see patients in clinic and have overnight
on-call duty once or twice a week. An average week would consist of 70-80 hours of work and sometimes we don't get to rest on weekends. And it will be like this for the next five years, at least.
The Rewards
It's meaningful work, which makes up for the demands of the job. Interacting with patients and being with them throughout their journey to recovery is very rewarding. That's what we [doctors] all do this job for. Seeing people get better and get back on their feet is what makes it worth it.
On AISHK
I really loved it [AISHK]. I am still in touch with History Teacher, Paul McGunnigle, my Chinese teachers, and some classmates. We sometimes meet up and we share many fond memories.
School was great. We had a lot of freedom to just have fun and there were countless activities to explore.
Compared to other people's high school experiences, I think ours stood-out to be very holistic and stress-free.
I studied the IB and our cohort was small so we're all really close. It made classes a lot more enjoyable and we all got to know each other well. Our teachers were very helpful and they were always around to answer questions. We became very close to our teachers and we got along like friends.
On AISHK Students
We knew there was a time to work hard and a time to have fun. I think we [the students] all tried to maintain a work-life balance and have a life outside of studying. Our extracurricular activities helped to balance schoolwork and they made for a memorable high school experience.
The Yes Club
During high school, my sister and I wanted to get involved in more community service opportunities.
Back then, I think it was harder to volunteer under the age of 18. We [the students] thought it would be nice if we could do service activities together as a group. Initially, we did some English teaching and reading clubs. Then we did some more handson activities, helping at elderly homes and going on "Bread Runs.” Collecting bread from bakeries at night (and other foods) and taking then to a food bank. We did a bunch of things. Whatever was out there that accepted us, we said yes!
Back then we thought that if there was something we could do, that was within our capacity, and given that we had the time and the resources to help - why not help?
Connected Communities
I think it's important to be connected with the community, especially for international school students. It was good for us to get out there and gain more awareness of social issues affecting the local community. There are areas that need more resources and support, so seeing those issues first-hand helped us to understand the concerns people have. The Yes Club helped to humble us and it reminded us that we are very privileged.
One issue that surprised me was the level of homelessness, which was more prevalent than I imagined. There's a large healthcare burden among the homeless population so it's heavily interlinked with the work that I do now. It was helpful to be able to get an understanding of these issues from an early age.
Top row, third from right: Clarence pic in the Prep-Year12 photo
TIN CONVERSATION WITH PART 1
his term AISHK hosted four exhibitions, the IB Visual Art Exhibition and the HSC Design Technology Exhibition and the Reception and Primary Art Exhibitions. These events are unquestionably a celebration of creativity and skill, but what is creativity? How is AI changing the way we think about creativity and how are young people using it? The Lion Rock talks to four student artists, makers and designers. In part one we meet James Goh (Year 10, Visual Arts and Design Technology) and Hubert Yu (Year 11, Physics) to find out what they are working on and what creativity means to them.
Tell us about a recent project you have been working on?
James Goh: I like doing “makery” stuff and architecture. I recently did an architecture internship at Lead8. The agency asked me to redesign the Central Harbourfront using the software SketchUp. My brief was to look at how the area could be improved in terms of accessibility, while functioning as a place for tourists and as a transportation hub. I took a human-centered approach, considering how humans interact with the space and whether it functions according to their actions. My redesign included intuitive pathways, where humans would walk if they could. For example, between the ferries and the bus station. I also landscaped the built environment.
Wow that sounds amazing!
JG: It was challenging. I had to put myself in other people's shoes and consider their perspectives on the area/space and make mobility a priority.
Hubert, what have you been working on?
Hubert Yu: My IB group recently completed the Group 4 project. This is a project that brings all the sciences
together to solve a problem. My group designed a wastewater filtration system. The Group 4 project is a STEM project. We used science methodology and creativity - for a practical application. We designed a fish tank and a water filtration system to clean out dirty water, which was pretty fun and innovative.
It sounds like you both had to think creatively to solve a problem?
JG: Yes, I feel creativity and problem solving are the same thing from different angles. To solve problems, you need to look at them through different lenses, you need to be creative in your approach to solutions.
HY: Creativity sees the scientific processand the design process come together; they support and relate to each other.
If you need to come up with a solution to a problem, you do background research and then you iterate, iterate and reiterate until you come up with a solution.
In Years 9&10 students are shown how to do effective research so we can really get to know the meat of a
problem before trying to solve it. I think that is why our water cleaning system worked really successfully.
With regard to your projects, did you find that you had to take risks or try new things?
JG: Definitely, when decision-making, I questioned myself - do I want to stick with what's conventional and done before or do I want to take my own approach and try something new. There was some trial and error in my project.
Risk-taking is very good for creativity because it is how you get those interesting results, those out-of-thebox ideas, those solutions that aren't conventional.
How does that feel to push yourself to do something that you're not comfortable with?
JG: It sort of feels uncomfortable and there is some self-doubt, but you just have to push through because you don't really know if it's as bad as you think until you've actually done it and tried and tested it.
If you try something and it doesn'twork, what do you do next?
HY: The design and scientific process is all about failure and the reiterating process. Coming up with new and innovative solutions and ideas is bound to result in failure sometimes. You keep on trying, you keep on iterating on the thing to make consistent improvements until you find something that fits your success criteria.
How important is looking at the world around you in the creative process?
JG: I think having a worldview is really important in general, for all work, for any job.
When faced with a problem, you need to understand it to solve it. And having a good world view, a good general knowledge of the world, not only gives you ideas of how to solve problems, it also means you can understand different perspectives.
HY: Adding to your point, a really major focus of IB sciences and the STEM field in general is
“Ms Carini is one of my biggest inspirations in terms of how good she is at design technology and the design process.”
global mindedness. You really need to consider how doing or making something affects the world around you, just as you did for your architecture project, which I think is absolutely amazing.
Is there anyone either within school or on social media, etc. that inspires you?
HY: Well, for me personally, Ms Carini, Head of TAS (7-12) is one of my biggest inspirations in terms of how good she is at design technology and the design process. And I can credit her and probably the entire Creative Industries department with my successful growth as a designer. My parents have also inspired me to do things that have real world impacts. My father is an academic in the field of Civil Engineering. My parents have a positive impact on people around them and in a global context.
James honing his architectural rendering skills by drawing the London skylines.
Above: screen captures of the Sketchup render of the Hong Kong Central Harbourfront that James was tasked to conceptually redesign as an intern in architecture firm, Lead8.
Sample works from Hubert: (top left) a proof of concept for an infinity mirror design; (bottom left) an experiment to 3D print chainmail; (right) mock up of an airline business class seat that he designed and modeled.
JG: It's not necessarily one single thing or person or book that inspires me. It's the collective as a whole. It is important to read lots of things, seeing lots of different YouTubers and Instagram posts and different ideas. A good mindset helps as well.
HY: I think you are right. The thing about creativity is that it really relies on a healthy mindset. So looking after yourself is important for a maker. Make sure you're getting enough sleep. Make sure you're getting enough rest so that your brain can throw ideas at you. I've definitely had times where I've had to “force creativity” and I don't like it because for me, creativity is about authenticity. It's about really feeling what you're doing, appreciating and enjoying it.
have an actual human impact and it can affect the lives of others, you can’t take this lightly.
How do we know when we've done something that's good? Well, good is subjective. In what sense are we talking about good? You could be talking about good as in success of fulfilling a brief or good as something more metaphorical, good could mean fun which is difficult to measure. Coming up with innovative solutions just because they're innovative doesn't necessarily mean they're good. So really it depends on how you look at it.
Where is the joy in the creative process,at which stage do you say yes!?
JG: I think it's the whole process. As you said, if it's authentic creativity, the whole thing will be really joyful, really interesting and fun.
"It's not necessarily one single thing or person or book that inspires me. It's the collective as a whole.
A good mindset helps as well."
How do you know when you've made something good?
JG: You can always go back and re-analyse your own work and look at it through someone else's eyes. This can help you to see if your solution is actually better or if it is just your own ego saying it's better.
You can also ask others for feedback. I think part of the creative and design process is getting feedback. It's a check-and-balance to make sure you're on the right track.
HY: I really agree with you. What you describe is really similar to the peer review process in scientific methodology. Making something to scale can
HY: For me, the joy is everywhere, in the making, in the design process, it's everywhere. It's from doing the background research. It's from knowing that my learning has a real-world impact and others could benefit from something I have created.
It sounds like you both love learning.
HY: Yes! Particularly STEM and particularly Creative Industries. I just like learning about everything.
JG: Learning drives me to solve problems, making things better and improving things in general. Definitely, I feel like I have a really great passion for learning.
Books can change the way we think and see the world. The Lion Rock, talks to Head of English (Years 7-12), Jo Craig, about teenagers relating-to-literature, communicating in our digital world and essays bound by a golden threat.
Reading Reboot
Last year the New South Wales, English curriculum had a reboot for the first time in years. There were changes to text requirements and changes to approaches. The department spent most of last year reviewing and rewriting programmes. We reshaped some units that are working well and created some new units of work from scratch. We were conscious of finding texts that are more in-line with the experiences of our students. As a result we picked, The Coconut Children by Vivian Pham, as a Year 10 study. Vivian Pham is a Vietnamese-Australian writer, and her book is loosely based on her experiences of growing up in Cabramatta in Western Sydney, an area with a large Vietnamese population. The book appealed to me because I wanted to spotlight an Australian narrative, but I also wanted a narrative that was diverse and reflected a multicultural society. The narrative also engages with lots of different elements of growing up, and cultural belonging. This is something that is important for our students. We replaced Of Mice and Men by John Steinbeck with The Coconut Children, so it was a pretty big change to go from a canonical text that is probably well known by some parents to this new book.
"When we're teaching texts, even canonical older texts like Shakespeare teachers are always diverting back to how and why texts are relevant to our lives."
Talking Books
The podcast assessment in relation to The Coconut Children reflected how engaged the students were. The assessment challenged students to create a sixminute podcast that explored some of the key thematic ideas in the book. Students came-up with their own questions and they had to broaden their cultural capital. Their podcasts discussed the text, but also related the
thematic ideas to the world around them and their lives. Podcasts are an emerging text type, certainly on the HSC prescribed text lists. There are more multimodal and digital texts that are appearing in the syllabus that we need to cover, and podcasts are one of those. Podcasts are oral storytelling, and the HSC sees their value. The production quality [of the students submissions] was excellent. Year 10 student, Teariki Short, reached out to Vivian Pham, the author of the book. He slidinto-her-DMs on Instagram and managed to get her to appear on his assessment podcast. That's amazing! That in itself tells you how engaged the students were with the text and its ideas.
Real Words
English teachers make a really big effort to create programmes that have a real world relevance. When we're teaching texts, even canonical older texts like Shakespeare teachers are always diverting back to how and why texts are relevant to our lives. Teachers and students discuss why we are studying Shakespeare or the Arthurian legend, what can we get from them? We spend a lot of time unpacking why they cut-through and their cultural significance. Discussions come back to the idea that the world shifts and changes but the things that we care about as humans, don't change. The full spectrum of human emotion and experiences stays the same. Classical texts elicit truths about humanity.
Digital Dialogue
We also have a responsibility to teach kids to communicate in the online world. A number of English units engage with this notion. In Year 7 students create a Harry Potter fan website - which they are excited to do. They get really excited about the aesthetics but what we're actually teaching them is analytical writing because their site must include a film review. Plus they are challenged to capture the essence of the world of Harry Potter. Students start to understand online communications in the broader sense.
AI for Good
AI is a really interesting one, schools shouldn’t be afraid of it, or demonize it. AI doesn't write in the detailed analytical manner that the English curriculum requires. It can't write a good English essay, it can't write a good creative story. But AI can be used as a tool of empowerment. We [teachers] can give students a task that, at surface level, they would find difficult. We tell them their first approach should be to use ChatGPT. The
Teariki (Year 10) presenting about his experience .
ChatGPT results are horrible. As a class we can point out everything that's wrong with it and evaluate it. This gives students a confidence boost and they feel they can have a go at the assessment themselves without relying on that kind of technology. Sometimes students get caught out when using ChatGPT for quotes from books. They are never accurate. It's not even super helpful in the realm of ideas generation. Because what it generates is very cliched, very pedestrian, and doesn't have the x-factor teachers hope for. But as I said, we are looking at ways to evolve our practice so that we're not demonizing it, but we're kind of working with it and acknowledging its capabilities and its deficits.
Just Ten Minutes a Day
At the start of some classes we do Wide Reading. We know we have to be realistic. Kids probably aren't reading as part of their bedtime routine or reading in their spare time in a way that they might have in the past. It's critical because if that's the only reading that the kids are doing, we need to make sure it is meaningful.
In Years 7 & 8, we also do literature circles (midway through the year), which is kind of like a little book club approach to reading to try and get kids excited about it. We all need to be seeing language in context so we know how to use it in our day-to-day lives. It's critical for vocabulary, literacy, and for developing an understanding about the world around us. We do have a very heavy focus on wide reading as part of our approach to improving students' skills.
It's A Good One
For English, a good essay is going to be circular in structure. Students should foreground an idea that weaves through the body of the essay like a golden thread and then come back to it. So the reader doesn't ever lose sight of the focus. We often find that this is the biggest thing that students struggle with. Actually having a specific argument. There needs to be depth of analysis and analytical discussion. The New South Wales curriculum is focused on a consideration of how language shapes meaning. This underpins everything. We talk a lot about insights. You can make observations about things, but when are you actually being insightful?
Comfortable Concepts
It's a good day when a student gets a concept or an idea! There is a moment when a student picks up on something or they've become comfortable with an idea or a skill that they haven’t had before. That's why I do what I do.
It's for that kind of eureka moment where it all clicks into place. And that happens at different times for different kids. Success looks really different for each individual.
But knowing your students and knowing when that eureka moment happens is one of the greatest joys of being a teacher. I like seeing that sense of pride and accomplishment.
English is a really hard subject. But knowing and recognising your individual students' different strengths and weaknesses and then being able to pinpoint where they're making improvements is a really rewarding part of the job.
Valerie (Year 12) and Ms Craig during Valedictory Dinner
At the Sport Awards each year, six students are named overall winners in their age category. They are selected for their commitment and attitude to sport and they are very good at what they do. The Lion Rock meets the 2024 overall sports award winners and asks them for their sporting highlights.
Swimming is my sport. I train 4-5 times a week either at school or outside school. I want butterfly to be my main stroke, but breaststroke seems to be my form at the moment.
I believe the swimming team is literally like a family. I encourage
others, and they encourage me and it helps me keep going. Luckily I haven't had any injuries, just bruising around my eyes from tight goggles.
The Meet
At competitions, when I’m on the diving block there is a lot of pressure. I look at the competitors around me and think about who
Skye Nguyen (Junior Year Girl)
might be better than me. When I get in the water I just go, go, go.
Sometimes one night before a meet I can't sleep but I just do my best and try to get a good time. It doesn't matter whether you win or lose as long as you try your best. At Victoria Park this year; I was against people from all over Hong Kong who can swim 50 meters freestyle in 30/29 seconds. I swim 50 meters in about 31 seconds in a 25-meter pool. The tumble turn on the wall means I have something to push-off against in the 25 meter pool. A 50-meter pool is harder because there is nothing to push-off from.
During a race I am thinking about not wasting my breath. I tell myself to keep moving my arms and legs and that I will be fine.
I keep setting goals and I keep training to hit my goals for myself.
William Foyn (Junior Years Boy)
I play soccer and I do athletics with the school plus running club in the mornings. Recently I did a couple of touch football sessions. I play soccer outside school four or five times a week and sometimes tennis. In total I am maybe doing 12 hours of sport a week but soccer is my favourite. I just love sport and I have been doing it since I was four years old. I am committed because I want to be in the team. I think playing sports helps me in school. I have less time to procrastinate and I have to plan out my time well. I have to be organised.
The Tournament
In October at the Southern Delta Region Conference (SDRC) Soccer Tournament in Shenzhen, China, I scored the winning goal in the
for one. We drew one game and we met that same team in the final but we won the final 1-0. The final went to extra time with both teams yet to score. In the first half of extra time the ball came to me and I put it in the goal! I had scored better goals that tournament but that last goal was the most important one. Our team had possession of the ball a little more than the other team, but they had loads of shots on goal that came close.
It was amazing to win in October because the first time we played in an SDRC tournament we lost. It was surprising to win which made the feeling of winning even better. Knowing we can go from last to the champions is good!
Lillian Pilgrim (Middle Years Girl)
I play volleyball, netball, soccer, touch rugby and basketball for school, I train around three times a week depending on the schedule and I often have games after school. I also play rugby outside of school.
William Foyn
Lillian Pilgrim
The Tournament
In March, I went to a volleyball tournament in Guangzhou. I felt really connected with the other players from the other schools, as my friend and teammate had attended one of the other schools taking part in the tournament. That made it easier for us to make friends with the other players.
We played two or three matches a day over the course of three days. In our last game of the tournament, we all "tied up until the 3rd set." It was my turn to serve. I felt the pressure and I was really nervous, I missed the game serving point. Our team lost all our matches but at the end of the day it is just a game. I felt all the support and love from my teammates and friends knowing that it's okay we lost, and we will get better together. The experience we had as a team was much more important than winning.
We [the AISHK volleyball players] feel like a team because we have come a long way. We’ve improved so much and created a healthy environment for each other.
Volleyball is different to other sports because you have to play as a team. Recently the team came second at the ISSFHK season. One of the big events for our school in Hong Kong.
Kester van Gaalen (Middle Years Boy)
Last year I played volleyball, soccer, touch rugby, cricket and basketball for school. I also represented the school at the ISSFHK athletics and cross country carnivals. In addition to this, I train two or three times a week and play rugby and soccer outside of school. I might be training and playing sport for maybe 10-12 hours a week.
The Match
The rugby season starts in September or October. At a recent game I scored the winning try! That was significant for me and my team, URSC Tigers. We were playing against the Hong Kong Football Club, which is a good team – they rarely lose. In the 60th minute of the game my teammate passed the ball out of the scrum. I collected the ball, beat a few defenders, ran 50 meters down the pitch and shrugged off a cover tackle to score a try. We ended up winning so that felt great! It was our
first game of the season and it was important to have a good start. The game was pretty intense and rough, but not too serious; we can still have fun.
Phoebe Rial (Senior Girl)
Sports is one of my strengths. I really want to continue with sports and maybe pursue sports as an athlete, teacher or coach. I do a lot of sports for school, swimming, soccer, netball and basketball. Basically, I train for about an hour or two every day depending on the season. If I am swimming that day, I wake up at 5am to travel to school.
The Meet
The night before the meet I made sure I had something super intense in carbs to eat and I went to sleep at 9 o'clock so I woke up full of energy. I don't really get nervous, it's very mild, I do not let nerves distract me and I like to stay focused. The morning of the international swimming meet at HKIS in April, I was thinking about my coach’s advice (coach Eric Yeung, Aquatic and Swim Programme Manager). Eric gives me a lot of good technique advice about gliding in the water and getting my tumble turns faster.
I pushed really hard that day and I came third! I was really proud of myself. I got a new PB [personal best] 34 seconds for 50 meters breaststroke. I couldn’t stop talking about it. I use my success to get better, it motivates me.
I think Eric is a
Kester van Gaalen
Phoebe Rial
really good coach. Training is not stressful. I can just enjoy swimming and getting better. Eric is a kind person. He gives me personalized advice and it really has made a difference. I really appreciate that.
Charlie Bourne (Senior Boy)
I play touch football, rugby, volleyball, basketball, and cricket for the school. Maybe I play too much sport but I enjoy it and I would like to apply for a sports scholarship when I go to university.
The Tournament
At the Australian International Schools Association, (AISA) Basketball tournament in November 2023, we got hit by the “semi-final curse.” This is where we lose the semi-final to a team we had already beaten in the qualifying rounds.
But at the ACAMIS Basketball tournament in Xiamen, China at the beginning of 2024 we broke the curse! We lost our first game and I guess the morale was low, but we
then went on to win all the games. We met the same team in the final that beat us in the first game! It was a very close game and each point was tit-for-tat. We ended up getting a good lead within the last two minutes of the game and won by four points. Beating the opposing school was quite significant for us because we overcame the challenge and the "curse."
I get nervous before games because I have quite high expectations. It was the first time AISHK has won an ACAMIS basketball tournament. Mr Pilgrim, Secondary PDHPE Teacher, and our coach was quite excited. The opposition were much bigger than most of the AISHK team. Mr. Pilgrim sat us down and had a talk about how to counter them. He explained that we just couldn't let them get the ball, we had to change the way we play defense, bringing the play in closer. It was good advice, they couldn’t score, and I was ecstatic when we won.
I like team sports; the vibes are really high after a win, and there is lots of laughter.
Charlie Bourne
IN CONVERSATION WITH PART 2
TTell us about a recent project you have been working on?
Kaelyn Allen: For the IB Art Exhibition I focus mostly on textiles. My exhibition was called Silk and Stone. It was an exploration of the various ways fashion can be used by people to express themselves as well as confine them. My Curatorial Rationale [which explains the choices behind a student's exhibition and provides insight into the artistic process] was essentially about the confinement and constriction of fashion throughout the ages.
I took a lot of inspiration from different periods of fashion from the last hundred years and used a lot of mediums to create different expressions of fashion. I used a lot of textiles and I did some work on canvas. I'm a non-traditional artist and I don't like drawing so I did some abstract paintings. I also used AI to generate some magazine covers that represent different periods of fashion. I prompted AI to generate images of people who look like they could be celebrities on the cover of fashion magazines. I also prompted it to give me slogans for the front of the magazine.
And you Valerie, tell us about your creative work. Valerie Ng: I think I'm more of a traditional visual artist and the art I make is more in a Realism style. For my HSC Major Artwork, I made seven soft pastel artworks depicting a range of scenery in Hong Kong. It was called Hong Kong Homage, it was made up of scenes from rural and city life, during the night and day, so the pieces contrasted but unified as a collection. Hong Kong represents my identity and the works were an exploration of the place I live in and come from.
What sort of skills do you think you've developed as a result of creating these artworks?
VN: The Hong Kong collection challenged me to think out-of-the-box. I've always been a paper and pencil drawer, and the Major Work expanded my horizons in terms of medium. My Major Work was on cardboard, and I used soft pastel.
KA: Pastels are really annoying to work with. They are so delicate and you, [Valerie] did it so well, it was insane
VN: I've never worked with soft pastels before, but the process really made me want to work with different materials more.
he Lion Rock talks to Kaelyn Allen (Year 12, Visual Arts and Design Technology) and Valerie Ng (Year 12, HSC Design and Technology).
"I think creativity is being able to have an original idea and do something with it. It should be something original to you - something that you have never thought of."
What are you doing next?
Kaelyn Allen
VN: I finished HSC and I started using oil pastel a bit more, just experimenting with different mediums.
Tell me more...
VN: I’ve drawn the landscape outside my house and I like to copy photos, I made an image of a girl swimming from below in a swimming pool.
Did you use AI to create the photo?
Do you work with AI?
VN: No. I don't work with digital art.
KA: I did but it was quite outside my comfort zone to use AI.
I think part of the creative process is being literally hands-on and being able to actually touch the thing you are creating. I used AI art in my exhibition, but I felt like I shouldn't.
Was that your internal voice telling you not to use AI? What do your teachers say about AI art?
KA: Our teachers are very encouraging of AI, especially to generate ideas. What got me over the mental barrier was that I wasn't straight up generating the image and exhibiting it. I modified all the images significantly.
Mr, Allante, Art Teacher, liked the idea that AI could produce a futuristic aspect of fashion
to contrast my research into the history of fashion. Plus, the IB Organisation likes it when students take an alternative perspective on things and students challenge our own work.
What do you mean, challenge your own work?
KA: I challenged the idea that it is possible for us to predict some aspects of fashion. We can probably predict a fashion cycle. But we don’t know if in the future fashion will become more or less confined, so I was asking AI to help me decide. We think that the world is going to become more and more progressive and people can experiment with clothes, but there's also the fear that there will be a backlash against progression and fashion will be more constricting. The AI stuff helped to understand extreme polarization in fashion.
That is so interesting. Valerie, did your work challenge big ideas and concepts?
VN: The HSC Design and Technology course is very different. I explored Systems Design along with user experience design within architecture. My work was concerned with the redevelopment of a residential estate. I considered the problems the residents face at an ageing housing estate in Kowloon City.
What are the problems?
VN: The estate is aging, and it is going to become gentrified (redeveloped). I redesigned the estate using aspects of the current architectural style, and incorporated them into the new design, so it would give the elderly residents a sense of familiarity.
Many of the residents will be moved out during the redevelopment and most are elderly. I interviewed some of the residents asking them what they wanted and how they felt about the redevelopment. From these conversations I could create a design brief for myself to address their problems. I had to create a system in my redevelopment design to consider the needs of the current residents, as well as incorporating the needs of the newer residents who might be younger families.
Wow, that is a massive project. What were some of the solutions that you came up with?
VN: I created a precinct design, as well as systems, to incorporate the needs of the older residents around mobility and socialisation. I addressed the building issue from an architectural point. My design was still kind of in the shape of the old buildings. The facade of the building reminded the residents of the aging estate but also I incorporated more commercial areas to attract younger residents.
Your works has a very tangible, real world impact. Was it your choice to take this approach?
VN: Yes, but it was a bit scary, especially when I was interviewing the residents. This brought home to me the real life impacts the project could have. At times I felt overwhelmed, I didn't know if it was a “morally correct” redesign. But I talked to the residents before I designed anything and after the final design. Their responses were good. I also showed them the system-design and they responded well to that.
Kaelyn, did you adopt a real-world approach in your IB Design and Technology course?
KA: The IB, DT course is very product-based. Most of my class did product design.
I designed and made a foot-based fidget toy for kids with focus problems or kids who need to fidget during class. One of the first things I did was go to the primary
classrooms and observe kids and what happens in a classroom. I then mocked up a couple of designs and I went back to the classrooms and I asked the kids which designs they preferred, visually. I ended up with a spinning design, a sort of foot massager. In class we talk about user-centered design a lot. Focusing on the person who's actually going to be using it. I went back and forth between the primary kids to get their input.
I wanted to make the fidget toy interchangeable and easy to clean in a classroom environment. Different kids prefer different texture types so the “product” had to be customisable.
I fidget with my hands and you can’t write and fidget with your hands. Plus I know people who have trouble focusing so that inspired me to start this research and development journey. I also had a Saturday job as an English tutor for small classes of young kids and I saw the need for fidget toys in that setting.
I loved it so much, I reckon I'm gonna be a teacher. My dream would be to return to AISHK as a textiles teacher.
Did you draw on knowledge or skills you have acquired from other subjects and disciplines?
KA: Yes, Maths and scaling my products from zero to 250. Chemistry and Physics and the properties of all the different plastics. Plus I had to use a bunch of software.
“I think creativity is being able to express your mind, your thoughts on anything."
VD: Yep, Geography, I used my knowledge of urban planning, the function of residential, commercial, industrial and roadway networks etc.
What does Creativity mean to you?
VN: I think creativity is being able to express your mind, your thoughts on anything, canvas or cloth.
KA: I think creativity is being able to have an original idea and do something with it. It should be something original to yousomething that you have never thought of.
Where is the joy in the process?
KA: I love fashion and textiles and anything that I can touch. After I made my first garment with my original print I was so in love with it. I knew it would be the main piece in my exhibition. I loved working
Kaelyn's work at the IB Art Exhibition 2024
Valerie's housing estate model.
on it so much I couldn't stop myself. I did the whole thing in a week and a half because I just love doing it.
VN: When my final model was coming together and I saw the small people coming out of the 3D printer, when my design was taking shape, that was a really nice moment.
Some of the paintings from Valerie's "Hong Kong Homage" series, where she celebrates the city, its people and her ever-evolving relationship to a place that has provided the backdrop of her life.
24-hour race students tell us why they commit to this
endurance test
Every year hundreds of students from across Hong Kong gather at the Peak to join the 24-hour race hosted by Running To Stop The Traffik –an anti-slavery charity. AISHK student leaders and participants give us the facts, figures and their thoughts on this relentless trail challenge.
FACTS
What: WHEN: WHo:
WHEre:
WHy: the challenge:
the EVENT:
The 24-Hour Race hosted by, Running To Stop The Traffik.
9am, 23- 24 November 2024
60 students from Years 9 - 11 are taking part. The largest representation from any competing school. AISHK has 8 teams
The circular walk around The Peak - Harlech Road and Lugard Road. Each lap of the running track is 3.5 kilometers.
To raise awareness about human trafficking and slavery and to raise funds to support the host charity. Funds are used to assist in the rehabilitation of those people who have been affected by human trafficking.
One person from each team has to be running or walking around The Peak at all times and participants cannot run alone after dark.
Karaoke, yoga, crafts, Bollywood dancing and music give the race a festival atmosphere! There are talks about the impact of trafficking and the impacts of supporting the charity. Plus lots of electrolytes and camaraderie.
what students say
Sienna Woodyard (Prefect): We [ Sienna and Natalia Ezekiel] are helping to organise all the teams within the school and their fundraising so we do not overwhelm students or parents.
Natalia Ezekiel (Prefect): We're holding bake sales almost every two weeks and there was a fun day on 13th November 2024 to raise money.
Valerie Dy (Team Member): I am really excited to be taking part in the race this year. We've [the students] grown up in a very privileged environment where we're really safe and secure. We have access to education and lots of opportunities. I think it's really important that we spread awareness of trafficking. Some people might not even have heard of trafficking.
It's hard to put myself in their [vulnerable people] shoes and empathize with their experiences but we can raise awareness of the issues.
NE: We shift the focus for the Primary School students and talk about, Run Hong Kong (a refugee charity). This charity has a race on the same day as the 24 hour race. And some of the money raised goes to Run Hong Kong.
Natalia Ezekiel
the Day in Question
NE: The race is definitely a physical challenge. We both did quite a few laps. When you have been running for hours you don’t feel the pain anymore. It's an endurance test. We would usually do one or two laps then rest.
SW: We joked around and had fun so the pain was less noticeable.
VD: A lot of people actually enjoy it. Knowing that you're supporting a charity and that you're actually doing something to make the world better is a really nice feeling.
NE: Personally for me, the early morning runs were worse. I like the night shifts because they're more peaceful.
I slept for about 20 mins but it is so uncomfortable sleeping on the ground, I would rather be up and running.
SW: On race day there is a twilight talk by the charity's student CEO to remind us why we are all there.
Race to Remember
SW: I was up the whole time. I didn't really have any shifts in particular. At night, the views from The Peak are some of the most beautiful I have ever seen. It was amazing. The race is one of those things that you will remember forever and you'll never regret doing it.
Leadership Matters
NE: Having taken on this responsibility I think we have got better at raising awareness and not just getting-in-the-money.
SW: I also think we have learnt leadership skills and I have learnt that sometimes you have to make a decision and tell people what is going on.
Sienna Woodyard (left) with Scarlett Ezekiel
2024 race participants
Director's Report
Grey Chua, RTSTT 2024 Marketing Director
T he charity that hosts the 24 hour race, Running to Stop the Traffic, hires students to do all the event operations work. Students from different Hong Kong Schools are invited to apply for leadership roles. Following an application process Grey Chua, Year 11 was appointed as Marketing Director. Grey (a talented visual designer) tells us about her role and the skills she is bringing to this epic event.
This is actually my first time both in a leadership role and being involved in the 24 hour race. In June I was looking for a way to use my skills [graphic design] for a bigger purpose. I am interested in design and marketing but I had never used my skills beyond small commission tasks.
I and another director work on expanding the race's social media presence. We've also been reaching out to newspapers.
I am working on most of the visual components of the race. I designed the t-shirt and hoodies. I am making all the physical aspects of the race such as banners and inflatables and the things that go into the sponsorship packs. Being part of the 24 hour race has meant I have developed my communication, teamwork, as well as cooperation skills.
My mom worked in marketing. She knows I like drawing and one day she asked me if I could design a poster for an event. My graphic design skills started from there. I started designing for friends and family and eventually I started volunteering at Crossroads (an international aid charity). The supervisor asked me to make some videos for them and I enjoyed creating something with a real world impact!
Young people are the future. And I feel it's so important for young people to be engaged in the community and the issues around them. We don't see modern slavery on a day-to-day basis. So it's very important that we get involved in these large-scale issues.
A couple of weeks ago, we [the 24 hour race management team] had a call with a lady who works in Norway. I heard about things I did not expect to be happening in developed countries.
A friend encouraged me to do the 24 hour race online application. I submitted the application along with a video. A couple of weeks later I got an email back saying that I had passed the first screening!
I also had a group call interview. I was on holiday when I received the confirmation email. I got the job! I was really happy and excited.
As a director, it can be quite a lot! The 24 hour race is very studentfocused, very grassroots. I have a marketing committee so I do not have to do everything myself. The role is a really unique experience, especially as a young person. It's a consistent effort where every week you have things that you need to deliver on and there's deadlines and there are people you have to work with. This has been a defining experience for me.
If you are looking for new experiences, inspiration and you’re open to trying something that just might push you out of your comfort zone, travel! AISHK has been visiting Beijing for almost 30 years. Year 6 students describe some of the highlights from their recent trip to this historic and vibrant city.
Beijing Acrobatic Show
One evening we all went to an acrobatic show after visiting our pen-pals and running through the Forbidden City. The lights dimmed, the voices faded and a spotlight shone on the stage. As soon as the show started I was immediately enchanted. The first three acrobats were so impressive, balancing on one another and doing all sorts of flips. Then female performers wearing dazzling white costumes came on stage and
The Great W all
Our Pen Pals
JAYDEN, AMELIA, RILEY
performed using thin green poles. They then proceeded, lifting their bodies sideways while spinning white cloths on both hands before spinning themselves on the poles. Everyone was amazed. The show also included tricks performed on bikes, through high hoops, on motorcycles, and stacked chairs. Overall, this was one of the best bits of Beijing in my opinion, 5 stars!
The Great Wall of China was truly extraordinary and unforgettable. I was overwhelmed and astonished by numerous aspects. I couldn’t believe my eyes - seeing the breathtaking landscape in the short yet memorable ride in the cable car to the Great Wall. Walking on the largest man-made project in history, I got a sense of the hard work needed to build The Great Wall, rock-by-rock. The Great Wall is like a dragon twisting up and down across mountains.
We visited Shijia Primary School. Everyone really loved the experience, it was unforgettable, and we enjoyed every moment. We have been writing letters to each other for a while, so it was nice to finally meet our pen pals. Our time with them was extremely valuable. We joined one of their classes and experienced their unique learning environment firsthand. We especially loved the welcome ceremony. At the end of the ceremony, we exchanged gifts with our pen pals. The gifts that we received represented Beijing’s culture. We made new friends and new memories. The tour of the school included an AI room showcasing technology, and a physical and mental health centre dedicated to student well-being, among other exciting facilities. It was an honour to explore and participate in their daily school life and we hope to visit them again someday.
