BIS Hanoi Esprit April Edition 2023-2024

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VIETNAM ATTRACTS THE WORLD’S BEST TEACHERS TO EXPLORE THE FUTURE OF EDUCATION

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EXPLORING THE WONDERS OF SCIENCE WEEK AT BIS HANOI

A PLACE TO BELONG

CREATE YOUR FUTURE

EXPERIENCE EXCELLENCE

A PLACE TO BELONG

As you read through the coming pages, you will see that BIS Hanoi is indeed ‘A Place to Belong’.

Wow! Looking back over Term 2, I cannot believe how far we have journeyed and how much has been achieved since we returned to school in January. Everybody in our school community can reflect on this past term with pride.

Did you know that the title of this publication, Esprit, can be translated into English as ‘spirit’? This reflects how the magazine aims to provide an insight into the ‘heartbeat’ of our school, the ‘life’ of the community, and a feel for the ‘essence’ of an education at BIS Hanoi.

This term, we have hosted and run a vast range of activities and events. We have delivered experiences and learning opportunities for students of all ages, parents from across the school, and staff across all disciplines. We have witnessed both individual achievements and others that stand out due to their breadth of reach. On campus, throughout Vietnam, and across the SEAME&I region.

One notable event I want to highlight is the hugely successful Teaching and Learning Conference, which was jointly hosted by BIS Hanoi and BVIS Hanoi in March. Over 200 delegates from 26 Nord Anglia Education schools across the SEAME&I region were in attendance, alongside representatives from the NAE regional office and central office in London. It was a unique opportunity to share best practice in teaching and learning, connect with other world class teachers, and learn from 71 workshops delivered to delegates under the theme of Innovate.

In Term 2, our own school staff have delivered over 20 Parent Connect workshops to parents and students across all age groups. Whilst our core focus will always be on our students’ education and learning, the importance of working in partnership with parents remains critical in order to achieve the very best outcomes. I am delighted that we have so many parents with a genuine appetite to learn with us, and grow with their children, on their own parenting journey. We are proud of all that we are achieving together.

I hope you enjoy reading this Term 2 publication of Esprit, a glimpse into the heartbeat of BIS Hanoi and a chance to truly see Experience Excellence in action.

Richard Vaughan Principal

BIS HANOI STUDENTS EMBRACE TRADITION IN COLORFUL TET ASSEMBLY

The assembly kicked off with a warm welcome from the principal, setting the tone for the joyful celebration ahead. Year 2, 3, 4, and 5 students opened the stage, captivating the audience with a mesmerising spring dance inspired by the traditions of a northern minority group, titled "Mùa Xuân Tây Bắc."

Continuing the cultural immersion, Year 3 and 6 students took the stage to present "Năm Mới Bình An," a performance welcoming the New Year with wishes of peace and prosperity.

Our Tết assembly was not only a celebration of cultural heritage but also a testament to the school's commitment to fostering understanding and appreciation of Vietnamese traditions among its diverse community.

This was followed by a heartfelt "Em Chào Tết!" from Year 4 and 6 students, marking the beginning of the Year of the Dragon with gratitude and excitement.

The assembly then took a historical turn as our Secondary students showcased "Việt Sử Kiêu Hùng," depicting the glorious history of Vietnam and the resilience of its people in the face of adversity. Their portrayal of Vietnamese victories and the pursuit of peace resonated deeply with the audience.

Gratitude was extended to all students for their exceptional performances, which added to the richness of the Tết celebration. The climax of the assembly came with the traditional dragon dance, a symbol of strength, good fortune, and auspicious beginnings, performed with skill and enthusiasm by the students.

As the assembly concluded, the spirit of unity and joy lingered in the air, leaving everyone inspired and filled with anticipation for the

new beginnings that Tết brings.

Our Tết assembly was not only a celebration of cultural heritage but also a testament to the school's commitment to fostering understanding and appreciation of Vietnamese traditions among its diverse community.

Scan here to watch our Tet assembly

THE POWER OF WELLBEING IN EDUCATION STRENGTHENS IN VIETNAM THROUGH NORD ANGLIA EDUCATION

In the quiet leafy suburbs of Long Bien District in Hanoi, Nord Anglia Education’s British International School Hanoi (BIS Hanoi) is approaching student wellbeing holistically, through the lens of physical, psychological and social health.

Supporting to lead the way is Social-Emotional Counsellor, Matt Greenwood who saw huge shifts in the importance of wellbeing during and after the COVID-19 pandemic.

At BIS Hanoi, nurturing student wellbeing doesn’t only focus on one thing. The school strikes a balance between meeting each child’s physical (strong and healthy, well-rested, well-fed and well-hydrated), psychological (embracing a neutral or positive mind) and social (being part of a supportive and collaborative environment) needs.

As the world adjusts and evolves following the COVID-19 pandemic, the importance of wellbeing continues to attract attention and gain momentum, particularly within the education sector.

According to Matt, having a focus on wellbeing in education at the British International School Hanoi not only increases overall levels of student happiness, engagement, resilience and confidence, it also improves academic performance.

“Just as people struggle to concentrate when they experience worry, fatigue, or lack of motivation, poor student wellbeing can hinder academic achievement. Schools really have the power to lay the foundations for lifelong happiness and success when they care for students holistically,” Matt said.

“In an increasingly complex world, students need more than just academic results to succeed. It’s their sense of identity, resilience, and wellbeing skills that enable them to look after their physical, social and emotional health, ready to take on challenges that may not even exist yet.”

And it’s not only the British International School Hanoi that’s recognising the impact. Research from Oxford University by Departmental Lecturer in Research Methods Dr Ariel Lindorff shows the importance of wellbeing, too, highlighting improvements to academic attainment, mental health, selfesteem, self-efficacy, motivation, behaviour, and student retention.

So, how does BIS Hanoi strengthen child wellbeing in education?

“It’s not just a one-person job. The whole school community –teachers, parents and students –work together to nurture healthy and happy children. Students need consistent support from their families, teachers and friends to grow emotionally and socially, and to use their thoughts and feelings to develop personal awareness, emotional resilience,

and social skills,” said Matt. At the British International School Hanoi, a holistic approach to student wellbeing includes a range of initiatives and partnerships.

1. A bespoke wellbeing curriculum is tailored to empower students with the knowledge and skills to create their own futures.

2. Personalised programmes, guided by world-leading UK-based centre, Anna Freud enhance emotional literacy to support student wellbeing in a safe and happy learning environment: "At BIS Hanoi, primary students are taught how to recognise and manage their emotions through daily check-ins,” said Matt. “And in higher year groups, we’ve created a programme that explores students' moods which allows us to proactively identify wellbeing challenges."

3. The Community Wellbeing Committee, consisting of school staff, parents, and students aims to ensure the whole school community feels supported through a positive culture where everyone feels a sense of

belonging. This approach focuses on the importance of wellbeing by building healthy habits through strong role modelling.

4. A designated Student Safe Space, equipped with tools for self-regulation, allows students to manage their emotions independently and refocus their learning.

“We also recognise that many students prefer talking to their peers than to adults about their challenges, we we’ve trained a team of BIS Hanoi Mental Health Champions from different year groups to ensure every child feels comfortable to reach out to someone whenever they need,” said Matt. “We’re committed to embedding wellbeing in education by fostering an environment where students feel supported, understood, and empowered.”

As a Nord Anglia Education school, the British International School Hanoi in Vietnam is renowned for its supportive culture, that treats each student with integrity, care, and respect, creating a nurturing environment where every child feels safe to thrive.

BIS HANOI FIRST-EVER KEY STAGE 3 WELLBEING FESTIVAL

In an era where student welfare is increasingly in the spotlight, schools are continuously seeking innovative ways to support the holistic development of their students. One such groundbreaking initiative emerged from the corridors of BIS Hanoi as we proudly organised the first-ever Key Stage 3 Wellbeing Festival. This event not only underscores the importance of student wellbeing but also empowers students to become advocates for their own mental, physical, and emotional health.

The creation of the Key Stage 3 Wellbeing Festival stemmed from a desire to nurture students' wellbeing strategies. Ms. Byron,

Head of Year 7, revealed, "We wanted to create an opportunity for all students to develop their wellbeing strategies by becoming experts in one aspect of wellbeing and then sharing their learning with their peers." It was an idea focused on fostering leadership, oracy skills, and peer collaboration, all while equipping students with a toolkit of selfcare techniques to navigate the challenges of school life and beyond.

The festival, held on March 15th, featured an array of engaging activities and workshops designed to cater to different aspects of student wellbeing, ranging from yoga and meditation sessions to

discussions on nutrition and mental health. Our students immersed themselves in projects such as journaling, theatre performances, and photography exhibitions, each selecting a focus group to delve deeper into their chosen area of wellbeing.

What sets the Wellbeing Festival apart is its integration into the broader curriculum and school initiatives related to student welfare. The Key Stage 3 curriculum at BIS Hanoi centres around students’ holistic wellbeing and emphasises the interdependence of mind, body, voice, and soul. The festival is the culmination of year-long learning, providing students with a platform to showcase

their understanding of wellbeing while exploring many strategies to support their mental and emotional health.

Through the festival, students not only lead their respective focus groups but also engage actively in experiencing the diverse range of activities on offer. This immersive approach ensures that they leave the festival equipped not only with knowledge but also with practical tools to enhance their mental resilience. Moreover, the festival fosters a sense of community and peer support, reinforcing

the notion that wellbeing is a collective endeavour.

As the inaugural Wellbeing Festival comes to an end, its impact reverberates throughout BIS. Years 7 to 9 leave with new insights, empowered to prioritise their wellbeing and push for positive change in their school community. The festival stands as a testament to the school's unwavering commitment to nurturing the holistic development of our students, laying the foundation for a culture where wellbeing is not just a priority but a way of life.

The wellbeing festival not only underscores the importance of student wellbeing but also empowers students to become advocates for their own mental, physical, and emotional health.

EMBRACING ADVENTURE AND MAKING MEMORIES ON THE PRIMARY RESIDENTIAL TRIPS

As we approached the final week of Term 2, our Primary school campus was abuzz with excitement as Year 4, Year 5 and Year 6 students eagerly anticipated their long-awaited residential trips.

Year 4 - Ba Vi

On the 11th and 12th of April Year 4 headed off to Ba Vi National Park for their first residential trip. The students enthusiastically participated in a range of activities, explored the natural world and built close bonds with each other. Some of the

The journey began early on Tuesday morning, with Year 6 students hopping onto buses bound for Noi Bai airport, ready for their 4-day, 3-night adventure in the charming city of Hoi An. On Wednesday, Year 5 set off on

their own adventure to explore the beautiful landscapes of Cuc Phuong national forest, before Year 4 headed off to discover the scenic beauty of Ba Vi on Thursday.

activities included catching fish with bamboo baskets, getting their hands dirty to plant young seedlings, and using ingredients found in a local garden to make delicious, fresh spring rolls. The children also enjoyed some traditional music and bamboo

dancing in the evening. It was a very busy, unforgettable two days for everyone. All pupils had a fantastic time and fully enjoyed themselves.

Shannon Colclough Year 4 Teacher

Year 5 - Cuc Phuong

Year 5 had the exciting opportunity to visit Cuc Phuong for our residential trip. For many of the children, this was their first experience of spending time away from their families and staying in dormitories with their friends. Moreover, it was a new and challenging environment for a lot of students. Any signs of nerves and worries soon disappeared as the children became mesmerised by the beauty of the national park and embraced these new challenges. The children were soon gripped with excitement as they all set off to the conservation centers to visit the turtles, mammals, and primates. They learned how the national park rehabilitates and helps animals that may have been illegally traded, smuggled across borders, or injured by hunters.

Throughout their three-day residential, the children enjoyed hiking, team games, learning about pitfall traps and the insects native to the forest, as well as climbing the steps up to the cave of the prehistoric

man. It was a great experience for the children to not only try new activities but also sample new food and work with children from across the year group. Our final night showed just how far some of the children had come with their confidence in such a short space of time, as they performed in front of the whole

of Year 5 as part of our talent show. All the children have now had their first experience of a residential, and I know they are already looking forward to their next residential in Year 6.

Jessica Cockell Year 5 Teacher

Year 6 - Hoi An

Last week marked the annual Year 6 Hoi An residential, where students and staff undertook a range of activities over four days in the ancient town of Hoi An, and it did not disappoint!

Students experienced an array of activities, from a tour of the silk village where we learned about the rich history of silk weaving in Hoi An and the traditional methods by which it has been farmed and woven for centuries to an experience day at Tra Que Farm. The families at Tra Que Farm have maintained their plots through sustainable and organic methods, using natural fertilizers. We were able to observe each stage of the planting process and how the farmers ensure their crops are cared for. We then took these ingredients into the kitchen, where we learned how to make the famous Ban Xeo pancake and traditional cookies.

Students were then invited to the workshop of Mr. Truong, a skilled craftsman who has been working with bamboo all his life. He explained the value of bamboo in Vietnamese culture and how this versatile resource is used widely and for numerous purposes. Mr. Truong instructed students on how to construct and engrave their very own bamboo lamps.

Finally, we took in the sights of Hoi An town through a scavenger hunt, where we were able to experience the rich culture and history of the town.

It was amazing to see all the learning that takes place outside of the classroom and how the students demonstrated curiosity, perseverance, and teamwork throughout the week.

Gerard Durkan Year 6 Teacher

FRIENDS OF BIS: A FUN-FILLED TERM OF NEW FRIENDS AND NEW EXPERIENCES

These diverse activities have allowed Friends of BIS to continually foster a sense of community and belonging, enriching the lives of BIS families and reinforcing the school's desire to act as a hub of friendship and adventure.

Term 2 at BIS Hanoi was brimming with excitement and camaraderie thanks to the incredible efforts of Friends of BIS. From cultural expeditions to community gatherings, here's a glimpse of the enriching experiences shared by our BIS families!

To kick off the term with warmth and conversation, our Coffee and Chat gathering provided a cosy atmosphere for parents to

connect and unwind.

Later in the term, parents embarked on enriching journeys to Phu Cau Incense Village and Bat Trang Pottery Village. In Phu Cau, they delved into the heritage of incense-making and experienced this traditional craft firsthand. At Bat Trang, creativity flowed as parents got hands-on with pottery making and immersed themselves in the village's vibrant culture.

Elsewhere, whole families came together for a day of laughter and bonding at Symphony play area, fostering cherished memories and strengthening connections within the BIS community. A fun-filled bowling event at Aeon Mall brought parents together for friendly competition, showcasing the spirit of togetherness.

Easter celebrations got into full swing with an Egg Hunt and

Scan the QR code and join our “Friends of BIS Hanoi” Facebook Group!

Spring Social. Children revelled in the thrill of the hunt, while families enjoyed quality time together and shared laughter amidst the festivities.

This term also saw our first Phase 3 Bake Sale organised by Friends of BIS with the support of Year 5 and 6 students and families. We hope that this event lays the groundwork for future community initiatives. Continuing the theme of Coffee

and Chat, parents gathered at Hanoi Café for enriching conversation and to participate in an egg coffee making workshop, seamlessly blending learning and leisure.

These diverse activities have allowed Friends of BIS to continually foster a sense of community and belonging, enriching the lives of BIS families and reinforcing the school's desire to act as a hub of

friendship and adventure.

As we reflect on the joys of Term 2, we also eagerly anticipate what we have planned for the remainder of the year. This includes plans to host invigorating yoga classes to help parents unwind and rejuvenate, as well as an evening social to cap off the term. There's no shortage of excitement on the horizon!

CREATE YOUR FUTURE

As educators, mentors, and visionaries, we understand the importance of fostering an environment where every student can chart their own path to success and fulfilment.

In this section of Esprit Magazine, we delve into the promise of "Create your future" - an ethos deeply embedded in everything we do here at BIS Hanoi.

As educators, mentors, and visionaries, we understand the importance of fostering an environment where every student can chart their own path to success and fulfilment. I invite you to join us as we explore a myriad of initiatives and achievements which encapsulate this spirit of empowerment and forward-thinking.

First on our journey is a recap of the NAE Teaching and Learning Conference, which offers insights into the latest pedagogical approaches and educational innovations that drive student-centred learning. Following this, Stephanie Miller explores the transformative power of professional development. Her piece, "Connect the Dots: CPD with Tricia Taylor," emphasises the importance of continuous growth and learning for educators.

Celebrating the achievements of our students, Joe McKinney provides an overview of the early university acceptances for the Class of 2024, highlighting the personalised guidance and support that propels our students towards their dreams.

Meanwhile, we share the inspiring journey of Chalk Road and their commitment to social impact funding, showcasing how individuals can make a tangible difference in their communities. Additionally, Holly Carmichael's article, "A Journey of Continued Excellence in the Early Years," shines a light on the foundational years of education and the fascinating innovations that BIS Hanoi has implemented.

Gemma Archer delves into the significance of embracing mother tongue languages and cultivating critical thinking skills, which are essential components in nurturing well-rounded global citizens. Finally, we explore the intriguing realm of artificial intelligence in education, with insights on teaching children about AI, and equipping them with the skills to navigate the future with confidence.

At BIS Hanoi, our commitment to "Create your future" extends beyond the academic; it encompasses the holistic development of each student,

fostering a culture of student agency, autonomy, and empowerment. Through personalised learning experiences and opportunities for self-discovery, we aim to unlock the true potential of every individual, guiding them towards a future filled with promise and possibility.

Join us as we embark on this journey of exploration and empowerment, shaping the leaders and innovators of tomorrow.

Chris Newman Head of Secondary

VIETNAM ATTRACTS THE WORLD'S BEST TEACHERS TO EXPLORE THE FUTURE OF EDUCATION

In March, more than 200 international educators from 15 countries around the globe descended on Hanoi to innovate, problem solve, and brainstorm at one of the world’s largest academic conferences.

Hosted by Nord Anglia Education schools, the British International School Hanoi and the British Vietnamese International School Hanoi, world-leading education experts discussed the exciting future of education, including how to enhance the educational journey using AI in education.

During the day, the committed educators from the SEAMEI region, representing 26 schools, engaged in a range of vibrant workshops and collaborative sessions. Topics spanned from wellbeing and enriched curriculum to bilingual education and cutting-edge Edtech. Participants delved into innovative strategies for the future of education with enthusiasm.

Our Principal, Mr. Richard Vaughan, emphasized the importance of global learning

and teaching collaborations, ensuring children continued to experience an outstanding education that prepared them to thrive in life.

“In the classroom, we knew that teachers could work in isolation, and collaborations became much more of a shared experience. Our conference inspired our educational leaders to share the best of themselves - which captured the best of others - to continue to provide a transformative experience for our students,” Richard said.

“At this conference, BIS Hanoi teachers focused on innovation in education with colleagues from our sister schools, which was a powerful topic to highlight during an educational revolution.”

Special guest, Nord Anglia Education Chief Education Officer

Dr. Elise Ecoff, also joined from the United Kingdom, to share pioneering developments in Nord Anglia-led digital research and advancements, and AI in education – how they all worked together to create an enriching foundation for children

in Vietnam.

Other guest education innovators met with parents, students, and the wider Hanoi community to share best practice, exciting new research, and innovation in education.

Additionally, visitors enjoyed a personalised school tour led by our students, enhancing their experience with a personal touch. BIS Hanoi talented students also amazed everyone with outstanding performances, ensuring the event was truly

unforgettable. It proved to be a rewarding experience for all participants, marking a noteworthy milestone in academic discourse for Nord Anglia and establishing a new benchmark in Hanoi.

TRICIA TAYLOR RETURNS TO BIS HANOI to further enhance our teaching and learning practices

With over 25 years of experience spanning across the UK, USA, and Spain, Tricia's insights into effective learning strategies have been instrumental in shaping educational practices worldwide. Her visit this year has been marked by a multifaceted approach aimed at enriching the learning experience for both students and educators.

Empowering learning through Oracy

An important piece of work for us at BIS Hanoi, supported by Tricia, is the cultivation of oracy skills within secondary classrooms—a vital component of 21st-century education. Recognising the important role communication plays in academic success and real-world interactions, Tricia has collaborated closely with our secondary teachers to enhance oracy development strategies. In today's interconnected world,

An important piece of work for us at BIS Hanoi, supported by Tricia, is the cultivation of oracy skills within secondary classrooms—a vital component of 21st-century education.

the ability to articulate ideas, engage in meaningful dialogue, and communicate effectively is essential. The development of oral communication remains a fundamental component of education, widely recognised as increasingly vital for enhancing students' academic performance and preparing them for the demands of the 21st century (NFER, 2023).

Strategic collaboration with subject teams

Tricia's engagement extended beyond Oracy, working with key departments within the secondary school. Her work in collaboration with the Computer Science team focused on identifying key vocabulary essential for examination success—an initiative aimed at enhancing students' comprehension and retention of critical concepts. Through the alignment of teaching methodologies with cognitive science principles, we are able to optimise learning experiences and facilitate deeper understanding among students.

A vision for enhanced learning

Tricia Taylor's visit serves as a testament to our enduring pursuit of educational excellence and underscores our unwavering commitment to outstanding classroom practice. By incorporating her insights into our pedagogical approach with our high-quality, contextualised Statements of Excellence, we are poised to create a dynamic learning environment that empowers students to realise their full potential. As we continue our journey of educational excellence, we remain grateful for Tricia's invaluable contributions.

Stephanie Miller Deputy Head of Secondary

CLASS OF 2024: CELEBRATING EARLY UNIVERSITY ACCEPTANCES

Our Year 13 students are almost at the end of their journey at BIS Hanoi. For most of them, their next step will be higher education at university. Our students have worked very hard over the years: pursuing academic excellence in their IB or BIS Diploma, while at the same time finding their bestfit future.

After investing significant time in researching their own bestfit future, and having difficult conversations at times, our Year 13 students are now starting to see a return on their efforts. Working with the University Guidance Team, as well as their other supporters within the school, the majority of our students have successfully created their future.

As the university application cycle gradually concludes for most countries – with the exception of Australia and South Korea –we await to hear more news about university offers. However, the offers as they stand today already reflect the diligence of our students, and demonstrate how the best-fit approach works. We will look to build on this further as we help the next group of students secure their best-fit future.

It has been an absolute privilege working with the current Year 13 students and supporting them with their university applications. Many congratulations to themand I wish them all the best with their future!

Joe Mckinney University Guidance Counsellor

Class of 2024 Offers (Top 5 countries)

US & CANADA

Bard College, US

University of Oregon, US

University of Massachusetts Boston, US

Denison University, US

Michigan State University, US

Providence College, US

Brandeis University, US

University of Miami, US

University of San Francisco, US

School of the Art Institute of Chicago, US

University of California, Santa Barbara, US

University of California, Irvine, US

Savannah College of Art and Design, US

Georgia Institute of Technology, US

University of Minnesota Twin Cities, US

Pratt Institute, US

The New School, US

Maryland Institute College of Art, US

Union College - New York, US

College of Wooster, US

University of Southern California, US

Brock University, CAN

University of Toronto, CAN

Offer rates (application to offer) from 2023 to 2024 have increased:

UK - from 33% to 68%

USA - from 17% to 21%

Overall - from 24 to 38%

UNITED KINGDOM & EUROPE

EHL Swiss School of Tourism & Hospitality (SSTH), CHE

Glion Institute of Higher Education, CHE

Utrecht University, NLD

University for the Creative Arts, UK

University of Edinburgh, UK

University of Southampton, UK

London Metropolitan University, UK

University of Manchester, UK

University of Bristol, UK

King's College London, UK

Birmingham City University, UK

Manchester Metropolitan University University of Surrey, UK

Cardiff University, UK

University of Stirling, UK

Queen Mary University of London, UK

Loughborough University, UK

University of Sheffield, UK

Liverpool John Moores University, UK

University of Essex, UK

University of Birmingham, UK

University of Nottingham, UK

Aston University, UK

University of Brighton, UK

University of the Arts London, UK

University of Leeds, UK

University of Warwick, UK

AUSTRALIA

Griffith University, AUS

University of Queensland, AUS

ASIA

New York University Shanghai, CN

Hong Kong University of Science & Technology, HK

The University of Hong Kong, HK

The Chinese University of Hong Kong, HK

Sophia University, JP

Waseda University, JP

International Christian University, JP

KAIST - Korea Advanced Institute of Science & Technology, KR

With investment from Nord Anglia’s Social Impact Grants, our students will use the funding to expand and enhance community activities while aiming to address the UN’s Sustainable Development Goals.

We’re thrilled to announce that our students have received funding from Nord Anglia’s community investment fund to support their student-led social impact project called Chalk Road.

BIS HANOI RECEIVES FUNDING FOR STUDENT-LED SOCIAL IMPACT PROJECT to foster a sustainable and holistic education

This project, created and led by our students, Pham Bui Gia Khanh, Hoang Thai Anh and Nguyen Khanh Linh from Year 11, aims to foster a sustainable and holistic education in mountainous regions of Vietnam through nurturing lifelong personal values and sustainable skills that transcend formal academic settings.

This is one of 23 grants across Nord Anglia selected to receive a Social Impact Grant from Nord Anglia Education’s funding pool, which now cumulatively totals an investment of US$621,753 across 44 student-run projects from Nord Anglia’s 87 international schools.

Our Principal, Mr. Richard Vaughan, said: “I am so proud of Gia Khanh, Thai Anh, and Khanh Linh for their hard work and dedication in establishing this wonderful project, which is addressing a crucial need in the local community. I’m looking forward to seeing how this grant elevates the work they’re doing already.”

Our three students couldn’t hide their excitement when they received the news, saying "Despite formulating numerous plans for our next steps since our inaugural event in August and a subsequent return trip in December 2023, financial constraints have deterred us from expanding the project. When we received the grant, we were truly grateful and beyond excited, for it allows us to bring to life our bolder, more ambitious plans for more students in the mountainous

regions. Specifically, this funding will be allocated to our summer 2024 project in Thanh Hoa, focusing on Thanh Kim Primary and Secondary School with over 1400 students. From hosting workshops to investing in facilities and influencing institutional change, Chalk Road will utilise these funds efficiently to create a lasting impact."

With investment from Nord Anglia’s Social Impact Grants, our students will use the funding to expand and enhance community activities while aiming to address the UN’s Sustainable Development Goals. Through its collaboration with UNICEF, Nord Anglia Education is committed to helping to make a global impact on these goals before the 2030 deadline.

Dr Leslie Williams, Senior Programme Lead for Social Impact and Giving at Nord

Anglia, said: "As well as taking initiative to make change in their communities, these grants are about learning valuable skills that have real-world impact. Whether that’s budgeting supplies or balancing schoolwork with their projects, these are the skills that can set up our students for real future success.”

Nord Anglia’s Student Advisory Board, a group made up of student representatives from across its 87 schools, review each funding application to ensure students’ voices are heard during the approval process. Proposals are then evaluated by Nord Anglia’s Grants Committee, which includes members of the Education Advisory Board, as well as Nord Anglia Principals and teachers.

A JOURNEY OF CONTINUED EXCELLENCE IN THE EARLY YEARS

By aligning our provision with the unique cultural context of our learners, we aim to create meaningful learning experiences that resonate on a deeper level.

At BIS Hanoi, a commitment to excellence in Early Years education is at the forefront of our endeavours. We are excited to share our journey with you as we navigate the realm of personalised Continuous Professional Development (CPD) while anchoring purposeful provision in the Early Years.

As we embarked on this transformative journey, it became evident that reflecting on the unique culture of our young learners was of profound significance. Guided by insightful training sessions with James Tunnell, an esteemed Early Years consultant in the UK, we delved deep into understanding what makes our culture distinct - and how we might adapt our provision accordingly.

For example, in our “Home Corners”, we made the intentional choice to ensure that children had access to resources that mirrored those found in their own homes. Similarly, in our role-play areas, we curated a collection of costumes that reflected real-life professions and cultural identities, such as Vietnamese policeman and fireman costumes. By incorporating these authentic elements, we aimed to enrich the imaginative play experiences of our students, while at the same time celebrating their cultural heritage.

These tailored adaptations are intended to create an environment where every child feels seen, valued, and understood. By aligning our provision with the unique cultural

context of our learners, we aim to create meaningful learning experiences that resonate on a deeper level.

In addition to our focus on cultural integration, we have dedicated considerable efforts to understanding children's schemas and harnessing this knowledge to create an environment where every child can thrive and excel. From trajectories to enveloping, transporting to connecting, recognizing these patterns of behaviour has allowed us to gain deeper insights into children's thought processes and developmental needs.

Our Early Years staff also benefit from regular coaching sessions led by James Tunnell. We

believe that these personalised interactions with James are pivotal to enhancing teaching methodologies and promoting ongoing progress. Through meaningful dialogue and tailored guidance, our teachers are empowered to hone their abilities and unleash their maximum potential.

Through personalised CPD and purposeful provision, we strive to nurture a generation of confident, curious, and resilient individuals who are prepared to thrive in an ever-changing world.

Holly Carmichael Assistant Head of Primary

THE IMPORTANCE OF TEACHING MOTHER TONGUE LANGUAGE IN EDUCATION

A strong sense of belonging and cross-cultural critical thinking are just two strengths that blossom from fostering the mother tongue in children.

We know that children thrive when they’re happy – academically, socially and emotionally – and research shows that having a strong connection to the mother tongue language builds confidence, inclusion and an enthusiasm for learning.

More than that, within an inclusive environment fostering the mother tongue language in education also leads to greater engagement in the classroom and academic success, says Assistant Head of Secondary at the British

International School Hanoi, Gemma Archer.

“Bi-, tri- and multilingual learners build a unique cognitive muscle that allows them to think critically at a greater depth, preparing them for global challenges in the future world of work,” she said. “And our students learn to embrace their mother tongue in our warm culture of belonging that honours each child’s unique heritage.”

At the British International School Hanoi, a Nord Anglia Education school, students also take the lead on continuing to build their mother tongue language skills, initiating student-led reading circles (combining critical thinking and reading habits) and student-led

On International Mother Language Day, we explore how the mother tongue is a key to academic success, and how you can help your child flourish in their first language.

parent workshops (demonstrating how these approaches to reading helps them learn).

“In the United Kingdom, children from homes where English isn’t the main spoken language now outperform others in a monolingual family. The way multilingual students are able to think differently gives them flexibility, creativity and a cross-cultural sensitivity and competence that will help them fill trending gaps employers are seeing in the workforce,” she said. “We can see innovation and creativity developing too, and a distinct advantage in agility within Nord Anglia Education schools around the world.”

HOW CAN I HELP NURTURE MY CHILD’S MOTHER TONGUE LANGUAGE?

There are many things you can do to support your child’s emotional wellbeing, social development and academic performance through their mother tongue language.

1. Support your child’s reading at home in their first language – both through fiction and non-fiction books.

2. Ask your child thought-provoking questions to ignite interesting conversations at the dinner table.

3. Make your multilingual child feel proud of their first language, with positive reinforcements and references to their language skills.

4. Express complex thoughts and emotions using your child’s first language, to teach them vocabulary and expressions that they may find challenging to articulate. Remember, their first language isn’t just a way to communicate, but a gateway to their cultural identity, too.

5. Develop their critical thinking skills in multiple languages to enhance their cognitive flexibility.

In March, industry leading academic experts around the world from premium international schools group Nord Anglia Education will join their peers in Hanoi, Vietnam, to explore innovative approaches in teaching and learning, to ensure children are prepared to thrive in the future world of work.

Hosted by the British International School Hanoi and the British Vietnamese International School, world education leaders will meet with parents, students and the wider Hanoi community to share best practice, exciting research, and innovative ideas in education.

WHY IS CRITICAL THINKING IMPORTANT?

The importance of critical thinking in education.

In an increasingly complex and globalised world, children need support navigating uncertainty, creatively solving problems, and adapting to change.

Through challenging issues impacting the environment, people and the economy, critical thinking is going to be an essential skill for the future, supporting each child to develop agile skills and confidently leverage technology as well.

So what is critical thinking?

The British International School Hanoi (BIS Hanoi) Assistant Head of Secondary, Gemma Archer describes healthy critical thinking as the process of giving reasonable, reflective thinking, with a focus on deciding what to do or believe.

“Basically, it’s thinking about thinking,” Gemma said. “Being a critical thinker puts you in an empowered position to make informed and rational decisions about your life and your future. We see many benefits of critical thinking in our BIS Hanoi environment, but here are the four we focus on.”

Why is critical thinking

important?

IMPROVED ACADEMIC SUCCESS

The skills to logically analyse information, evaluate evidence, make reasoned conclusions and better decisions comes down to healthy critical thinking.

“When we see BIS Hanoi students develop these transferable skills, it not only improves their academic outcomes, but also gives them more career choices,” said Gemma.

SKILLS TO NAVIGATE THROUGH A WORLD OF MISINFORMATION

We’re living in a globalised media-rich time, full of information and misinformation.

“The ability to identify fallacies, spot rhetorical tricks and challenge cognitive biases that may all be used to influence or manipulate us into thinking traps is paramount,” said Gemma. “With AI increasing, it will be our critical thinking abilities as humans that will continue to see us move forward in this technological revolution.”

ADAPTING AND BEING RESILIENT TO CHANGE

The last few years in particular, have taught us the importance of critical thinking – to be able to reevaluate and adapt to change and uncertainty. Having good thinking habits to question assumptions, consider evidence objectively, and be open to new ideas builds mental flexibility, and helps children adapt and respond constructively to change – allowing them to thrive in different situations.

BEING PART OF THE SOLUTION, NOW AND INTO THE FUTURE

Breaking down complex problems, identifying key issues, challenging assumptions and considering alternative solutions are all benefits of critical thinking,” said Gemma. “And these are the skills that inspire our BIS Hanoi students to continue to grow, and contribute to their communities in powerful ways.”

Exploring issues from many different angles, and imagining alternative scenarios sparks creativity, and can also be used to encourage more collaboration and problem-solving power to lead sustained change.

The importance of critical thinking in education is being recognised by international organisations, like International Baccalaureate Organisation

An outstanding education isn’t just about the curriculum; it’s about nurturing creativity, empowering critical thinking and building resilience.

(IBO), too. The International Baccalaureate Core – Creativity, Activity and Service, Theory of Knowledge and Extended Essay – creates exciting opportunities for students at the British International School Hanoi to think about their own values and behaviour. Another benefit of critical thinking is the ability to develop self-awareness –a sense of identity and understanding about each person’s place in the world.

“An outstanding education isn’t just about the curriculum; it’s about nurturing creativity, empowering critical thinking and building resilience,” said Gemma. “It’s about preparing our children to confidently embrace exciting opportunities, and tricky situations, to provide them with the right skills to thrive in a vibrant world.”

In March, Gemma Archer will join fellow leading Nord Anglia Education academic experts from around the world in Hanoi, Vietnam, to explore innovative approaches in teaching and learning to ensure children are prepared to thrive in the future world of work.

Hosted by Nord Anglia Education schools the British International School Hanoi and the British Vietnamese International School Hanoi, more than 200 global education leaders will also meet with parents, students and the wider Hanoi community to share best practice, exciting research, and innovative ideas in education.

THE AI REVOLUTION:

How artificial intelligence in education is influencing English communication in Vietnam’s next generation

Industry leader Nord Anglia Education is rethinking education – redefining practice, challenging conventional practices and boundaries, embracing metacognition and introducing innovative tools – to enrich the student experience throughout its four schools in Vietnam.

One of two Nord Anglia Education schools in northern Vietnam, the British International School Hanoi (BIS Hanoi) is integrating cutting edge AI techniques and resources into classroom practices, assessment processes and transformative experiences to prepare the next generation for a rapidly evolving world.

BIS Hanoi’s Deputy Head of Secondary Stephanie

Miller has seen huge shifts in teaching and learning during her career.

“With the introduction of artificial intelligence in education, children can now

Children need to imagine, give critical thought, and create. Pitched as a generative tool, artificial intelligence (AI) can make things. Solve problems. Find answers.

independently use technology to do things like roleplay, practice their pitches and presentations and improve their language skills. This AI revolution is removing boundaries in teaching and learning in innovative ways,” said Stephanie.

According to the National Foundation for Educational Research (NAFR), oral communication is right at the heard of student success – essential for fostering students’ academic achievements and preparing them for the future.

“We’ve known the important connection between oracy and academic success for a long time, and the AI revolution has brought a whole new range of resources into the classroom to help students be their best,” said Stephanie.

“At BIS Hanoi, we’re teaching English as an Additional Language (EAL)

students how to ethically use AI through a range of approaches, like having a personalised conversation with a chatbot in another language, rehearsing their responses for university and job interviews, and practicing the correct pronunciation of difficult words.”

The very interactive nature of artificial intelligence in education also supports students to prepare for a life beyond the classroom, giving each child more exposure to language outside school-based activities and projects, and further opportunities to build their teamwork, critical thinking, communication and interpersonal skills.

“AI brings a far wider scope than the traditional written and exam-based assessment. It’s an exciting time to be a student, and a teacher!” said Stephanie.

In March, industry leading academic experts around the world from premium international schools group Nord Anglia Education joined their peers in Hanoi, Vietnam, where they explored innovative approaches in teaching and learning to ensure children are prepared to thrive in the future world of work.

Hosted by Nord Anglia Education schools the British International School Hanoi and the British Vietnamese International School, world education leaders met with parents, students and the wider Hanoi community to discuss best practice, exciting research, and the AI revolution.

As an industry expert, Stephanie Miller spoke at this event about the artificial intelligence in education and oracy connection – sharing innovative approaches and inspiring methods.

EXPERIENCE EXCELLENCE

We are so proud of our students and our amazing teachers who support and inspire them every day.

At BIS Hanoi, we provide incredible opportunities every day to ensure our students experience excellence. In this edition of Esprit, you will enjoy reading more about the enriched curriculum experiences that take our educational offer to the next level. So what is an enriched curriculum? Enriched curriculum means, experiential learning opportunities provided in and outside of the classroom that help prepare our students for life.

Over the next few pages in this section you will read about our recent STEAM festival with a group of Primary and Secondary students who travelled to HCMC to collaborate with students from Nord Anglia Schools around South East Asia. Our U13 trip to Thailand this term to compete in swimming, football and athletics in a gruelling 4-day sporting event.

We are so proud of our students and our amazing teachers who support and inspire them every day. What is wonderful to read about are the connections our students make with others around the world and the lasting impact that these experiences have in shaping our students into future leaders of tomorrow.

I hope you enjoy reading more about just some of the exciting opportunities that have have been taking place at BIS Hanoi over the last few months.

Rebecca Carroll Head of Primary

PUSHING THE BOUNDARIES OF SCIENTIFIC EXPLORATION AT THE NAE STEAM FESTIVAL

The annual Nord Anglia Education STEAM Festival, held this year in Ho Chi Minh City, was an extraordinary event that captivated the minds of young innovators and problem solvers from across Southeast Asia.

This year's festival was called ‘Otherworldly’ and centred around the thrilling challenge of colonising a new planet, in doing so pushing the boundaries of scientific exploration and human ingenuity.

The festival brought together STEAM (Science, Technology, Engineering, Arts, and Mathematics) teams from

seven different schools. The teams worked together to locate a suitable exoplanet for colonisation. Through thorough research and analysis, they successfully identified a potential new planet that could sustain human life.

Building on the MIT ethos of 'Mens et Manos' (Mind and Hand), the festival emphasised the development of critical thinking and problem-solving skills. Participants were encouraged to think creatively and devise the equipment necessary for a safe landing on the new planet. They worked to construct shelters capable of withstanding harsh

environments and brainstormed innovative ways to thrive in the uncharted territory.

The festival served as a testament to the power of teamwork and collaboration. Students from diverse backgrounds and cultures joined forces, pooling their knowledge and expertise to overcome the challenges presented. It was truly a celebration of human potential and the limitless possibilities that arise when we work together towards a common goal.

As the event concluded, the festival left a lasting impression on the young participants,

potentially inspiring them to one day pursue careers in science, technology, and exploration. The NAE STEAM Festival showcased the remarkable potential of the next generation to tackle complex challenges - and reminded us that the future is in capable hands!

Steve Labelle Primary STEAM Teacher

Building on the MIT ethos of 'Mens et Manos' (Mind and Hand), the festival emphasised the development of critical thinking and problem-solving skills.

JUILLIARD PARTNERSHIP: INSPIRING STUDENTS OF ALL AGES TO EMBRACE THEIR CREATIVITY

BIS Hanoi’s collaboration with The Juilliard School, a world leader in performing arts education, continues to enrich the experiences of both staff and students. This term, we welcomed Tania Haikkim, Juilliard Drama Curriculum specialist, to our school.

Tania led a series of storytelling workshops with Year 1 students. Drama was introduced to our Primary

school last year, so these students were at the very beginning of their Drama journey. Nevertheless, they engaged wonderfully with Tania’s workshop, where they became big and small creatures using their bodies.

Tania also led a fantastic Year 10 IGCSE Drama class, devising a workshop where students gained a deeper understanding of the need to leave their comfort zone to find

true creativity. The Performing Arts teachers also came together to develop their skills in questioning students to extend and challenge their thinking.

Our Performing Arts teachers continue to use the Juilliard Professional Learning Pathway to embed our learning into daily teaching practice. This means that all our students receive a top-class performing arts education inspired and supported by Juilliard.

Tania was impressed with the Performing Arts department’s expertise in delivering the Juilliard creative classroom resources - and is looking forward to more fruitful collaboration in the future.

In April, we warmly welcomed

Juilliard's Music Curriculum Specialist, Erin Wright, who worked diligently with our flute choir, early years music program, and exam classes. Erin Wright, with her extensive background in music education and pedagogy, brought invaluable insights and innovative teaching methods to our students, fostering a deeper understanding and appreciation of music. Her collaborative spirit and passion for music education greatly enriched our school community during her visit.

Catherine Somerville Head of Performing Arts

EXPLORING THE WONDERS OF SCIENCE WEEK AT BIS HANOI

Scan to watch our reel on Instagram

Science Week at BIS Hanoi was not just a celebration of scientific knowledge but also a testament to the school's commitment to fostering a culture of curiosity, inquiry, and innovation.

From unravelling the mysteries of DNA to delving into the principles of pendulum motion, students across different year groups engaged in a variety of captivating activities during Science week.

In Year 7, budding scientists embarked on an enlightening journey into the realm of genetics as they delved into the intricate world of DNA. Through handson experiments and interactive sessions, they unravelled the structure of DNA molecules and gained a deeper understanding of how genetic information shapes life.

Meanwhile, Year 8 students took on the challenge of investigating pendulum motion and mastering the art of time measurement. With precision and curiosity, they explored the factors influencing pendulum swings and honed their skills in accurately measuring time intervals—a fundamental aspect of scientific inquiry.

In a display of scientific prowess and leadership, Year 12 students took centre stage by hosting a captivating science assembly. They enthralled primary students with awe-inspiring experiments, captivating demonstrations, and

engaging discussions. Through their enthusiasm and expertise, they ignited a spark of curiosity and passion for science among their younger peers.

Science Week at BIS Hanoi was not just a celebration of scientific knowledge but also a testament to the school's commitment to fostering a culture of curiosity, inquiry, and innovation. It provided students with invaluable opportunities to explore, experiment, and engage with the wonders of science, laying the foundation for a future generation of scientific leaders and innovators.

HOW PRIMARY STUDENT LEADERS ARE CHANGING OUR SCHOOL FOR THE BETTER

This term, our Primary House Captains have been working incredibly hard to make the Primary school the best it can be.

A key area of responsibility for our student leaders has been enhancing break and lunchtimes for students in Years 2-6. With this in mind, the House Captains got to work teaching students how to use all the exciting, brand-new equipment that has been introduced this year for indoor playtimes.

In addition, the House Captains worked together to interview and appoint six brand new Playground Leaders.

Congratulations to Bap, Suo and Sunwoo-Lee in Year 6, -----as well as Seojin, Hyojoo and Hanel in Year 5, who were selected for this exciting role. These students are responsible for helping children enjoy their time out on the playground and make the most of the equipment available.

In addition to their work on break and lunchtimes, the House Captains collaborated with Miss Goodwin to lead a Parent Connect workshop on enrichment in the Primary school. The young leaders enjoyed having the opportunity to present to parents and lead an engaging, interactive activity for them.

Eager to leave their mark, the House Captains have also been planning some exciting House Events for Term 3. They are looking forward to sharing their plans with their peers and creating events that students from Early Years to Year 6 can enjoy.

Throughout Term 2, the Student Council has been committed to developing better communication between themselves and the students in their classes. This has seen them presenting more frequently to their classes and gathering ideas from all students.

To further strengthen student voice across the school, the Student Council decided to create a suggestion box so students can easily share their ideas on how to make the school even better. They have received invaluable suggestions about playtime, snacks, CCAs, and more. A suggestion that came up many times was to add a cooking or baking CCA, and the students were happy to be able to make this suggestion a reality for Term 3.

Another area of development that student leaders wanted

to focus on was improving snack time by ensuring that the available food options are tasty, varied, and healthy. They worked hard to make three online surveys about sandwich fillings, favourite fruits, and alternative drink options for all students to complete. They used this information to develop and deliver a presentation to Ms. Carrol and Ms. Carmichael detailing the changes they would like to see. They will find out the results of this initiative in the new term.

We are really impressed with effort and determination displayed by Primary student leaders to improve our school this term, and are proud of the progress they have made!

Aaron Watkins & Alice Goodwin Year 3 teacher

STUDENT-LED & COMMUNITY FIRST: The transformation of wellbeing at BIS HANOI

In the bustling hallways and classrooms of our school, a remarkable transformation is taking place. As the Head of Wellbeing, I am thrilled to share the incredible progress we have made on our positive wellbeing journey, which has involved the entire BIS Hanoi community. From students, to staff and parents, we have embraced a holistic approach to wellbeing and fostered an environment where everyone can thrive.

At the heart of our journey lies our Secondary Student Leadership Team, a dedicated team committed to supporting the wellbeing of our whole school community. The committee has become the driving force behind our initiatives, ensuring that wellbeing remains a top priority in every aspect of school life.

One of our most significant achievements has been the introduction of our Student Mental Health Champions programme. A group of

exceptional individuals underwent specialist training to enable them to offer support and guidance to peers facing mental health challenges. The presence of our student mental health champions has been invaluable in creating a sense of trust and empathy within our student body.

Elsewhere, we identified the need for a safe space where students can decompress and find solace, and established a dedicated room for this purpose. The safe space room provides a tranquil environment for students to unwind, practice mindfulness, or seek guidance from our trained staff members.

In a proud moment for our school, we recently organised the inaugural Key Stage 3 studentled Wellbeing Festival. This student-driven initiative allowed our younger students to take the lead in planning and organising activities focused on promoting mental and physical wellness.

The festival not only showcased their creativity and leadership skills, but also fostered a sense of empowerment and ownership in students for their own wellbeing journey.

Building on the foundation laid in Primary, we have implemented the “Zones of Regulation” framework, which has now extended to Key Stage 3. This framework equips students with essential emotional regulation skills, enabling them to understand and manage their emotions effectively. By integrating this approach throughout the curriculum, we are fostering emotional intelligence and resilience in our students.

To ensure comprehensive support for our older students, we have implemented YouHQ, a revolutionary platform designed to monitor and address student wellbeing in Years 10 to 13. This innovative tool provides valuable insights into students' emotional

At the heart of our journey lies our Secondary Student Leadership Team, a dedicated team committed to supporting the wellbeing of our whole school community.

wellbeing, enabling us to offer personalised support and interventions when needed.

As we reflect on this transformative year, we celebrate the collective efforts of our dedicated staff, engaged students, and supportive parents. Together, we have created a nurturing and inclusive environment that prioritises the wellbeing of our entire community. The positive impact of our journey is evident in the increased resilience, confidence, and happiness radiating from our students.

Our commitment to holistic wellbeing remains steadfast, and we eagerly anticipate the continued positive impact it will have in years to come.

Rob Taylor Head of Wellbeing

REFLECTIONS FROM HEAD AND DEPUTY HEAD STUDENTS

Linh Chi Tran Head Student

The main aim of our Secondary Student Leadership Team is working to increase student interaction through events and student-led projects.

Our aim is to drive a greater sense of belonging and collaboration between year groups. We are currently preparing for Prom, fundraising, raising awareness of bullying, and are initiating more opportunities for students to lead and present during Pride Month, Earth Day and other social events.

Term 3 will be a big term, where we’ll strive to expand our diverse range of events and activities to improve interactions between students, teachers and parents - fostering an inclusive, creative environment, and a place to belong.

We will try our best to make this year exciting and entertaining for all of you guys. I hope you will look forward to what we prepare! In our respective roles, we hope to foster unity in our school and create a place to belong. The Secondary Student Leadership

Team is working closely together to make a positive change by listening to student feedback and identifying areas for improvement. This academic year, our focus is fostering an environment where students can participate and engage as we become a closer community.

The Secondary Student Leadership Team is also looking forward to collaborating with others on this journey. Personally, I anticipate valuable lessons that will empower us to build a stronger community.

Bao Ngan Nguyen Head Student

In a continuation of the amazing work which has been done so far, we hope to maintain and improve student connections within our community. Our ambition is to bridge the gap between the student body and our leadership team. We are keen on responding to feedback regarding improvements within school, as well as extracurricular events.

As a community, I believe that we

should be able to communicate our needs and wants freelytherefore we want to take into account all perspectives in order to improve the quality of life at BIS Hanoi. In addition, we would like to continue to focus on student wellbeing, as we wish to create a more supportive environment where creativity and talent can flourish.

In the coming months, we are working towards providing more

Davin Hyun Deputy Head Student

In our respective roles, we hope to foster unity in our school and create a place to belong. The Secondary Student Leadership Team is working closely together to make a positive change by listening to student feedback and identifying areas for improvement. This academic year, our focus is fostering an environment where students can participate and engage as we become a closer community.

The Secondary Student Leadership Team is also looking forward to collaborating with others on this journey. Personally, I anticipate valuable lessons that will empower us to build a stronger community.

opportunities for students and staff to participate in exciting events, while also spreading awareness of important global issues. Through collaborating with different departments within the Student Leadership Committee, we hope to make school a place where selfexpression and individuality is celebrated - a place where everyone can belong.

Miguel Soares Deputy Head Student

As we approach the end of another academic year, the aim of further implementing unity around school remains in place, as leaders of our school strive to promote a positive and inclusive school culture. We aim to promote respect and acceptance of all students to work towards a healthier environment at our school.

Furthermore, the Secondary Student Leadership Team aims to promote student engagement, foster a sense of community, and encourage students to participate in extracurricular activities and community initiatives which create a positive impact beyond our school setting.

BIS HANOI LIONHEARTS ROAR INTO ACTION AT THE U13 FOBISIA GAMES 2024

The BIS Lionhearts performed excellently at the U13 FOBISIA Games 2024 in Pattaya, showcasing their prowess and sportsmanship on the international stage.

On the first day, the Lionhearts made a resounding impression in the athletic events, with standout performances from athletes like Quang Minh, who left spectators in awe with their skills. The team's unwavering support for each other created an electrifying atmosphere as they celebrated their podium finishes with pride.

Following a triumphant morning, the Lionhearts continued their winning streak

in the swimming events, dominating the pool with stellar performances. The first relay event saw the team clinch victory with a remarkable display of talent, while individuals like Seunghuyn and Minjun showcased their swimming prowess.

As the tournament entered its second day, the Lionhearts brought their A-game to the basketball court. Amidst fierce competition, the teams showcased their skills and forged new friendships with athletes from other schools, enhancing the spirit of sportsmanship and camaraderie.

Despite facing challenges, both the boys' and girls' teams exhibited remarkable resilience

and tenacity throughout. Their hard work and dedication paid off, with the boys' team securing a commendable 4th place finish, while the girls' team claimed a respectable 6th place.

On the third and final day, the Lionhearts continued to display determination on the football fields, earning admiration for their spirited performances in challenging conditions. As they prepared to cap off their memorable journey with a gala dinner, the team reflected on their achievements with pride, knowing they had represented BIS Hanoi with honour and distinction on the global stage.

THE LATEST EDITION OF THE BIS STUDENT MAGAZINE IS NOW AVAILABLE!

Our talented team of editors, writers, and designers continues to publish the BIS Student Magazine, NOVUS, each term. The Term 2 AY 2023-24 edition showcases high-quality writing and eye-catching designs, reflecting the exceptional effort and commitment of our students.

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