Schoolink_Shanghai_Edition by the British International School, Shanghai

SCHOOLINK WWW.BISSHANGHAI.COM • BISS MAGAZINE • MARCH/APRIL 2009

CHINA

DISCOVERING The

Best

of the

British International Schools The British International School Shanghai, China

Golden Targets 20 Lego Mindstorms 24 The International Award 28

A SPECIAL BISS FIRST EDITION

SCHOOLINK MARCH/APRIL 2009 â&#x20AC;˘ ISSUE NO. 1

After the Earthquake 14

A visit to the Spring Bud School in Gansu. By Travis Murray & Mike Embley

Golden Targets 20

Assessing the benefits of the British Curriculum. By Andrew Hodgkinson

Lego Mindstorms

International Award

PHOTO: MARTIN BROWN

Island Adventure

Harnessing the creativity of young minds. By Mike Embley An individual challenge in the hills of Zhejiang. By Nic Tanner & Martin Brown

Kayaking, surfing, & hiking in Hainan. By Laurie Powell & Diane Shin

Bridging the Divide 52

Assessing non-native speakers of English. By Joanne Croome

OPPOSITE PAGE: Pupils from BISS Puxi and local villagers walk the same track in the hills of Zhejiang Province. The Year 10 pupils successfully completed their hike and received the Bronze Award for the International Award. ABOVE: A pupil from Wen Lai School works together with a BISS Puxi pupil during a school visit arranged as part of the Chinese New Year activity week.

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T H E P R I N C I PA L W R I T E S Making a Difference

Welcome to the first special, city-wide edition of Schoolink, incorporating news and views from the three British International Schools in Shanghai. In this special edition, you will read about the work that our schools are doing to support our local communities in China as well as the exciting learning that takes place in each of our campuses in Puxi Minhang, Puxi Nanxiang and Pudong. Education is not simply about passing exams and academic excellence. It is about providing children with opportunities that will shape their personalities and help them to be supportive and adaptable contributors to our developing world. As a company, we are pleased to celebrate the commitment of staff and pupils in support of the Migrant Workersâ&#x20AC;&#x2122; school, the Orphanage and the building of a new school in Sichuan. We are equally proud of the individual and group achievements of pupils on work experience programmes, older children supporting younger children within their own school and in community service projects around China.

Pupils from the primary school in Wangjiazhuang Village in Gansu open their gift boxes from the children of BISS Nanxiang.

Our task as educators is to provide a wide range of experiences to allow young minds to grow and develop in a caring and challenging learning environment. We want children in our schools to be well-rounded, self motivated learners, able and willing to play their part in our global society. This is why we place great importance on team-building skills alongside practical activities through technology and science. We also want our children to discover the love of music, art and drama, to excel in the areas they enjoy and to overcome barriers to their personal success. Every child has to be given the opportunity to discover that knowledge and understanding is a life-long process that requires research, debate and critical thought in order to apply new skills and ideas in a practical and positive manner. They learn respect and responsibility, care and courtesy, and how they can make a difference to others.

PHOTO: RICHARD RESTELL

In this edition, you will read of some examples of how our children have achieved these aims. If you want to find out more about the work of the British International Schools in Shanghai, contact us to arrange a visit. We would be happy to share with you the experience of a BISS pupil. Happy reading, Dr Terry Creissen The British International School, Shanghai

THE PRINCIPAL WRITES

QUESTION & ANSWER

Living in Shanghai

EILIDH McLEOD, 7D BISS PUDONG How long have you lived in Shanghai? Just over 2 years. Where did you live before coming to Shanghai? I was living in England but I’m not from England, I’m from Scotland. I have also lived in Norway and Nigeria. How is life different in Shanghai compared to back home or other countries you have lived in? The language, culture, climate in summer, the food and hustle and bustle of such a big city are all very different to home. What are your biggest likes and dislikes about Shanghai? Why? I really like being able to get everything so cheap, but I don’t really like the spitting. What do you do in the weekend? How is this different to what you would do back home? There are so many places to shop in Shanghai and so much to see, so I spend my weekends shopping and sight seeing with my friends and family, and of course doing homework. Back home I would only do homework and go to the Green with my friends. What’s your favourite place in Shanghai? Why? I like the Science and Technology museum as there is always something new to see when we go there plus it is next door to the Science and Technology market which is fun to visit and bargain for things. Where in Shanghai would you take your friends and family from home when they come to visit? I would definitely take them for a foot massage and manicure, then to Yu Yuan Gardens to shop for some Chinese souvenirs.

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What opportunities do you have in Shanghai that you wouldn’t have back home? At BISS I’m learning to play the saxophone and have Mandarin lessons everyday. I don’t think I would have learnt Mandarin if I was back home. What do you like about being part of an international school? I meet friends from all over the world, plus I can still speak to my old friends using Skype. What extra curricular activities do you do in Shanghai that you may not have done back home? I have done Chinese Calligraphy and Chinese fan dancing. I am in the girl guides which can be done all over the world. What recommendations would you give to students moving to Shanghai? Before you arrive, try and arrange contact via e-mail with other students who are already at BISS Shanghai. They can help you to prepare for your move to Shanghai and you will have some friends when you arrive. Also enjoy your time in Shanghai, it’s a very exciting place to live and go to school.

THOMAS WALES, 7B BISS PUDONG Where did you live before coming to Shanghai? I lived in my home country which was a nice little town in Britain. How is life different in Shanghai compared to back home or other countries you have lived in? Shanghai is a much larger city and my school is much larger, so there are more people to become friends with. What are your biggest likes and dislikes about Shanghai? Why? I like that there

are so many places to shop and lots of new exotic foods to taste. There is more pollution here than home which I sometimes don’t like. What do you do in the weekend? How is this different to what you would do back home?

I like to cycle to new exciting places or go out with my Dad. I also play ping pong, which I’m really good at thanks to my teacher. What’s your favourite place in Shanghai? Why? Definitely Super Brand Mall because you can go ice skating, eat at Pizza Hut and visit the cinema. Where in Shanghai would you take your friends and family from home when they come to visit? I would take them to the Yangtse River and shopping then to a famous site like the finance building. What opportunities do you have in Shanghai that you wouldn’t have back home? I have made lots more friends, I have a ping pong teacher and I have visited a lot of different places that I wouldn’t have otherwise been able to see. What do you like about being part of an international school? That there are so many tournaments and people from all around the world to talk to. What extra curricular activities do you do in Shanghai that you may not have done back home? Ping Pong and some martial arts. What recommendations would you give to students moving to Shanghai? It may be rough moving out of a well known peaceful environment, but you will soon grow to love it.

PEOPLE BEHIND THIS ISSUE THE EDITORIAL TEAM T. Murray Marketing Manager R. Restell Publications Officer, BISS Puxi K. Jones Admissions Officer, BISS Puxi S. Greenhalgh Publications Officer, BISS Nanxiang A. Goodman Publications Officer, BISS Pudong

KERI McCOLGAN BISS NANXIANG

MARCELLO SOCHACKI BISS NANXIANG

Why are you in Shanghai? My dad came across with his company. Do you like Shanghai? Yes I really enjoy living here - it’s great fun and there is lots to do. Where are your friends from?

Why are you in Shanghai? My dad came across to check on some of the factories here. Do you like Shanghai? Where are your friends from? Australia, Sweden, China, Korea, and the UK. What’s your favourite subject in school? Well I like them all really. The teachers are really good and they’re not always super serious which makes it more fun. What was the hardest part about moving to Shanghai? Not understanding a word of Mandarin! What thing that you thought you would never eat, have you now eaten? Horse and pigeon. Horse was nice but I didn’t think that much of the pigeon. What’s your favourite thing about Shanghai? All the history that you can see around you. What are your goals at school this year? To Learn more Mandarin.

Oh I have lots of friends, they come from all over the world - places like the UK, Spain, Korea, the USA, and Australia. What’s your favourite subject in school? I love Topic. Right now we’re looking at life in Old Shanghai. What was the hardest part thing about moving to Shanghai? People staring at my eyes (Keri has bright blue eyes). What thing that you thought you would never eat, have you now eaten? Mangoes. What’s your favourite thing about Shanghai? I can go swimming a lot where I live the pool is very close. What are your goals at school this year? To learn to swim backwards and get better at my times tables.

STAFF CONTRIBUTORS T. Creissen Principal, BISS Pudong K. Foyle, Principal, BISS Puxi M. Embley Principal, BISS Nanxiang M. Angus Head of Primary, BISS Nanxiang J. Croome EAL Coordinator, BISS Puxi N. Tanner IB Teacher, IA Organiser, BISS Puxi L. Powell Teacher, BISS Pudong J.Chen Mandarin Coordinator, BISS Puxi A. Hodgkinson Head of Secondary, BISS Pudong L. Guishard EAL Coordinator, BISS Nanxiang

PUPIL CONTRIBUTORS Keri McColgan, BISS Nanxiang Marcello Sochacki, BISS Nanxiang Eilidh McLeod Year 7, BISS Pudong Thomas Wales Year 7, BISS Pudong Theresa Stiegler Year 12, BISS Puxi Aatish Mishra Year 7, BISS Puxi Caroline Zhang Year 10, BISS Puxi Pedro Ferrez Year 11, BISS Puxi Hye Rin Park Year 12, BISS Puxi Jemma Croll Year 6, BISS Pudong

CONTACT US Email schools@bisschina.com Please contact the editor with any questions or views that you would like to express on content in this issue. Write The British International School, No. 111 Jinguang Road, Huacao Town, Minhang District, Shanghai, 201107.

Diane Shin Year 9, BISS Pudong William Pennell Year 5, BISS Pudong Marcus Tan Year 5, BISS Pudong

DESIGN & PHOTOGRAPHY M. Brown Maths Teacher, BISS Puxi R. Restell Publications Officer, BISS Puxi

QUESTION & ANSWER

MUSICAL GALA TEXT BY AATISH MISHRA PHOTOGRAPHS BY RICHARD RESTELL

A WORD OF THANKS The Guitar Player I am a student in Year 7 at the British International School, Puxi Campus. My family and I have lived in Shanghai since 2005, and for the last two years I have been a student at BISS. I started learning the classical guitar in 2006. Before the Gala Performance, I had performed only once before at the Childrenâ&#x20AC;&#x2122;s Day Celebration organised by the Indian Association. I wanted to perform at the school concert so during one of the parents meeting, my parents talked to Mr. Thacker and I played a song in front of him. After listening, he instructed me to practise hard and get ready for the Gala Concert. The Gala Concert was on the 10th of December 2008. I was very nervous but excited to perform. I practised for many hours at home for the concert and I hope the audience liked my performance. I was very thankful to Mr. Thacker, my parents and BISS for giving me this opportunity to perform. I hope that the school will give me similar opportunities to perform in the future. Once again, thanks to Mr. Thacker and the Music Department.

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The Musical Gala was staged at Huacao Community Theatre and, with an audience of 300, it proved to be a daunting experience for many of those taking part. However, the pupils rose to the occasion with some memorable performances. Opposite page, Aatish Mishra. This page from top to bottom, Victoria Israelsson, Joy Seo, and Morten Aamodt from the band â&#x20AC;&#x2DC;F!Manâ&#x20AC;&#x2122;.

MUSICAL GALA

OPENING SHOT

â&#x2013; Shadow Puppets Pupils in the Primary school at BISS Puxi try their hand at the Chinese craft of Shadow Puppets, moving the characters behind an illuminated screen to the audience beyond. The opportunity arose during the Chinese New Year celebrations in the school, when local organisations visited the school to teach the pupils about traditional Arts in China. PHOTO: RICHARD RESTELL

In the autumn of last year a delegation from BISS visited the remote township of Wangjiazhuang to take the first steps in rebuilding a school destroyed in the May earthquake.

AFTER THE

EARTHQUAKE

PART ONE BY TRAVIS MURRAY

AT THE END OF SEPTEMBER 2008, THE MANAGING DIRECTOR OF NORD ANGLIA’S INTERNATIONAL SCHOOL’S DIVISION

Mike Robinson journeyed to Gansu Province to attend the ground breaking ceremony for what has become known as the Spring Bud School Charitable Project with a delegation of reporters from Beijing and Lanzhou. The Primary School in Wangjiazhuang Village near the city of Tianshui in north-western China was badly damaged during the devastating earthquake on the 12th of May 2008 and like many schools in the region was deemed unsafe for continued use. Through contact with the China Children and Teenager Fund (CCTF) the British International Schools in Shanghai donated money to rebuild the school and provide computers for use by the students. The journey to Wangjiazhuang was not without its own trials as well however. After flying into Lanzhou, the delegation from the British International School boarded a bus for the 3 hour trip to the city of Tianshui, where they would spend the night before travelling to the village the following morning. After two hours of driving however, a large landslide struck the highway only a kilometre in front of the bus totally blocking the route. The delegation was forced to retreat and take a secondary highway which skirted the mountain

THE SPRING BUD’S SCHOOL IN GANSU

1956

tops. Now completely dark, raining and foggy, no one was aware of the precarious position they were in on such a small road now clogged with lorries going both directions also trying to avoid the blocked highway at such a high elevation with no guard rails, streetlights or signs. It was only on the return trip during the day that all realized any mistakes could have been disastrous. After more than 10 hours the delegation arrived safely in Tianshui to a banquet hosted by the local women’s federation. Though they had been waiting for more than 6 hours for the arrival of the delegation, they were happy and relieved that the plans for the following day could continue unchanged. The following day the delegation took the hour long journey high up into the mountains to the isolated village of Wangjiazhuang. Upon arrival they were greeted by the entire village which had waited patiently in the rain. All the village children were perfectly dressed in their school uniforms and playing carefully rehearsed music. Earlier that morning, due to the conditions the villagers had rushed to get red carpets for the delegation so that they wouldn’t have to tread through the mud enroute to the ground breaking ceremony.

Wangjiazhuang Primary School was founded in Wangjiazhuang Village, Tianshui Town, Gansu Province. The original school building was halt-timbered. The faculty consists of 10 teachers, 7 classes, and 135 students.

CHI L DRE N TA K E L ES SON S in makeshift classrooms following the earthquake on the 12th of May, 2008 (above). The old building proved to be too unstable and unsafe (below left) and was subsequently demolished. The construction of new buildings has begun (below right) and is expected to be finished in the summer of 2009.

2008

The school building was heavily damaged during the Earthquake on the 12th of May, and was too too dangerous for regular teaching activities.

Students moved into temporary structures for classes.

THE SPRING BUD SCHOOL

High in the mountains, Wangjiazhuang Village in north-western China is slowly rebuilding the school that will provide a future for the children of the area.

It was clear to all present that the moment was an incredibly important one for the entire area. The previous school had been built by the local people many years ago. With an average annual income of only 2000 RMB it was unlikely that the villagers would be able to afford a replacement structure anytime soon. To have a donation come from such an unexpected source seemed to be truly a wonder. It was also clear that for many, this would have been the first time they saw a foreigner. Though the snow will soon fall in Gansu and the rebuilding will have to be halted until the spring thaw, the villagers were extremely grateful for the unexpected assistance provided by BISS. Extremely heartened by the experience, Mr. Robinson has promised to help continue the effort through ongoing coordination at the student, teacher, and parent levels. He said that, “It was an unbelievable experience to see how

2009

The old building was demolished and the foundations for the new school were laid. The ground-breaking ceremony takes place.

much of a difference we will be able to make to these people’s lives. Too often corporations donate money without getting involved to see how the money will be spent. In this case, getting personally involved will allow us to continue providing targeted assistance that will further help the villagers improve their educational facilities. It makes sense for us being an educational provider that we use our expertise as well as our money.” The Regional chapters of the British School’s Parents and Friends Association (PFA) have already begun organizing donations to the school which is scheduled to be completed in September 2009. While the donation from the British International Schools in Shanghai has been dedicated to providing the infrastructure for the new school, the PFA hopes to provide help in other areas such as desks and teaching materials.

The main building will be for classrooms (360m2), costing 360,000RMB. Toilets & a surrounding wall will cost a further 120,000 RMB.

G I F T BO X ES A R E D IS T R IB U T E D to the students at the Wangjiazhuang school (above, below left and right), gifts from the chidren of BISS Nanxiang who prepared the boxes filled with essential, daily items, such as educational supplies and hygiene items (pens and rulers, toothpaste and soap) as well as some more fun â&#x20AC;&#x201C; yet equally essential â&#x20AC;&#x201C; goods such as hats, scarves and toys.

2009

It is expected that a group of pupils from BISS Puxi will visit the school in August to attend the opening ceremony.

Please contact the magazine for further information on how you can help - schools@ bisschina.com THE SPRING BUD SCHOOL

PART TWO BY MARK ANGUS

THE PUPILS AND PARENTS OF BISS NANXIANG HAVE RESPONDED WITH TREMENDOUS PASSION AND PURPOSE IN ORDER

to go some way to improving the lives of the students and families of Wangjiazhuang Primary School – or the Nord Anglia Spring Bud School - in Tianshui Town, Gansu Province. They began in the run up to Christmas 2008 when, inspired by the enthusiasm of staff members Linda Guishard and Jacquie Cullimore, the school launched its Shoe Box Appeal. This involved children and their families filling a shoe box with simple – yet essential – daily items, such as educational supplies and hygiene items (pens and rulers, toothpaste and soap) as well as some more fun – yet equally essential – goods such as hats, scarves and toys. The response from the school body was remarkable, with 168 such boxes being created, some families putting together 6 or more. The BISS Nanxiang pupils were very quick to understand how devastating the May 12th earthquake was and through this experience – of having to contemplate, even for a moment, what life must be like without the sort of essentials that we take for granted, such as a comb or a pencil – they were able to gain some small insight into the very different conditions under which their contemporaries live in other parts of China, and how a disaster such as this impacts on its victims in ways that we are unable to imagine. The boxes were delivered to Tianshui before Christmas and it is the sincere wish of everyone concerned with BISS Nanxiang that

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we were able to make even a tiny difference to the education and comfort of these children at such an important time of the year. However, with an even more important time approaching – namely, Chinese New Year and Spring Festival - it was deemed only right that we should again reach out to our sister school’s pupils and families. Once more fired by the enthusiasm and organisational skills of Ms Guishard, BISS Nanxiang launched another relief project, entitled From Our Hearts To Yours Giving Programme. For this effort, we have asked pupils, families, teachers and administration staff to look around their homes and gather items that they no longer use or need, such as household goods, clothing for babies, children and adults, and children’s toys and games, and to donate them to a Spring Bud family - a family far less fortunate than themselves. This has involved many of our children and parents making not only a material contribution through the donation of items like above, but also many people gave significant amounts of time so that the donations could be collected, sorted, wrapped and delivered. It is our intention that these items will be delivered to the Nord Anglia Spring Bud School community on 14 February and we hope once again that this expression of our care and friendship will go some small way to alleviating the hardship this community experiences as it tries to rebuild – in every way – for the future. █

F R O M O U R H E A R T S TO Y O U R S - the pupils of BISS Nanxiang (above) sent 168 gift boxes to the children of Gansu, while a second donation, to be made just after the Chinese New Year, consisted of household goods, clothing and childrenâ&#x20AC;&#x2122;s toys.

THE SPRING BUD SCHOOL 19

In England, there is one National Curriculum, modelled on sound educational research into how children learn. The investment by the UK government into improving the effectiveness of UK schools has led to a high level of skill and understanding of the best way to allow children to grow and excel in their learning at school.

GOLDEN TARGETS Choosing a curriculum that will give children the opportunity to become self-learners, and to make them self-motivated learners for life.

One of the big challenges facing Expat parents coming to China is the choice of school. There are many schools operating different styles of education in Shanghai but the biggest difference is that facing parents between the American and the British curriculum.

BY ANDREW HODGKINSON

Teachers and school leaders are often asked which is the best but it is really a question of what the difference is between the two systems. Dr Terry Creissen OBE, Principal of the British International School in Pudong, Shanghai clearly believes that ‘British is Best’. He espouses this at every opportunity and is proud of the high academic standards and the care that is shown to pupils at the Pudong School. A product of the English state education system, Dr Creissen then spent many years working in the UK as a teacher and then as Principal of a successful school in Essex, near London. On moving to Shanghai, he was determined to bring the best of British to this international school and ensure that the features of the best schools in the UK were implanted into China. The American model is potentially an excellent system, in just the same way the old French Highway code system (a version of which is used in China) has potential and is an excellent driving system. If everyone meets the criteria at all levels, it allows a great deal of flexibility in courses that can be chosen and allows schools to develop individual courses that align with the specialism of the teachers they have on staff. This is because the American system utilises the idea that school districts can choose the courses that will be offered to students in their schools. Although all schools offer broadly the same range

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of compulsory subjects, the choice of electives varies dramatically based on ideology, religious denomination and in most cases funding/resourcing issues. For example you can’t offer a band elective if you only have a voice teacher or no money to buy adequate instruments, so you can potentially just ignore the course and not offer it. Another issue that arises from so many potential curricula is the ability to access specialist approved resources. This is particularly difficult with sensitive subjects like history, religion, biology where there is huge variance and debate across the US at this time. The UK, although smaller, has one curriculum which means that all resources produced in the UK will meet the needs of the students in that course. The teachers can choose the one they feel is the best, rather than the one which applies to the course curriculum set by the state. The layered approach of the British system also means that in the unlikely event that you don’t get taught a topic this year you will meet it again next year and the year after. So you will be able to catch up then in bits rather than in one huge, stressful block. Possibly the most important consideration though is standardisation. Who monitors the progress of the teachers and who decides whether the students are at a particular level, especially if the course is a small course that only has one teacher in the school? Can a principal be conversant in all areas of all courses taught in the school?

In a K-12 school this would need an exceptional individual. In the UK this is simply addressed by having fixed standards for each subject which are externally moderated. The lack of consistency and rigour has led to the need for the SAT examinations and the ‘No Child left Behind Act’ in the US. To get around this issue many US schools have adopted the International Baccalaureate (IB) programmes to guarantee at least a degree of rigour. Finally, there is a misconception that to go to a US university you need an American secondary education. The reality is that nothing could be further from the truth. US universities all accept the IB and in many cases prefer it to any other qualification because of the guaranteed standards and flexibility of the students who have the diploma. As international parents, their problems with a US based education are compounded with potentially missing units and the need to coordinate a GPA score that may have been generated at three different schools of three different qualities. In England, there is one National Curriculum, modelled on sound educational research into how children learn. The investment by the UK government into improving the effectiveness of UK schools has led to a high level of skill and understanding of the best way to allow children to grow and excel in their learning at school. A key feature of this is the fact that there is regular assessment of children’s progress against a set of

benchmarks, individually tailored to the child’s needs and abilities. At the British International School, Pudong, these are regularly communicated to parents as baseline and golden targets. Baseline targets are the level at which the children are expected to achieve if they follow the instructions of the teachers and do their homework. Golden targets are higher targets to encourage children to extend their learning beyond the direction of the teacher. “We give children the opportunity to become selflearners, to research beyond the textbooks available in the classroom and to seek for themselves further understanding of the areas being covered in school. This makes them self-motivated learners for life” boasts Dr Creissen. The results at the school over the past 2 years clearly demonstrate that this strategy is working. With some of the highest results at IGCSE when children are aged 16 and a 100% pass rate with the International Baccalaureate last summer indicates that this is the case. The school in Pudong is non selective, taking children of all abilities and providing a learning experience fit to their individual needs. Setting by ability in Maths and English starts at an early stage in the Primary school and continues through the secondary curriculum. This allows children to work at a level suited to their own needs. It is a flexible system that enables children to excel in their strengths and be given greater help in their areas of weakness. █

CURRICULUM NEWS

ENGAGING YOUNG MINDS IS A CHALLENGE FACED BY EVERY TEACHER - BUT HELP OFTEN ARRIVES FROM UNEXPECTED QUARTERS.

[ ] E D U C AT I O N F E AT U R E

Lego

Mindstorms Stretching the Imagination

BY MIKE EMBLEY PRINCIPAL OF BISS NANXIANG

Imagine an activity that can do all of the following - Inspire children to love science and mathematics, let them explore ideas, make them ask to do more, make them ask to come in at lunch-time or after school to do some computer programming, let them build exciting robots and see them actually working. Now imagine that this activity is suited for boys and girls, children who love maths and those who usually find it more difficult, children who are shy or extrovert, children who love to speak and those who prefer to be a little quieter. Now all we need to add to this is an inspiring teacher who can guide and help as needed and - your children. Lego Mindstorms NXT has already proven to be a hugely successful teaching and learning tool, and one that the children at BISS Nanxiang campus simply love to use and get involved with.

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It allows and encourages engagement with the mechanics and fine manipulation skills of traditional Lego along with the logic and thinking skills that are at the core of all mathematics and science based subjects. However, it does not simply appeal to the budding scientist. The planning, teamwork, and interaction needed to meet the finely graduated challenges set by the teacher appeal to budding young project managers, diplomats and socialites. The basic premise is that the students are provided with a set of tasks. They must then build and programme a robot to complete these tasks. A task might be as simple as “drive forward 15cm and then make a sound” or as complex as “find a ball on the table, pick it up, climb over the obstacles, put the ball into the container and then play a victory tune only if it’s a sunny day”. The Lego Mindstorms system has been designed to be accessible enough for young children while at the same time powerful enough and flexible enough to involve older children and indeed adults. It is even possible to create properly functioning sonar guided robots with a visual display showing objects in the robots path such is the power of the system. Having a dedicated Lego lab in place has made such a difference to the school and the student’s learning. BISS Nanxiang is proud to be in the vanguard of education in Shanghai and to be able to provide this service to our most valuable asset - the developing young minds in our care. █

Lego Mindstorms NXT allows pupils to create both simple and complex machines, making it suitable for both young and old. Attractive to pupils of all levels, the imagination is the only limit.

LEGO MINDSTORMS

Pushing pupils to their personal limits, the International Award allows young people to set their own goals in a challenging environment. Text by Nic Tanner Photography by Martin Brown

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HIKING

EXPEDITION

DISCOVERING THE WORLD OUTSIDE THE CLASSROOM WITH THE PUPILS OF BISS PUXI

IA THE INTERNATIONAL AWARD IS AN EXCITING SELF-DEVELOPMENT PROGRAMME AVAILABLE TO ALL 14 TO 25 YEAR OLDS. Launched in the UK in 1956 as The Duke of Edinburgh’s Award, the Programme has now spread to 126 countries. Over 6 million young people worldwide have taken up the Award challenge. The Award is tough but it is about individual challenge, not about reaching specific standards set by someone else. Young people design their own Award Programme, set their own goals, and record their own progress. The only person they compete against is themselves, by challenging their own beliefs about what they can achieve. On a chill morning in late November, the pupils from Year 10 at the British International School, Puxi set out to explore the snowcapped hills of northern Zhejiang province. A short distance from Shanghai, it nevertheless felt a world away, with changeable weather conditions, muddy tracks and a patchwork of pale green and brown fields, replacing the concrete scenery of the city. Stretching for as far as the eye can see, hills recede into

THE INTERNATIONAL AWARD 30

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1956

the distance, with small hamlets clustered at the foot of the range. In the fields that stretch either side of the trail, farmers turn the hard soil in preparation for the winter crops, whacking the eroded terraces into shape with shovels. The pupils are well prepared, carrying all their provisions, including tents, sleeping bags, stoves, warm clothes, and food. “It is tough, but we are seeing the country, the beauty of it,” said one pupil when asked what he thought of the trip. “And I wish I had trained harder.” A few miles up the trail the pupils unloaded their burdens, and paused for a well-earned break, laughing and scrambling over the fields and then simply stopping to admire the distant hills that drifted in and out of view under a low-lying cloud.

The Duke of Edinburgh’s Award was set up by HRH Prince Philip, Kurt Hahn, a German educationalist, and Lord Hunt, leader of the first successful ascent of Everest.

Zhejiang Province is located south of Shanghai and is home to a number of great scenic spots.

At the end of the first day the pupils pitched camp under a foreboding sky and lit a fire to dry shoes and sodden clothes. The next day proved to be a tough march in a cold unrelenting rain. Visibility was low, with the path disappearing into the low cloud cover after 10 metres or so, and the path proving to be particularly treacherous as the roads with hard ruts turn quickly to soft mud in rain. Sheltering under a tent many of the pupils wondered at the landscape and viewed it with the awe of a child who has just seen a fairy-tale place jump out of a book. Close to a small town the farmers were still out in the fields, working small plots of land, planting, plowing, or tending to vegetables grown in the off-season.

1958

Although initially only available to boys aged between 14 and 18, there was great demand for a similar scheme for girls, and this was launched in September 1958.

1971

Youth organisations across the British Commonwealth start running the Programme, with it operating in 31 countries by 1971.

EXPLORING HIDDEN CORNERS and discovering the people of China, students walk the streets of a small village, carrying everything they need for several days in the wild and foggy mountains of Zhejiang Province.

1988 32

The Award continues to expand leading to the formation of the Duke of Edinburghâ&#x20AC;&#x2122;s Award International Association (IAA)

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1989

Spreading beyond the boundaries of the Commonwealth, the Award now operates in 48 countries across the globe.

The hike to the summit proved to be relatively easy, with the fog clearing to reveal a panoramic view of the surrounding countryside. “It has certainly been worth it’, exclaimed one pupil in the group. “And it felt safe in the mist as we could not see the vertical drops that plunged either side of the path.” Striding back down the mountain, many of the pupils expressed satisfaction in the trip, and, despite the hardships - the cold, the rain, the aching muscles, felt that a great deal had been learnt. For the majority, it was a chance to forge relationships away from the formal atmosphere of the school, and to see an aspect of China hidden from many in the city. “I thought I was fit’, said one student, “but one old lady we met could scamper over the uneven rock, and could stride up the mountain, leaving me breathless behind.” The pupils are all now looking forward to the next trip, which will take place later in the year and give them a chance to put their survival skills to the test in the forests of Thailand. In addition to the actual trips, the pupils will take part in charitable activities closer to home. It is hoped that not only will the award challenge and transform the life of the individual but also the people around them. █

2008

Today there are over 120 countries operating the Award. However, the Programme is now expanding in other ways, targeting those who have not previously had opportunities to develop themselves. Recent

Award projects around the world have focused on involving young offenders, those with disabilities, & street kids. The impact of the Award on many of these young people is immense: it transforms their lives. THE INTERNATIONAL AWARD

The sandy beaches & tropical forests of Hainan Island proved to be the idyllic setting to discover new skills & build new friendships. By Laurie Powell and Diane Shin

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ISLAND A

THIS YEAR THE YEAR 9 PUPILS OF BISS, PUDONG EMBARKED ON AN ADVENTURE TO CHINA’S SOUTHERN PEARL, THE TROPICAL ISLAND OF HAINAN. As trip organiser, I was soon to discover that it was not going to be as straight forward a task as it first appeared. There were many factors to be considered, the most important being the safety of our children. However, China Climb was very helpful, and after much discussion and reassurance to all concerned, I was confident that we had the right formulae in place with an itinerary that would satisfy everyone.

The week was a huge success with everyone having a great time including those members of staff who had been a little sceptical. I would like to take this opportunity to thank all the people involved, the Year 9 form teachers, Miss “Hang 10” McCracken, who spent a solid 3 hours on the surf board and loved it so much she recently returned to the island. I hope she comes back! Mr. “Out Door Adventurer” Graham who couldn’t get enough of living in a tent! Mr. “Fix It” Seigal who was the ‘go-to’ man for anything that involved lists, numbers or even injuries! The extra staff, Mr. Dooks, Miss Murtagh, Miss Tan and Miss Wu were also heavily involved and their dedication was much appreciated. A special mention must also go out to the staff at China Climb, especially Wade Pierce, who made all the activities fun, exciting and of course safe. I could now attempt to describe the highlights of this

trip but as this was about the children and them having the opportunity to step outside their comfort zones, it makes sense to see it from their perspective. Someone who definitely was outside their comfort zone especially on a surf board - was Diane Shin, who was in my group and whom I got to observe every day. Here is her perspective: I believe that all the students and teachers who participated in Year 9 Hainan Island Trip will keep invaluable and unforgettable memories from the trip. The memory is still so vividly etched in my mind that I can still remember clearly what we saw and what we did. On the first day, we were all very excited and looking forward to going to Hainan Island when we boarded our flight to Hainan in Hongqiao airport. After a two hour flight, we arrived at Sanya airport, and we were greeted by the China Climb people. We then went to our hotel, where we had dinner and got to know the China Climb people better. (I can still remember their names: QQ, Wade, Jules, Aimee, Simona and Tommy.) Hainan Island not only provided us with picturesque scenery and brilliant beaches but also a range of fun activities for us to do such as surfing, snorkelling, coasteering, canyoning and so on.

Taking a break from exploring the tropical forests of the island, good friends pose for a photograph. Many of the activities were extremely challenging, but allowed the pupils to discover new skills and achieve success through cooperation.

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AN ISLAND PARADISE

A big thank you to all the Year 9 students for their positive attitudes, great behaviour and courage to try things they had never done before.

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The Pearl of the South, the island of Hainan is a great location to pursue outdoor actvities, with fine weather all year round.

It goes without saying that surfing in Houhai beach was the best activity and everybody enjoyed it. At first quite a few people (including me) were not that confident in surfing but after a few hours of practise most of us were able to stand up on the surfing board. We should all be thankful to the surfing instructors. Had it not been for their help, it would have been very difficult for us to learn surfing within a few hours. Coasteering was a challenge for all of us. We had to be very careful with every step least we fall down and hurt ourselves badly. Thankfully we all managed to do it without getting any serious injuries. Although it was very exhausting, it was a memorable experience. We helped each other and built friendship through the cooperation. Rainforest hiking and canyoning in Yanoda forest was also great fun. Canyoning was a chance for us to escape the steaming heat. We splashed water and swam. None of us cared about our clothes getting wet and dirty. After canyoning we had a barbeque party and watched Li Minority Dance. The local bamboo dancing inspired us and soon many of us went onto the stage and tried it. We couldn’t do it perfectly but it was a fun and we were all satisfied. We also saw Ricky and Emi’s dance and it was hilarious! After the party we all went back to our tent to sleep but it took a while for our chattering to stop. The next day, we picked up the rubbish at the beach. We were all very pleased to see the beach much cleaner than before. It was a good opportunity for us to learn about the human impacts on ecosystem and environment. On the last day of the trip, the whole group met up and we went to Sanya Bay to play beachball and football. After having lunch, we went shopping and bought souvenirs and then we headed to Sanya airport. We all felt that the five days passed in a flash. █

AN ISLAND PARADISE

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EXPLORING NANBEIHU THE YEAR 5 PUPILS OF BISS PUDONG SET OUT ON A GREAT ADVENTURE TO TEST THEIR CLIMBING & KAYAKING SKILLS.

BY WILLIAM PENNELL & MARCUS TAN

At Nanbeihu my favourite activity was the climbing and low ropes. Jie (our team leader) was very helpful. On the trip we did the amazing race, the team building activity, the low ropes, the climbing wall, kayaking, skits and we had a bonfire at the end of the week.

By William Pennell Nanbeihu, here we go! The Year 5 pupils boarded the buses with great excitement. It took two hours to reach the beautiful Nanbeihu. The girls checked into their hotel rooms first. Nathan and I shared a room and our neighbours were Young and Ryan. We felt lucky to be on the first floor as we had less walking and climbing to do than the others, especially the girls. I was placed in the Green Team and Kim was our guide. She was nice, friendly and full of fun. Our chant was “We are the Green Life. We are nice and full of life!” After a delicious lunch, we went trekking. The ground was wet and slippery so a few of us slipped. On the second day, I enjoyed rock-climbing and kayaking. Surprisingly, I was not scared, not even when the kayaking instructor and Mr. Brown fell into the lake when their canoe turned over. The next morning, the Amazing Race was a piece of cake for Maggie and me. We had great fun! After lunch we did team building activities and the low ropes. The low ropes were a messy activity whereby everyone got soaked and a few students even lost their socks. I didn’t lose mine but Mum got back an extremely dirty pair of socks! On Thursday, my team and the Red Team played the big games together. It was an interesting, but crazy food chain game, We had to chase each other, depending on whether you were a cure, disease, compost, carnivore, herbivore or vegetarian. After the hot chase, we cooled down by making mini creatures out of sponge, stones sticks and anything we could find. We ended the night with a fabulous barbeque. On the last day we checked out of our rooms after our last breakfast at Nanbeihu. Most of us felt sad to leave, so China Climb cheered us up by doing a lucky draw. Some of my friends went home with shirts, caps and water bottles. Unfortunately, the lucky star wasn’t shining on me. I had a fantastic and wonderful time with China Climb at Nanbeihu. I would love to visit Nanbeihu again if I could. █

By Marcus Tan

MY GREAT ADVENTURE

ONE DREAM Within every child is the potential to become a skilled practitioner in any given arena. One Dream profiles the young members of our community who have found that skill and excelled in their chosen field. Photographs by Richard Restell

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THE TENNIS PLAYER PEDRO FERREZ, Y11, BISS PUXI

One Dream - To Become a Professional Tennis Player “Will he be a future star?” “Why not?” replies Conrad Singh, the Director of the Shanghai Elite Training Academy and Head Tennis Professional at the Shanghai Racquet Club and Apartments. It is early morning and a number of young players are already on the court, vigorously hitting backhands, and unleashing powerful forehands across the nets. Conrad is crouched in front of a laptop, his star pupil, Pedro Ferrez, attentive beside him. “You see the back swing? It is now more fluid, rising in a smooth arc.” A dual video screen shows the serve of a Pedro now and six months previous, the two video clips playing in perfect synchronisation, the change in technique clearly obvious. “He has made great progress”, says Conrad. “But he worked hard to get this far.” Talented athletes start from an early age, and it was no different with Pedro. At the age of 7 he was already boldly swinging a racquet, showing the confidence and determination that has clearly played a great part in his success. For family reasons Pedro has travelled to every corner of the world, living in Italy, Brazil, Argentina, and now Shanghai, China. Pedro Ferraz is a top player in his age range, and is now the junior number one in Portugal, and was National Champion in 2007. Numerous factors have helped Pedro to perform at this level – genetic, psychological, cultural, and financial. He follows a carefully prescribed programme each day, including several hours on the court, sessions with the physiotherapist, and exercises in the weights room, pushing his limits. On the court each stroke contains maximum effort, his face flashing with effort and an audible grunt as the racket impacts with the ball. Each swing is practised and repeated, perfecting his skills by repeating the same motions over and over until they become almost like reflexes. Before coming to China Pedro already had a very intensive training programme in Portugal, training for 3 hours every day. Moving to Shanghai proved to be a radical change, but things started out well. “My father and I moved into the Shanghai Racquet Club & Apartments, and I joined the SETA Programme led by Conrad Singh, and we realised that it was perfect to continue with the intensive training”, says Pedro. “But here the training conditions are even better because the British International School of Shanghai, Puxi has a special regime for students who study and have intense sports training and competition at the same time.” Pedro currently lives with his father in China, while his mother and two older brothers are back in his home country, Portugal. The family tries to come together every two months, but sometimes it’s not possible. “I miss my brothers and mother very much, but even by being very far away they always support and believe in me. My dad is great and he has been one of my main supporters here in China.”

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One Dream - To Teach Music At the age of 4 Caroline Zhang asked her mother if she could start taking piano lessons. “I visited a music academy in my hometown of Paju, Korea,” she says. “ The music was so beautiful, I immediately told my mum that I wanted to start learning the piano”. Almost a decade later Caroline found herself playing in Carnegie Hall, New York, after winning a regional competition in Shanghai. The experience has been the highlight of her piano career to date, but she hopes to go on and achieve greater heights. But success does not come without considerable sacrifice. “I practise for about 3 hours each day”, she says. “A little less if I have exams.” Caroline hopes to travel to America once again and attend a music academy, with the aim of returning to Korea to teach as a professor of music, teaching talented musicians. Caroline admits her greatest satisfaction is derived from the appreciation people show for her music. “I don’t particularly like practising, but I like to see people enjoy the music”.

THE MUSICIAN

CAROLINE ZHANG, Y10, BISS PUXI

ONE DREAM

THE ARTIST

HYE RIN PARK, Y12, BISS PUXI

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One Dream - To Work as an Artist Park Hye Rin, a pupil at the British International School Shanghai, Puxi, has achieved the remarkable distinction of finishing in the top 10 in a worldwide international art students, according to Edexcel, the United Kingdom’s larest awarding body. The International General Certificate of Secondary Education results issued in September last year, show that Park, who sat her fine art examination at BISS, was awarded one of the highest overall marks in the world. Ross Hall, Edexcel’s international director was full of praise: “This is a tremendous achievement and testament to the hard work that students put into preparing for their examinations. We send our congratulations to Park Hye Rin.” The Head of Secondary at BISS Puxi, Michael Westman, was equally eager to praise Park for her hard work and commitment: “Hye Rin is an extremely talented and enthusiastic artist,” he said. “She is thoroughly deserving of this award, and I am particularly proud to have one of her paintings hanging in my office, where it certainly brightens up my working day. “The art faculty at BISS is a hive of creative energy and I hope that Hye Rin’s achievement will inspire our younger artists to match her whole-hearted approach to her work.” █

Do you know a young person who has achieved distinction in a particular discipline? Schoolink welcomes nominations for the next issue - be they a football player, a chess player, a scientist, or a future statesman. Please contact the editor with details of your nomination - email schools@bisschina.com.

ONE DREAM

BEIJING TRIP The Ancient and the New After a very early start (7am!) in order to meet up at the school, we all gathered in the gymnasium so that our group leaders could organise our paperwork and sort us into our groups – then it was time to get on the bus which would take us to Hongqiao airport – we were so excited!! When we got on the bus, we were already looking forward to the week ahead, dreaming of all the fun we would have and visiting such interesting places – so were the teachers of course! It was about a one hour drive to the airport but we managed to have some fun along the way! Upon our arrival at the airport, poor Mr. Matthews realised that he had left his suitcase on the coach! It seems that it isn’t only us

A TRIP TO THE CAPITAL

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children who forget things - a teacher can forget things too! It took 2 hours to fly from Shanghai to Beijing and when we got to Beijing we went straight to the Olympic Village to see some of the costumes worn on opening night of the Olympic Games and the teachers got some great photos of us in front of all four mascots. We also saw the Water Cube and the Birds Nest which were fabulous but after all the excitement of the day and seeing so many new sights, we were all pretty exhausted! As soon as we got to our rooms, most of us fell asleep straight away because we were so worn out by the day’s events! In the morning, the T.A’s came and knocked on our doors, and gave us twenty minutes to get ready – it felt like we had joined the army! Then we had to meet our team leaders in the lobby before heading off to the Forbidden City and Summer Palace. The Forbidden City was a really beautiful place indeed and you could almost imagine the Emperor with all his servants and concubines going about their daily business behind the palace walls! The Summer Palace was also fun but it was a little boring too! When we got back, after dinner in a very nice restaurant, we had a fun night with our roommates because we stayed up talking, listening to our ipods and playing our gameboys. The very next day we were all going to the Great Wall but as it took a couple of hours to get there, we stopped to have a little bit of lunch at the steps before starting to climb the Great Wall of China! We stopped half way up for a five minute rest but then we got back up and carried on climbing up and up and up – it seemed never-ending!! We had the choice of walking back down or taking the cable car. Some of us wanted to walk down and other didn’t, so Mr. King, Miss King and Mr. Matthews group went down in the cable car while Mr. Potter's group walked down – they obviously had more energy than the others! Thursday morning, we all got up and met our leaders in the lobby, had breakfast and then off we went to the zoo. When we got there, we saw all the pandas and there was one outside which was very intelligent indeed, doing all sorts of clever things! We saw porcupines, zebras, wolves, elephants and bears. We also got to go to the gift shop and buy loads of presents and souvenirs. When we got back to the hotel, most of us started to pack our bags because the next day we would be going home to Shanghai. We all went to sleep early because of the big day ahead of us. All too soon, we were back on the plane again, this time heading home to Shanghai to be reunited with out families who, although had probably enjoyed a week of peace and quiet, were also happy to see us home again, safe and sound after our fun-packed week in Beijing. █ — JEMMA CROLL, BISS PUDONG

BEIJING TRIP

ACCESSING A CURRICULUM IN A SECOND LANGUAGE CAN BE A CHALLENGE FOR ANY PUPIL. ASSESSING & MONITORING THE PROGRESS OF THAT CHILD IS CRUCIAL TO THEIR SUCCESS.

[ ] E D U C AT I O N F E AT U R E

Bridging the

Divide BY JOANNE CROOME, EAL COORDINATOR, BISS PUXI PRIMARY

THE CHARACTER PARADE

[

]

For students for whom English is their second or additional language, accessing a curriculum which is delivered in English, and predominately portrays English values, is not an easy task.

Not only are they required to listen and understand both the teacher and peers, they are expected to respond to questions and contribute to discussions, write about their experiences in a variety of genre and read for a range of purposes. The challenge for teachers is to ensure that EAL students are working at an appropriate level for their age group and making progress in the National Curriculum (NC) levels. It is important that EAL students are assessed to determine the level at which they are working at in the National Curriculum. Alongside this, another assessment scale is used for EAL children so that their level is pinpointed and the curriculum can then be differentiated to meet their needs. The Northern Association of Support Services for Equality and Achievement (NASSEA) has developed an English language acquisition and assessment system which runs alongside the National Curriculum for English levels. Called NASSEA Steps, EAL pupils are

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assessed in the four strands of Listening and Understanding, Speaking, Reading and Writing. The information from the assessment highlights childrenâ&#x20AC;&#x2DC;s strengths as well as individual targets for language acquisition and development. It should be understood that all four strands are of equal value in making a meaningful assessment of an individual pupil. Some students, for example, may be socially fluent in English but underachieving because of a lack of full academic English competency. NASSEA consists of seven steps. The first two steps are pre-National Curriculum which means that students operating at this level cannot be assessed using the National Curriculum levels. Once an EAL learner attains Step 3 NASSEA they are able to operate at a National Curriculum level 1. The following chart outlines the NASSEA Steps, the National Curriculum (QCA) scale and the indicators in each of the four areas of English development.

It must be remembered that regardless of age and year group level, students could be working within any NASSEA step level. A Year 5 student, for example, may operate at an S5 in listening and speaking and an S3 in reading and writing. This student is working at NC level 3 for speaking and listening and NC level 1 for reading and writing. An average Year 5 native speaking student is expected to operate at a high NC level 3, so the EAL student would receive specialist English lessons to target the areas that are lacking. If you refer to the chart you will also notice that for steps 5 – 7 the level of NC attainment is different and dependent on the Key Stage. This difference is due to the increasing complexity of the curriculum material as students move further up the school. For example, when the student has reached Step 7, Independent, they are expected to participate fully in the curriculum and can be fairly assessed

using the NC English levels. For students in KS1 this means they are assessed at NC level 3, KS 2 NC level 4/5 and KS 3/4 NC level 5 – 8. The student must reach this level consistently and across the 4 strands. In conclusion, the NASSEA EAL assessment system has been developed to support teachers in recording the progress children learning EAL make towards full social and academic fluency, in both oracy and literacy. It is only when EAL pupils are assessed as fully fluent and independent users of the English language for academic purposes that they can be assessed fairly using National Curriculum English level descriptors alone. The NASSEA Steps are a useful tool which help teachers monitor their pupils’ English language progression. They do not reflect the level of the pupils’ achievements in the other languages they use at home and at school. █

ENGLISH LANGUAGE ASSESSMENT

NASSEA Steps QCA

Listening & Understanding

Speaking

Step 1 (S1)

Listens attentively for short bursts of time. Uses non-verbal gestures to respond to greetings and questions. Follows simple instructions based on the routines of the classroom. Relies on listening skills in home language.

Echoes words and short phrases drawn from classroom routines and social interactions. Expresses some basic needs, using simple, single words or phrases in English. Speaks in home language.

Understands simple conversational English in familiar contexts. Listens and responds to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations. Demonstrates understanding of classroom language with teacher repetition and explanation.

Joins in predictable refrains/repetitive language. Copies talk that has been modelled. Generates single word utterances and telegraphic language in the context of social interactions.

Pupils understand and respond appropriately to simple comments. Closed questions or instructions with contextual support. Listens attentively to a range of speakers, including teacher presentations to the whole class. Responds appropriately when the teacher is talking in a small group. Listens to stories, poems and demonstrates interest.

Speaks about matters of immediate interest in familiar settings. Conveys meaning through talk and gesture and can extend what they can say with support. Speech is sometimes grammatically incomplete at word and phrase level. Has a functional vocabulary for social needs.

Follows what others say in familiar contexts. Listens and responds appropriately to a sequence of instructions. Responds appropriately to a range of different question types (including open questions)

Speaks about matters of interest to a range of listeners. Has a growing repertoire of extended phrases or simple sentences in the context of a range of curriculum activities. Speech shows some grammatical complexity in expressing relationships between ideas and sequences of events. Begins to develop connected utterances.

Understands most conversations when the subject is more abstract with figurative and idiomatic expressions. Participates as active speaker and listener in group tasks. Understands more complex academic discourse and specialist interactions as appropriate to age (cognitive and academic language proficiency). Understands social and general school interactions delivered at normal speed. Understands many culturally embedded references and idioms, but some may still require explanation.

Uses language appropriately across the curriculum for different academic purposes (e.g. explaining) â&#x20AC;&#x201C;some minor errors may still be evident. Shows control of functional use of language at discourse level. Becoming more competent at academic clause constructions. Makes appropriate choice of vocabulary for different context and purposes (including some use of idioms).

Has a range of listening skills necessary to participate fully within the curriculum and can be fairly assessed using only NC English levels.

Has the range of speaking skills necessary to participate fully within the curriculum and can be fully assessed using only the N C for English.

Pre- NC Level 1

Step 2 (S2) Pre-NC Level 1

Step 3 (S3) Threshold NC Level 1

Step 4 (S4) Secure NC Level 1

Step 5 (S5) Consolodating KS1, L2 KS2, L4 KS3/4, L4/5

Step 6 (S6) Competent KS1, L2 KS2, L4 KS3/4, L4/5

Step 7 (S7) Independent KS1, L3 KS2, L4/5 KS3/4, L5-8

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Writing

Participates in reading activities and knows the difference between print and pictures. May read in home language and be able to build on knowledge of literacy in this language. Knows that print, in English, is read from left to right and top to bottom. Recognises own name and other familiar words. Can identify some letters of the alphabet by shape and sound.

Uses English letters and letter-like forms to convey meaning. Copies or writes name and familiar words. Can write from left to right. May possess some writing skills in home language.

Begins to associate sounds with letters in English. Begins to predict what texts will be about. Can read some words and phrases learned in different curriculum areas. Can follow a text read aloud with support.

Attempts to express meaning. Writing is generally intelligible to self and a familiar reader. Shows some knowledge of sound and letter patterns in English spelling. Shows knowledge of the function of sentence division. May be able to write in home language.

Can read a range of familiar words. Can identify initial and final sounds in unfamiliar words. Can establish meaning when reading aloud phrases or simple sentences, with support. Uses contextual clues to gain understanding. Responds to events and ideas in poems, stories and non-fiction.

Produces recognisable words in texts, which convey meaning. Can generate simple sentences. Most commonly used letters are correctly shaped but may be inconsistent in their size and orientation. Demonstrates a growing awareness of spelling patterns of familiar words.

Can read simple texts. Uses knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. Comments on events or ideas in poems, stories and nonfiction. Beginning to guess the meaning of unknown words from context.

Uses phrases and longer statements that convey ideas to the reader. Make some use of full stops and capital letters. Begins to apply grammatical rules in familiar contexts (eg narratives), with some accuracy. Letters are usually clearly formed and correctly oriented.

Demonstrates understanding of some culturally embedded references & idioms. Reads a range of complex texts. Reads beyond the literal using higher order skills such as inference, deduction and hypothesis. Evaluates and analyses the content of texts.

Produces appropriately structured and generally accurate work in a variety of familiar contexts with support. Recognises and applies organisational features of new genre with support.

Has the range of reading skills necessary to participate fully within the curriculum and can be fairly assessed using on NC English levels.

Has the range of writing skills necessary to participate fully within curriculum and can be fairly assessed using on NC English levels.

[ THE NASSEA STEPS ]

Reading

ENGLISH LANGUAGE ASSESSMENT

2009

PROGRAMME

W W W. B I S S H A N G H A I . C O M

SUMMER

SCHOOL

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FOR FURTHER INFORMATION REGARDING COURSE CONTENT AND AN APPLICATION FORM, PLEASE CONTACT LINDA GUISHARD, THE PROGRAMME COORDINATOR.

PHONE: 021 5912 5755 ext 210, EMAIL: l-guishard@bisschina.com

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]

English as an Additional Language (EAL)

29 June to 24 July, Monday to Friday from 9:00 am – 3:00 pm. An intensive 20 day English language course. The unique programme enables pupils aged 5 – 18 to gain confidence and improve English language skills within a supportive academic and fun environment. Open to children of all nationalities including Chinese Nationals. Learning materials, transportation, meals and uniform included. Cost is RMB 17,000.

Academic IELTS/TOEFL

29 June to 24 July, Monday to Friday from 9:00 am to 3:00 pm. An intensive 10 or 20 day academic course for intermediate to advanced users of English of all nationalities including Chinese Nationals aged 15 – 18 who wish to improve their academic reading, writing, speaking and listening skills. Learning materials, transportation and meals included. Cost is RMB 17,000 (RMB 8,500 for the 10 day course).

Chinese Mandarin

For absolute beginners of Mandarin to advanced learners, this 10 or 20 day practical and hands-on Chinese language and culture programme is designed for pupils aged 5 – 18. The course is also suitable for Cantonese speakers who seek practise in pure Mandarin. Mornings will be devoted to language study and afternoons to Wushu (Chinese martial arts), fan dance, Chinese calligraphy or brush painting. Cost is RMB 8,000 (RMB 4,000 10 day course)

Lego Robotics (Nanxiang Campus)

English Language Nursery Programme (Nanxiang Campus)

29 June – 10 July, 9:00 am to 12:00 pm. A 10 day course utilising the Lego Mindstorms NXT system in which students learn to build and programme their creations. Suitable for pupils aged 10 – 18. Cost is RMB 7,000.

29 June – 10 July, 9:00 am to 3:00 pm. A 10 day Nursery Programme that follows the Early Years Foundation Stage Curriculum, based on the UK Early Learning Goals. The Early Years Curriculum serves as a preparation for progression into the Reception Class. Suitable for children 30 months to 4 years of age.

SUMMER SCHOOL

DISCOVERING CHINA

Chinese New Year Workshops

The pupils of BISS Puxi primary school participated in three workshops just before the New Year break - Kungfu experience, folk art stalls and a shadow puppet show. Children from the Early Years also took part in the workshops and enjoyed making rice balls and dumplings in the small canteen. It was great to see that all the little ones liked the good taste of the dumplings in whatever shapes they made and they had an opportunity to get involved in the Chinese New Year in a traditional as well as a kid-friendly way. Kungfu is one of the most popular sports in China and is practised by people of all ages. Its emphasis has shifted from combat to performance and it is practised for good health, self-defence, mental discipline, recreational pursuit and competition. At the beginning of each session, the Kungfu teachers from Ming Wu Kungfu Club gave a performance in sword fighting and kick boxing. For the remainder of the session, students learnt a number of moves under the safe guidance of the teachers.

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The pupils of BISS Puxi enjoy a fun-packed day, taking part in a number of workshops and learning about traditional Chinese Arts and Crafts. The Shadow Puppet performance (left) proved to be popular with children of all ages, who sat spellbound during each performance.

The folk art stalls held by local craftsmen also provided a great deal of fun and joy for the pupils. There were a total of 20 stalls on the ground and first floor corridors. Of all the stalls, Tang Hua (liquid barley-sugar painting) was the most eye-catching and very popular. The craftsman traced the images of rat, monkey and other zodiac animals with the melted barley-sugar on the hard marble board. The painting of the ox was particularly welcomed by our pupils since this is the Year of the Ox. Shadow Puppets are a form of entertainment with a long history in China and were popular among the children of BISS. Our shadow puppet artists performed two stories for the children in the theatre. The first story was about a cunning fox and a foolish tiger. The second was about the Monkey King. The young children were fascinated by the colourful puppets and exotic music, while the older children, who have a good understanding of Mandarin, were able to closely follow the stories. However, the children were not only the audience but also the actors as at the end of each show, many children had the opportunity to play the shadow puppets themselves and show their talent in operating the puppets, which became the highlight of the performance. â&#x20AC;&#x201D; JENNY CHEN, MANDARIN COORDINATOR DISCOVERING CHINA

PA R T I N G S H O T

■ From Chongqing to Wuhan - a cruise down the Yangtse River The children of BISS Puxi enjoy a tug-o-war game with the pupils of Guan Yin Dang Village school, who they visited as part of the Year 6 Residential in early 2008. Read about the 2009 trip in the next edition of Schoolink with an indepth report on the history and geography of one of China’s most famed destinations.

PHOTO: R. RESTELL

THE ARTIST

HYE RIN PARK, Y12, BISS PUXI

ONE DREAM

Within every child is the potential to become a skilled practitioner in any given arena. One Dream profiles the young members of our community who have found that skill and excelled in their chosen field.

The school offers a stimulating and supportive setting, defined by its sound balance of academic excellence and opportunities for personal development. This is achieved through our highly

proficient delivery of the English National Curriculum and the IB Diploma Programme. Visit www.bisshanghai.com, phone 021 5226 3211 ext. 113, fax 021 5226 3212, or email schools@ bisschina.com for further information.

SCHOOLINK Floreat Nostra Schola

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