Red and White (Winter 2018 | Issue 3)

& White Winter 2018 | Issue 3

Inspire Excellence Robotics In Action Cultivate Character Success at Public Speaking Competition Empower Engagement Tencent Youth Camp

To inspire excellence, cultivate character, and empower engagement locally and globally.

Welcome Note Looking back on the launch of Project Innovate at the beginning of the school year at Canadian International School of Hong Kong, I am pleased to see it has been a resounding success. Project Innovate is an exciting new initiative which is equipping our students with the 21st century skills they need to be successful in our ever-changing world. With this in mind, all elements of school life have been brought into line with this vision, in order to prepare students for a different world to the one we are living in now. This issue of Red & White is dedicated to showcasing the incredible ways Project Innovate is embedded into everything we do at CDNIS, ensuring our students are ready to contribute to and thrive in the world that awaits them.

As part of our philosophy, this focus on future ready learning extends beyond the classroom. Grade 12 student Horace’s recycling project features on the cover of this issue of Red & White, and his ingenuity in birthing this initiative from a student led incubator, is testament to the bright ideas coming forth from the school. In the following pages, you will also learn about Grade 5 Robotics and how all students from Pre Reception to Grade 12 are utilizing the new Science and Innovation Lab. While sustainability is one of the key issues already facing us now, it gladdens me to see the ingenious ways in which CDNIS students are tackling this problem head-on through technology. Students at CDNIS will continue to reach for higher and greater heights through Project Innovate.

& White Editors Helen Kelly Melanie Hnetka Design and Art Direction Tiffany Lam Photography CDNIS Communications Department Upper School Media Team Story Tellers Clement Huang Chris Niem Aly Trezise DJ MacPherson Darrell Sharp Joe Holroyd Julie Cook Kim Campbell Kimberly Butler Mana Mehta Tungsten Tang A special thanks to all the students, faculty and staff, Administration, Board Members, parents and alumni who are featured in these pages.

For any questions or comments, or if you have a story you would like to share, please don’t hesitate to contact the Red & White editor, Melanie Hnetka: melaniehnetka@cdnis.edu.hk

As we step into 2018, I’m grateful to reflect on a stellar first half of the school year at CDNIS. The pace of life at our school never ceases to amaze me, and I do hope that you will enjoy reading about what has been happening at CDNIS in this issue of Red & White. I trust you will have had time to rest and reflect during the festive season. The rest of the 2017/2018 school year at CDNIS promises to be just as busy and exciting as the first half, and I look forward to seeing all of you on campus again soon.

David Baird Interim Head of School

CanadianInternationalSchoolOfHongKong @CDNISComm @cdnishk @cdnishk cdniseduhk company/canadian-international-school-of-hong-kong

Contents 04 Inspire Excellence 04 Robotics in Action Robotics in the Classroom: 21st Century Learning 06 Perfect 45 Top Students Share Secrets of Their Success 08 Project Innovate Kicking Off in a Big Way

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10 Learning about Energy Prototypes to Help Those in Need 11 Meaningful Engagement through Mathematics A Magical Voyage of Discovery 12 Performing Arts Creativity and Innovation through the Arts 14 Growth Mindset Debunking Stereotypes Leading to Greater Learning

30 Cultivate Character 16 Success in Public Speaking Competition CDNIS Students Buck Trend to Win Big 18 New Science & Innovation Lab Hands-on Learning in an Innovative Space 20 The Rich History of the IB Diploma Continuing the IB Spirit of Innovation

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22 Duke of Edinburgh Expedition CDNIS Students Go for Gold 24 Middle Years Programme Lifts the Bar Benefits of Interdisciplinary Learning 26 Learning Through Working Students Gain Valuable Lessons at Grassroots Pantry

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20 22

Empower Engagement Locally and Globally 28 cdnisRECYCLE Saving the Planet in the Most Innovative Way 30 Behind the Camera Alumnus Gives Project Innovate a Creative Boost 32 Gope and Meera Weaving Through India’s History 34 Disaster Relief Action Group Reaching Out to Help Out 36 Association of Chinese Teachers Conference Best Practices Shared Amongst Experts

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38 Tencent Youth Camp Tech Giant Inspires CDNIS Students

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04 | Inspire Excellence

ROBOTICS IN ACTION Robotics in the Classroom: 21st Century Learning When Canadian International School of Hong Kong (CDNIS) Grade 5 teacher Ms. Laura Liguori thinks about robotics in the classroom, she does not consider it to be a standalone discipline. “At CDNIS, robotics has been integrated into the curriculum as parts of the Units of Inquiry,” she explains. “We are teaching coding, robotics, computing and math all at the same time. This is quite natural because they are all inter-related.”

further reinforcing the math element,” Ms. Liguori states.

“I feel like this is a good practical way for these students to put their conceptual learning into practice. It also encourages students to continue to work on their mental math, because those who are stronger at mental math are able to code faster than those who are not. This provides a great incentive to get better at working things out mentally.”

Robotics and Coding has emerged over the last 12 months as a key ingredient of Project Innovate, providing opportunities to support all three pillars of future ready learning by developing core numeracy skills, the 21st century competencies of critical thinking, creativity and collaboration and building resilience in students who are overcoming challenges and learning through failure.

Students in Ms. Liguori’s class were fortunate to be selected to test drive the 1:1 robot pilot programme in

In Grade 5, students are building their robots first then learning about the concepts of perimeter, area and circumference and how to calculate them. They learn how to code their robots to draw shapes with specific perimeters, areas and circumferences, having the freedom to choose what they draw.

“The students will draw their blueprints on paper first,

Inspire Excellence | 05 the Lower School. This means the students get to keep their individual robot for the whole year and explore its possibilities much more deeply. “I find it very educational to learn how to program my robot,” exclaims student Horus. “We’re learning coding languages like Scratch and mBlock, but I’m finding it difficult to control the speed of my robot.” His classmate Phoebe is imagining what it would be like to code her robot to spin and dance. “I enjoy the creative aspect of programing,” she says. “There’s a real sense of accomplishment when you make the robot do what you want it to do.”

As someone who has been driving innovation in the classroom for many years, Ms. Liguori is enthusiastic about the direction CDNIS is taking under Project Innovate. “There is a balance to be had, and I think the school is trying to find that. It’s important to be innovative in the classroom, but there’s also a time and place for paper and pencil learning. Children are constantly being exposed to technology outside of the classroom, so it’s only natural that they want to use it inside the classroom too. As teachers, when we expose students to the possibilities that are achievable through technology and innovation, they are excited to learn more in order to develop the next Facebook or Minecraft.”

CDNIS hopes to move forward next year with the 1:1 robot programme, currently being piloted in one Grade 4 and one Grade 5 class. “We are looking at ways to bring the 1:1 programme into more classrooms for the 2018-19 school year,” says Dr. Helen Kelly, Lower School Principal. “While we need to ensure there is a balance

and that we don’t just keep adding things into the curriculum, there is little doubt that the Robotics and Coding Programme brings huge benefits to student learning. Our task now is to work with the Learning Technologies Team, including our Robotics and Coding Facilitator, Ms. Vivian Fung and our teaching teams, to find ways to further embed these learning opportunities into the classrooms.“ Back in November, parents were treated to a taste of the robotics experience at the second Project Innovate Parent Workshop. Twenty parents worked alongside student experts from Grade 6, and Upper and Lower School staff, on a number of robotics challenges. The level of engagement was high with parents engrossed in the activities, determined to overcome the challenges and get the results they wanted. “It’s the best parent workshop I have ever attended”, says Dr. Kelly. “We had grandparents being taught by 11-year olds. It was quite magical. One parent became emotional when she realized the deep learning that takes place through robotics and commented that she wished school had been like this in her day.”

There are many plans for the ongoing development and extension of the Robotics and Coding programmes across the Lower and Upper Schools. Next year, students in Grades 4-6 will be provided with a new range of accessories for their robots including LED screens and grabbers to allow for new challenges that will extend students further. The school is also looking at ways to extend opportunities for advanced coding and robotics in the Upper School.

06 | Inspire Excellence

PERFECT 45 Top Students Share Secrets of Their Success The start of July is traditionally a nerve-wracking period for many Canadian International School of Hong Kong (CDNIS) students, as results for the International Baccalaureate (IB) exams are released. For many, the results are the final hurdle in gaining full non-conditional acceptance into the world’s top universities.

CDNIS, which celebrated its eighth successful IB diploma year, once again had one of the largest Diploma Programme (DP) cohorts in Hong Kong. Yet this did not stop the Class of 2017 from achieving the school’s best results ever. Of the 133 students who took the IB DP exam, two received a perfect 45, six scored 43 or 44 points out of a maximum of 45, while 31 students achieved an exceptional score of 40 points or higher. The school’s pass rate for the Diploma was 97%, and the average score was 36.6 – significantly higher than the worldwide average of 30 points.

CDNIS continued to build on last year’s success, as two students achieved the maximum score of 45. Nicole Hon and Kelly Wing, both of whom started at CDNIS when they were 4-years old, received a score of 7 in all six major subjects, as well as an A grade in both the Extended

Essay and Theory of Knowledge – an extraordinary feat that only 278 students out of 78,853 DP students worldwide managed to achieve. Speaking about her success, Nicole, who is currently studying medicine at the University of Hong Kong, called it an unexpected surprise.

“After the exams, I said to myself that what’s done is done, and I had tried my best. [Learning that I had received 45 points] was truly unexpected but it was also a very exciting moment for me and my family.”

Kelly, who is now pursuing a degree in Linguistics at Trinity College, University of Cambridge, summed up her DP experience and the secret for her success: “My biggest piece of advice for future students is to get to know your teachers and counsellors! I’ve learnt so much from them both inside and outside the classroom. Yes, they are super knowledgeable about their subject and have without a doubt helped me with my studies.

However, I find that it is their wealth of experience and advice that has really inspired me to grow as a person.”

For those seeking to follow in her footsteps, Nicole also shared the secrets behind her success. In particular, she

Inspire Excellence | 07

Kelly Wing Class of 2017

She described the IB DP as “tough”, but also the best time of her education experience so far. Some of her most memorable moments during the two-year course came from the CAS project and CAS week, where she visited Japan, Australia and Fiji, gaining invaluable eye-opening experiences.

Having been given the opportunity to explore subjects that she would not have considered in the beginning of her schooling, the CDNIS alum is now glad that she benefitted from this experience.

“I took English Literature as a higher level course despite not really having a deep appreciation for it in Grade 10.

However, my teacher encouraged me to go for it, and it has since become one of my favourite subjects.”

noted that finding the right place to study was of the utmost importance. Having previously found it difficult to revise at home, Nicole instead found more suitable alternatives.

Looking back, Kelly is grateful for her time at CDNIS, having forged strong bonds with many of her fellow classmates and enjoyed plenty of memorable experiences with them along the way.

“There were simply too many distractions at home – I’d end up taking a nap or eating,” laughed Nicole. “So I experimented on different study locations in order to maintain focus. I’d go to the library, or a cafe in Causeway Bay. It was just a case of finding out which place worked for me, so that when the time came for me to revise for the exams, I knew the best way to study.”

“My best memories of the school (I can’t pick one!) would be travelling abroad with my classmates. From volleyball tournaments to CAS week trips, I’ve shared so many laughs and inside jokes with the CDNIS family. It has only been a couple months, but I already miss everyone so much!”

The now-CDNIS alum also revealed that she studies best when she is able to re-teach content to others.

Therefore, she made it a point to let her friends know that she welcomed questions about topic matters that they had learnt. In doing so, Nicole was able to use her existing knowledge to “teach” her fellow peers, while the exercise of doing so enabled her to memorize the facts easier.

Finally, Nicole will never forget her time at CDNIS, having described the school as her “second home” for 14 years.

As the daughter of Ms. Vivian Fung, CDNIS’ Robotics and Coding Facilitator, Nicole spent the majority of her time on campus and greatly appreciates the experiences she has gained along the way.

“Being [here in CDNIS] almost every day from 7am to 6pm, I think the school has become a part of me and it’s truly nice to have grown up in this community with my friends, who I consider part of my family now.”

Nicole Hon

Class of 2017

08 | Inspire Excellence

PROJECT INNOVATE Kicking Off in a Big Way The Maker Culture has been growing at Canadian International School of Hong Kong (CDNIS) for a number of years, with students using their hands to create things during recess, in the Library Makerspace, and in Visual Arts lessons. Project Innovate sees the bringing together of this burgeoning desire to make things with the use of the Design Thinking Model and project-based learning, to create engaging and challenging experiences for students across the school.

In the Design Thinking Model, developed by Stanford University and used widely in industry, students empathize with the end users of their designs, define a problem, ideate, prototype and test, giving structure to the design process and making it accessible and purposeful. At CDNIS, students as young as five are using this tool to underpin their making activities and ensure learning is maximized.

Ms. Aly Tresize, Leader for Making and Innovation in the Lower School, sees huge benefits for students using this approach in the classroom.

Staff from across the school attended training last year in Bangkok with Susie Wise, of Stanford’s D School, to learn how to apply the Design Thinking Model in a range of contexts. They have since shared their learning with Upper and Lower School colleagues to begin to embed the use of the model in classrooms. Parents have also been involved, through a Project Innovate Parent Workshop, focused on design thinking, which took place in September.

In the Lower School, teachers are increasingly using the Design Thinking Model to encourage students to think in new and deeper ways. In Prep and Grade 1, students

have been working collaboratively to develop new ideas for a makerspace on the 9/F playground, considering the needs of students who will use the space and creating their own prototypes from a range of materials. In the Blueprint Club, Upper and Lower School students have developed plans for a prototype maker cart, which is currently being fabricated by an industrial manufacturer, for use in Lower School classrooms. “The carts will hold the tools and materials needed to support making in any classroom,” says Ms. Tresize. “The ideas that the students came up with were just astounding. We must not fall into the trap of underestimating what students are capable of. Their imaginations are full of ideas that can be harnessed and developed into something amazing.”

Further demonstration of this is the new Grade 6 Science unit where students were asked to design and prototype a system to harness, store and use the energy, as part of the energy unit. Following research into a variety of energy systems and careful collaboration and planning, students developed a range of innovative systems which they prototyped using a wide range of materials.

The important thing that these projects have in common, apart from the design thinking and making components is the focus upon solving authentic problems which are meaningful and empowering for students. According to Ms. Tresize, “this problem or project-based learning is a key aspect of Project Innovate. Students’ learning takes on new meaning when they feel it is happening in a real-life context. They get so engaged in what they are doing and feel so proud of what they achieve. It’s a great motivation to learn and apply themselves more to what they are doing.” There is also plenty of research to show that this kind of learning deepens the learner’s

Inspire Excellence | 09 understanding of the concepts they encounter. “They’re actually able to prove their skills and knowledge, as opposed to simply regurgitating answers. It deepens every part of the learning experience,” says Ms. Tresize.

Project-based learning takes on an even greater meaning when it is applied to solve the bigger problems that we face as humankind. As part of a new Lower School initiative to introduce fashion design and textile innovation to the curriculum, students, staff and parents will be learning about the environmental issues that surround the fashion industry and will consider how we can make fashion more sustainable Early in the new year, Grade 5 will be hosting Artists in Residence YES, a group of fashion and architecture graduates from The University of Hong Kong University, The Hong Kong Polytechnic University, and The Chinese University of Hong Kong, to work collaboratively, in simulated design teams, to create wearable art forms using mixed-media, recyclables, up-cycled fashion and wearable tech. This is a great launch pad for a much wider, multi-faceted focus on the textile industry, covering everything from entrepreneurship, jobs and merchandising across both the Lower and Upper Schools.

“We already have a small group of staff and parents sharing their passion for textiles with our students through Blueprint Club,” says Ms. Tresize. “The focus on upcycled fashion is a way to get our wider community involved through a number of projects that bring together fashion and textiles with local and global engagement.”

Students, parents and staff have lots of ideas about how to move forward with this fashion and textile focus, as a way to really engage the whole community in thinking about what they wear and what they throw away.

Project Innovate demonstrates how complex and deep hands-on learning can be, bringing Maker Culture together with design thinking and a focus upon solving authentic problems, to give students meaningful and engaging experiences, that brings their learning alive through connections to the real world.

“Through the use of the Design Thinking Model, students are not only using their hands to create things but thinking critically, about what to make, but also why and how they are making it,” Aly Tresize

Leader for Making and Innovation (Lower School)

10| Inspire Excellence

LEARNING ABOUT ENERGY Prototypes to Help Those in Need hot air would be compressed and therefore turn cool.

Wanting to test their prototype, they used it in an experiment on the 6/F pitch, and to their amazement, the air coming out of their system was on average five degrees cooler than the surrounding air temperature.

As part of the initiative to develop more hands-on science experiences for students in the Lower School, Ms. JoAnne Sandul’s Grade 6 class at Canadian International School of Hong Kong (CDNIS) completed a new and innovative Unit of Inquiry on energy. The central idea of the unit was to study systems that harness, store and use energy and consider the issues relating to them.

After researching a range of energy systems, students used the Design Thinking Model to create a prototype of their own energy system.

“The students followed a three-step process for planning their final project,” Ms. Sandul explains. “First, they had to empathise with a group of people who were facing a problem. Next, they had to define clearly what the problem is. Finally, they had to brainstorm ideas for how to help this group. I stressed to them when they were designing their prototypes that their designs would have to have practical benefits. The requirement for their projects was that the prototypes be able to harness, store and distribute energy in order to meet a need.”

This new Grade 6 unit has been prompted by Project Innovate’s focus upon future ready learning. It enables students to develop and consolidate core Science knowledge and conceptual understanding in a hands-on context, building on the students’ collaboration, creativity, critical thinking and communication skills. Grade 6 teachers were challenged to think creatively in their approaches to this unit, looking for new ways that students can demonstrate their learning.

Annabelle, Siena and Cheng from Ms. Sandul’s class were inspired by a Bangladeshi air conditioning system that they read about on the Internet. They wanted to work on this problem since many low-income families in Hong Kong do not have air conditioning units at home and suffer during the sweltering summers. Their design involved cutting plastic bottles and affixing them to old shoeboxes. They had calculated that if hot air flowed through the bottles and through the small opening, the

Their classmates, Joshua and Annabelle, were prompted by reading about contraptions that created energy through human movement. Their initial idea involved stepping on a pedal of some sort to create energy, but they went through many different designs before reaching a functioning prototype. Their project was focused on new ways to generate energy to overcome the world’s energy crisis. Their final design involved stepping on a panel which connected pencils to Blu Tack. Through some diligent stepping, they were able to generate enough tension to power a lightbulb, which they were very proud of.

Ms. Sandul is happy that the class was able to come up with so many creative ways to use the knowledge they acquired in the classroom. “It’s amazing what students are capable of if you give them the right environment to explore and show what they can do,” she says. She hopes this is just the beginning and that the students are inspired to be curious about developing innovations to solve other problems in the future.

Inspire Excellence | 11

MEANINGFUL ENGAGEMENT THROUGH MATHEMATICS A Magical Voyage of Discovery

In her book Mathematical Mindsets, Jo Boaler reminds us that “Mathematics is a subject full of uncertainty; it is about explorations, conjectures, and interpretations, not definitive answers.” This is an important foundation for the new Lower School Mathematics programme, introduced in August.

According to Mr. DJ MacPherson, Lower School Vice Principal, the Lower School leadership team has been intentional about reviewing its instructional practices in Mathematics through the lenses of both Project Innovate and the school’s Guiding Statements. Studies have shown that, through rich problem solving, students are engaged and motivated. As they construct their understandings, they share ideas and strategies, make connections, think critically and apply knowledge and skills. At the same time they experience the joy of Mathematics, viewing it as a discipline that enables them to be innovative and creative.

Deep experiential learning linked to Mathematics can be found happening on any day in the Lower School, expanding the conceptual thinking and consolidating the skills of students.

Students in Grade 5, for example have been learning to code with robots. They will be challenged to use coding to command robots to move around a measurable perimeter of a 2D shape. The learning that leads to this involves using algorithms to estimate and calculate the perimeter and area of regular and irregular polygons, understanding that algorithms can be used to critically think about how to solve mathematical problems. It is worth noting that the basics of measurement and geometry are applied to a context that involves them figuring out how to code their robot to move in a particular way.

In their investigation into the central idea “Past civilizations have shaped present day tools and technologies,” Grade 4 students explored the impact of

the catapult and investigated aqueducts. To gain a deep understanding of these ancient technologies, they built their own aqueducts and catapults. With the catapults, the learning that led to the construction phase required an understanding of 3D structures, how to build them and how to design them through sketching. With the aqueducts, students designed a model that carried 200ml of water a total distance of 150cm. Understanding capacity, volume, and measurement was necessary for students to be successful. Students developed models, and as in most processes of discovery, needed to learn through failure. Through trial and error, they could figure out, in collaborative teams, the aspects of their designs that required further development so they could be successful.

“We see throughout the school, teachers nurturing a positive mindset towards Mathematics, to see it’s beauty and joy”, says Mr. MacPherson. By exploring the lives of mathematicians, Grade 2 students understand their dispositions and habits of mind. Provided with opportunities to work like a mathematician, they develop perseverance and learn through trial and error until they reach success. “What better way to create joy in Mathematics for children than them believing they are mathematicians,” says Mr. MacPherson.

The journey to improve the experiences and successes of CDNIS students is exciting. Not only is the school nurturing future biochemists and mechanical engineers, but also future artists and historians. It is worth noting, says Mr. MacPherson, “that we are preparing our students for a future we cannot yet imagine in this era of ongoing technological change. As they pursue their passions, we hope they can see in their own journeys the value of being a mathematician, and that mathematics can be about so much more than ‘definitive answers’, but is instead a magical voyage of discovery.”

12 | Inspire Excellence

PERFORMING ARTS Creativity and Innovation through the Arts Ms. Kimberly Butler, Lower School Head of Visual and Performing Arts, is enthused by the direction the school is taking under Project Innovate and its impact on the Arts.

“I would consider Visual and Performing Arts to be innovative at its core, as you need to be innovative to be successful in these endeavours. Project Innovate provides a greater focus on creativity and innovation throughout the school.”

Performing Arts at CDNIS starts with a child’s basic instincts - using chant, song, movement, play and fantasy. As learning is developed in music, drama and dance, students frame their learning as “sharpening tools in their toolbox” by practicing skills and strategies that they can use in a variety of ways. Students might “fracture” a fairy tale, turning a well-known plotline inside out, resulting in a completely different story. They might juxtapose tension and relaxation by choreographing a movement sequence to their favorite song. Or they might improvise a melody inspired by the prose of a nursery rhyme onto a xylophone. These tools not only call on skills and knowledge in the Arts, but also elements of the IB Learner Profile such as communicating effectively, taking risks and being open-minded.

“The best way to develop creativity, is to practice creating often and in many ways,” says Ms. Butler.

Students work to add their own voice into material presented in class and make decisions in large and small groups. This agency allows for a collaborative environment where the student increasingly takes ownership of the creative process over time. At the start, a student’s creative process can be as simple as changing the lyrics of a song, thinking of new shape to make with

Inspire Excellence | 13 a body part, or suggesting a different voice to give to a character in a story. As the student grows, so do these creative tasks, incorporating more concepts and more complicated repertoire.

Learning engagements in Performing Arts are vibrant and varied, calling upon a wide range of art forms from around the world, connecting expression to the real-world of the student and to worlds far away. Within the first three months of the school year, Grade 5 students have built “essence machines” in their work in drama, while Prep students explored creative movements like “float” and “flick” based on Rudolf Laban’s dance concepts. Grade 3 students arranged a canon that helped to musically celebrate International Peace Day at CDNIS, while Grade 1 students have learned a series of “play party” singing games that allow for different members of the class to lead and give a try to being the teacher.

For many students at CDNIS, Performing Arts is a place they can express themselves through movement and song, where they get to learn how to use their voice, their body and the combination of the two to tell stories and to express emotions. It is a safe space full of laughter and joy where they can channel the energy that is stored in their growing bodies and produce their ideas in new and different ways. Music educator and teacher trainer, Doug Goodkin recently wrote in his blog, “We are rarely so alive and so alert as when we are creating.” We see this vitality in our students each day and we hope you do too.

14 | Inspire Excellence

GROWTH MINDSET Debunking Stereotypes Leading to Greater Learning As we become more knowledgeable about how people learn, our understanding of the importance of a growth mindset develops. The research of Harvard Professor, Carol Dweck demonstrates that intelligence can be developed if students work hard at improving their skills and understanding and believe that success is possible.

This can clearly have a huge impact on student learning at school and success in life. Upper School Head of Science, Mr. Darrell Sharp, is leading the way at Canadian International School of Hong Kong (CDNIS), in encouraging teachers to foster growth mindsets in their students.

A common refrain heard by students and adults alike is “I’m just not good at math”, or similar sentiments. This is an example of a fixed mindset, where people believe that their intelligence is static, acknowledging a deterministic view of the world. Those with a growth mindset, on the other hand, believe their intelligence can grow, giving them a desire to learn, and a greater sense of empowerment when it comes to tackling academic challenges.

Those with a growth mindset have a tendency to embrace

challenges and have resilience in the face of those challenges. Teaching resilience of this kind is a key component of future-ready learning.

To assist teachers and students in understanding the concept of growth mindset, Mr. Sharp and Ms. Rhonda Wildeman, who left CDNIS and returned to Canada in June, 2017, co-present workshops entitled “The Neuroscience of Your Classroom” to colleagues at a recent EARCOS Teachers’ Conference. The workshop focused attention on the neuroscience of learning. Since ideas about how people learn are so broad and open to multiple interpretations, they can also lead to misunderstandings. The presentation provided teachers with clear information based on scientific facts, which are easy for everyone to comprehend. “By having a better understanding of the biological or neural science of learning, teachers and students understand why we do certain things in class, and what are the best ways to learn,” said Mr. Sharp.

Schools in Asia have traditionally placed a high emphasis upon rote learning. While this is a common practice students across the world use to cram for tests,

Inspire Excellence | 15

according to Ms. Wildeman, “memorisation is not an effective learning strategy.” While anyone can memorise facts, challenging courses, such as Diploma level Biology, are much more about concept-based understanding and being able to apply knowledge to different scenarios. The presentation demonstrated to teachers and students what kind of learning strategies can be used effectively to master the levels of understanding and application to be successful in such challenging courses.

“By sharing this information with colleagues, we hope that they can go back to their classrooms and use these

strategies to further improve the learning,” says Ms. Wildeman.

“By emphasizing the science behind the concept of growth mindset, students are encouraged to buy into the idea that their brain can learn anything, and that they can achieve anything they want as Iong as they apply themselves and receive strong guidance. Embracing a growth mindset will allow students to explore the limits of their capabilities, rather than simply staying stuck behind self-imposed limitations,” concludes Mr. Sharp.

Written by Grade 12 student Mana Mehta

16 | Cultivate Character

SUCCESS AT PUBLIC SPEAKING COMPETITION CDNIS Students Buck Trend to Win Big

Canadian International School of Hong Kong (CDNIS) provides an incredibly diverse selection of extra-curricular activities for a school of its size with over 70 different clubs and activities to choose from. Last March, members of the Gavel Club competed at the HKFYG English Public Speaking Competition and did very well. The event was an opportunity for students to display their collaboration and communication skills, key elements of future ready learning.

Spearheading the CDNIS contingent at the competition were Nicholas and Eric, members of Gavel Club for three and five years respectively, assisted by IB DP CAS Coordinator Mr. Jonathan Hamilton. Gavel Club is modelled on Toastmasters International, an NGO based in the US whose mission is to help members improve their communication, public speaking and leadership skills.

“Our club also has similar goals,” Nicholas, now President of Gavel Club, explained. “One thing we’ve put a large emphasis on is how to improve our improvisation skills when it comes to making speeches. We mostly compete against each other within school, but the HKFYG competition gave us the opportunity to pit our talents against other students from all around Hong Kong.”

The competition itself is split into two categories, with students in Grades 6-8 eligible to compete in the Junior Division, and students in Grades 9-12 in the Senior Division. All applicants are invited to complete in a Preliminary Round, where they give a three minute speech on a topic of their choosing. In the semi-final, contestants are given set topics, a week in advance, for a three minute speech. In the grand final, only 15 minutes notice of topics is given. In addition, two final questions are asked with one minute response given.

The club achieved the remarkable feat of having two students qualify for the grand final, and placing in the top five. In a field traditionally dominated by female winners, Nicholas won first runner-up, while Eric was given a merit award.

Eric chose a topic for the preliminary round which is close to the hearts of most teenage boys, video games. “I used to be pretty addicted to video games, which meant that my time management was very poor. I wasn’t able to maximise my efforts on school work or my social life, as I’d be playing games on my phone and League of Legends. However, I actually credit video games for

Cultivate Character | 17 helping to improve my time management skills, and now I’ve found a happy medium between playing and my other responsibilities.”

Nicholas, on the other hand, decided to speak on the academic pressures faced by students in Hong Kong.

“Having grown up in Canada, I’d been exposed to a different type of academic culture. It’s been interesting for me to experience life in Hong Kong, and the pressure on students is definitely higher here,” he said.

For the Grand Final, the assigned topic was e-commerce in Hong Kong. Although not fascinated by the topic, Eric still dove deep into his improvisation skills to prepare the impromptu speech. “Instead of using a lot of statistics to back up my points, I actually injected a lot of emotion into my speech in order to make it successful. My main point was that we have things slightly too easy in Hong Kong, and that’s perhaps why we lag behind Mainland China in this area of e-commerce.” Nicholas focused on a similar line of thought. “I actually called out Hong Kongers for being lazy in my speech!”

When reflecting on their experiences during the competition, both students felt that they learned many lessons. “Our Gavel Club meetings at school are held in a casual format, but during the competition, my speeches were given in a formal context, with judges and a stage audience. I personally found this challenging, but I definitely gained more confidence from performing in front of so many people,” said Eric.

have improved as a speaker. He also focuses on improving areas of our speaking which we are weak at.

For me, I’m happiest when I have to give impromptu speeches, but I am not as confident when I have to prepare a speech in advance.”

The Gavel Club is always looking for new members. If you are interested in joining this club, please contact Mr. Hamilton.

The opportunity to interact with local school students was something that Nicholas enjoyed. “We thought that these kids would be super intense, but getting to know them through the different rounds was nice. I’m really grateful for the feedback that Mr. Hamilton gave during our meetings and in the competition, and I feel that I

“The skills that I’ve learned through Gavel Club are lessons for life. After all, speaking is the primary means of communication. Whether it’s in a job interview or in a social context, being able to deliver your message clearly is vital. We also work hard to make sure our body language is good while we make our speeches. I believe that communicating effectively also helps to boost your confidence.”

Nicholas, Grade 12 student

President of Gavel Club

18 | Cultivate Character

NEW SCIENCE & INNOVATION LAB Hands-on Learning in an Innovative Space The opening of the Lower School Science and Innovation Lab in October has caused great excitement in the Canadian International School of Hong Kong (CDNIS) community. The room represents a functional and inspirational space where students engage in hands-on Science activities, making and innovation. The redevelopment of the former Learning Support Team offices has created a vibrant hub equipped with state of the art equipment and a wide range of materials allowing students to explore, investigate and create.

The vision for the Lab was developed by the Lower School Science Committee, led by Mr. Rob Grantham, a Lower School Vice Principal and supported by Ms. Aly Tresize, Leader for Making and Innovation (Lower School).

“Engaging a number of teachers during the design process was key to the success of the space,” says Mr. Grantham. “We wanted a space that was different from where our students normally learn. Co-designing

with a team of staff allowed us to draw on multiple perspectives and experiences.”

The Lab is furnished with easily moveable, industrial-style benches to provide for flexibility in the way the space is used. A state of art 3D printer and laser cutter are providing students with opportunities to create, using the latest technology. The room is also equipped with sewing machines, an overlocker, a heat press and, soon to be unveiled, a digital fabric printer to support innovative textile work. Students also have access to a wide range of more traditional tools such as power drills, screwdrivers hammers and glue guns. Hands-on Science is supported through a range of traditional Science equipment plus Little Bits electronic building blocks and ovens for Food Science.

Following an initial orientation session for staff, teachers have been working with the PYP Coordinators, Ms. Tresize

Cultivate Character | 19 and the Science Committee to identify Units of Inquiry that fit with the Lab-style environment. The space is in high demand but priority goes to grade levels working on current units that have been identified as appropriate for the space. “Most grade levels have worked in the Lab already,” says Mr. Grantham. “But those who have not will have upcoming units that will provide opportunities to use the space.” Grade level teams are already identifying new units of inquiry that will be suitable for the Lab for next school year.

Grade 6 classes have enjoyed using the space to support their unit on energy. Grade 3 have used to space during their unit on structures, while Grade 4 have been creating their ancient inventions there during Chinese lessons. The Lab has also become a very popular location for cooking in both the Upper and Lower School. The Blueprint Club, which is a student led incubator for developing innovative ideas, is also making great use of the space after school.

At the moment lessons are taking place under the supervision of Ms. Tresize, but between Christmas and Chinese New Year, each grade level team will receive a half day orientation and training, led by the Learning and Teaching Technologies Team, which will include instruction on the correct use of tools, a full safety briefing plus opportunities to explore what the space has to offer.

“What’s great about the Lab,” says Mr. Grantham, “is that once they have used it, teachers and students want to do more and start thinking about how they can bring the spirit of the Lab into their own classrooms.” Ms. Tresize is working with students and teachers to develop maker carts for the classrooms and create small maker spaces around the school, to allow this kind of hands-on learning to happen any place, anytime, anywhere.

In early December, parents were invited to the third Project Innovate Share, hosted in the Science and Innovation Lab. Parents were impressed with the light, airy space and the great views over Aberdeen Harbour, as well as the professional way in which the Lab has been equipped and is being managed. They were eager to find out when their children would be using the space and what kinds of activities are going on there. Parents also had the opportunity to learn from and work with student experts from the Lower School who demonstrated 3D printing, Virtual Reality headsets, the use of sewing machines and engineering and robotics kits.

“The space has already become a victim of its own success,” says Mr. Grantham. “It has taken off in a way that we could not have dreamed off. We are excited to push forward with providing new locations for this kind of experiential learning to take place around the school.”

20 | Cultivate Character

THE RICH HISTORY OF THE IB DIPLOMA Continuing the IB Spirit of Innovation The innovative International Baccalaureate Diploma Programme (IBDP), introduced at Canadian International School of Hong Kong (CDNIS) 10 years ago, continues to provide an educational framework where future-ready learners develop the habits of mind and learn to understand the conditions under which innovation can flourish.

The IB Diploma emerged out of the ideological, social and educational revolutions that were sweeping Europe and North America in the 1960’s. The big ideas driving these revolutions were those of equality, and freedom of opportunity and expression; this was the baby-boomer generation of post-war optimism and grand aspiration of societies where each individual might be valued on their own merits. As students were taking to the streets to find their civic voice, as women and people of colour were demanding a fairer, more equal society, a number of educational innovators decided to develop an educational model that would would sustain academic rigour while supporting creativity, critical thinking about the world, and - crucially - place the learner at the centre of the educational experience.

Our world today is rapidly changing, and we acknowledge that our young people need to be future-ready, possessing the skills, knowledge and habits of mind to adapt changes or make those changes happen. With this in mind, Project Innovate is completely complementary to the Diploma Programme working towards to same goal of providing progressive, future ready learning.

So what does this model for innovation look like in an IB Diploma classroom? A classroom where we are most immediately, preparing students for entrance into university, for which students are expected to have acquired certain knowledge and skills? How do we balance the need for traditional knowledge and skills with a focus on future readiness?

DP literature students are holding a Harkness session - a guided Socratic conversation, where they question one another regarding the social and political significance of Arundhati Roy’s novel The God of Small Things. The secondary research underpinning this conversation has led them to explore post-colonial literary theory, and the

Cultivate Character | 21 mind set and methods of the great innovators of 20th and 21st century literature. They are considering how such literary innovations are a response to political and societal upheaval, and how those who have been marginalised and oppressed find their voice and their history in such politically significant innovations. Project Innovate is about giving a platform to innovative learning strategies like this.

In DP Biology class, Grade 12 students are exploring the latest bioengineering concepts and techniques, including intra, and inter, species genetic transfer, stem cell differentiation, and genetically modified foods. While simultaneously, English Literature students are focusing upon the conventions of genre, namely the differences and overlaps between Dystopia, Science Fiction and Speculative Fiction, through the study of Margaret Atwood’s Oryx and Crake. Atwood’s novel is full of scientific innovations, including animal splices, medicines to cure all ailments and cosmetic anti-aging skin grafts. Atwood claims her novel is speculative fiction, that everything in her books is possible or can be found in the world around us. But just how possible is the world of Oryx and Crake in light of currently available techniques?

Working in conjunction, both classes of students are determined to find the answer.

In Theory of Knowledge (TOK), Coordinator Mr. Chris Tyrell leads an investigation into a New York Times video essay, asking whether Tencent’s WeChat ‘super-app’ innovation is a model for the internet’s future, and encouraging students to consider the place of social media in such recent political upheavals as Brexit and the election of America’s first Tweeter-in-Chief, President Donald Trump.

There are countless daily examples of innovative practices from the DP core curricular studies, where staff are supporting students in actively forging connections between the past, the dynamic present, and an uncertain future. The key elements of learning are active construction and making new connections, supporting students to think like innovators, en route to becoming innovators themselves.

True innovation rarely springs fully-formed to the world, but is honed and crafted from a synthesis of experience and experimentation. Building from the great innovators of the past, learning from their - and our own mistakes the Diploma Programme at CDNIS is forging ahead in the spirit of innovation of the IB’s founders.

22 | Cultivate Character

DUKE OF EDINBURGH EXPEDITION CDNIS Students Go for Gold Canadian International School of Hong Kong’s (CDNIS) offers the prestigious Duke of Edinburgh International Award (DofE), an award which is renowned around the world for building resilience, initiative and leadership skills in young people. The DofE at CDNIS has reached new heights as six students have successfully completed the Gold expedition – a first for the school.

As previously reported, the DofE features three progressive levels, Bronze, Silver and Gold. Available to those from the ages of 14 to 25, the programme – better known locally as the Hong Kong Award for Young People (AYP) – pushes personal boundaries, enabling candidates to learn new skills while enhancing their CVs and university applications.

The top Gold level of the DofE consists of five different sections – Volunteering, Physical Recreation, Skills, Expedition and Residential Project. The expedition saw students Ellie, Helena, Chester, Elliot, Jameson and Jenny embark on a grueling endurance activity spanning four-days and three-nights.

“All six students were required to complete their Silver award before pursuing Gold,” said IB DP CAS Coordinator Mr. Jonathan Hamilton. “The biggest difference between Gold and Silver is that candidates are required to plan a four-day expedition. This requires more effort in planning for a 60km hike on unfamiliar routes.”

The expedition saw the group begin their hike in Sha Tin, working through the trails towards Ho Pui Resevoir, the peak of Tai Mo Shan and ending in Sham Tseng.

Cultivate Character | 23 Mr. Hamilton noted that in Silver level, students would be provided with checkpoints, whereas Gold requires independent planning from the participants themselves.

This is also extended to the actual hiking experience too.

“In Silver level, the instructor would be located fairly close by to ensure that the expedition team is safe and that they have support if needed. Meanwhile in Gold, the team would typically only see them at the campsites in the morning and at night.” The four-day expedition required Gold level participants to plan not only their routing, but also their trip provisions. According to Mr. Hamilton, a task such as this, while looking simple, requires careful planning.

“The students have to remember that any food they bring along would not only have to last the entire four days, but also be light enough for them to carry around in their backpacks. Tinned food may last long, but may also be heavy. Would you want to have the extra weight in your bag?”

Despite the group managing to complete the Gold level expedition, the CAS coordinator noted that there were several challenges along the way. In particular, Ellie fell ill at the end of the second day, which meant that the third and most strenuous day became even more of a challenge.

“They were looking to hike a total of 23km on day three, which is longer than the entire Bronze expedition. While the group attempted to push ahead, it was a slow process and they barely managed to get to the designated campsite before it got completely dark. Perseverance was a key factor in them completing the expedition” Mr. Hamilton also credits the progressive nature of the DofE as one of the key benefits behind the success of the participants. As he noted, the Bronze course provides good training for Silver, while Silver represents another positive stepping stone towards Gold.

Moving forward, the group’s next task will be to complete the other four sections, before achieving the Gold level award. “Hopefully, by February, at least two students will have completed all the required components, and be eligible to receive their Gold level award,” said Mr. Hamilton.

“It’s worth it. Having the kids learn to live simply on the bare basics away from home is an extremely rewarding experience. The regular hikes not only test their mental and physical resilience – but are also a huge commitment on their part.”

24 |Cultivate Character

MIDDLE YEARS PROGRAMME LIFTS THE BAR Benefits of Interdisciplinary Learning Interdisciplinary learning has been identified at Canadian International School of Hong Kong (CDNIS) as a main focus of Project Innovate, for the Upper School. The focus for interdisciplinary learning includes both interdisciplinary units in the classroom and other learning engagements throughout the Middle Years Programme (MYP).

For several years, Grade 9 students have explored the interface between Geography and Science in the Sandy Shore Field Study Interdisciplinary Unit, which occurs every spring. Partnering with Coastal Watch (WWF), students spend a day on the beaches of Lantau, using data collection protocols from Science and Geography to study the effect that human activity has on the Lantau beach environment and the animals that live there.

Mr. Ryan Kirchner, an Upper School Science and Biology teacher, has noticed how engaged the students are in this authentic learning experience. “The students are not only

recognising a community need, but take pride in working towards helping to find a solution by applying concepts and techniques learned in the classroom, out in the field.”

Student-collected data is used by WWF to determine the impact of high density populations on local ecosystems.

At the end of the day in the field, students take action by completing a thorough beach clean-up, doing their part for the environment. Back at the school, students investigate factors that affect the living things on the sandy shore, and the land use of the surrounding area which may play a part in the environmental impact.

Grade 7 students explore connections between what they are learning in their Mathematics and Physical Education and Health classes, applying rates to monitoring of health and wellness. This practical application of Mathematics emphasises the relevance ofthe learning and helps students better understand the value of synthesizing understanding from two disciplines. “When the kids made videos, reflecting on what they learned, students said that they could use the tools from one subject to help reach the goal of another,” said Mr. Blair Schmalenberg, an Upper School Physical Education Teacher. “Some of them took their healthy habits data and made a graph with it, saying that they could now see, in a visual way, progress toward their goal.”

English and Art teachers are currently devloping a unit, for Grade 8 students for them to explore Hong Kong identity through expression in art, drama, music and poetry. Students will use sights, sounds and experiences

Cultivate Character | 25 this spring to engage students in innovative, interdisciplinary projects. “The Innovation Fairs give students the opportunity to take information, concepts, and skills that they’ve learned in class and expand and deepen their understanding through personal passion projects,” says Mr. David Larson, a Digital Literacy and Design Technology Teacher. Students will identify a social need, connect it to the conceptual learning they have done throughout the school year, and design their own solution to address the need. Innovation Fairs will be culminating experiences, during which students will share their work with the community. Dr. John Turner, Director of Digital Innovation, says “The Innovation Fair is not about what students can learn from their making. It’s about what they can make with their learning.” around them as stimuli for creativity. This exciting interdisciplinary venture will help students see how our identity, setting and perspective influence how people present our commonality, diversity and interconnection.

A variety of interdisciplinary learning engagements occur in the Upper School, between subjects. An example is the Visual Arts kinetic sculptures assessment for Grade 10 students, in which students use scientific conceptual understanding and mathematics skills to create mechanical artwork. Students synthesise their disciplinary learning to produce an innovative creation of their own.

As students transfer skills, concepts, or contextual understanding from one discipline and apply it in another, the possibilities for new or innovative results multiply.

Ms. Catharine Ho, Head of Visual Arts in the Upper School and a Grade 10 Visual Arts teacher says, “After exploring different methods of movement, students evaluate which method would best help communicate their innovative concept, using drills, saws, gears pulleys and a variety of construction techniques. This unit is full of experimentation, creative problem solving and a fair bit of noise.” Students gain confidence as they form something unique and share it with the community with the annual Kinetic Art Fair each spring. Kinetics sculptures produced in last year’s Grade 10 Visual Arts course are currently on display in the 3/F Science wing.

As part of this increased focus on interdisciplinary learning, Innovation Fairs for Grades 7 and 8 will be held

Through the range of interdisciplinary learning opportunities taking place across the school, CDNIS is able to provide students with authentic, deep and well connected experiences inside and outside of the classroom, boosting their abilities to tackle the world issues of tomorrow.

26 | Cultivate Character

LEARNING THROUGH WORKING Students Gain Valuable Lessons at Grassroots Pantry For most students, the summer holiday provides some much-needed respite from the rigour of the long school year, as well as the end-of-year exams. However for others, the break represents an opportunity for them to acquire valuable work experience in order to build the character qualities needed to be future ready.

The university selection process is more competitive than ever, and while academic achievements still grants plenty of merit, the top tertiary institutions in the world seek to identify special individuals that have exhibited eye-catching qualities beyond academic prowess.

It is therefore no surprise that many CDNIS students choose to gain work experience during their summer break. This was the case for Leanne, Davis, Cecilia and Ashley, who interned at Grassroots Pantry. It bills itself as a “homespun restaurant and workshop” that is committed to “create food that heals with the highest culinary standards and using the freshest, most nutrient-dense of sustainable, plant-based ingredients.”

The restaurant’s chef and owner Ms. Peggy Chan shares a deep connection with CDNIS, as a proud member of the Class of 2002. Recognizing the energy and enthusiasm of youngsters, Peggy decided to introduce the Summer Work Programme at Grassroots Pantry, which saw 12

students from schools all over Hong Kong come together to work at the vegetarian restaurant. The CDNIS alum likened her very own personal experiences to those of the new interns.

“I started working when I was 16 years old, and it was a way for me to feel like I could be responsible and earn money by myself. It was a great experience and I enjoyed meeting people that were older and boasted more knowledge and experience.”

Furthermore, Peggy notes that a restaurant such as Grassroots Pantry stands to benefit from a youthful

Cultivate Character | 27 energy that teenagers offer. “It keeps us young and you need that kind of vibe. Otherwise, [the restaurant setting] becomes too serious, and I do not like it when a workplace becomes too serious,” she says.

and valuable one. Leanne for instance, revealed that the experience of working in a restaurant was a hectic one, which required her “to continually improvise and think on our feet.”

“We’ve all been to restaurants where it’s been so serious, so repetitive and boring. I’ve always tried to make the workspace a creative one by giving them projects and doing things differently. So it makes them think differently as well.”

“We don’t have many staff members working on the floor area, which meant that we have to be proactive and deliver quick solutions, whether that’d be getting the food from the kitchen or cleaning the tables when diners have left.”

This sense of doing things differently and implementing positive change was what led Peggy to create Grassroots Pantry in the first place. The genesis of the idea came in 2011 while the restaurateur and chef was coming up with a business plan for a new dining outlet that would flourish in Hong Kong.

Davis meanwhile spoke about the importance of customers showing the serving staff respect. All too often, we are so used to being waited upon that we give little regard to those that serve us. Having experienced the pressure cooker-like lifestyle of working in a restaurant, Davis has developed a newfound respect for waiters and waitress alike.

“It was really about meeting the growing need of what Hong Kong required. There was a market for this type of food – for healthy eating and for wholesome, clean food.

So that’s why I created a platform that would allow me to raise awareness about ongoing food issues and food politics. This also tied together well with my background in F&B”.

“I have so much respect for the people working at Grassroots Pantry,” said the CDNIS student. “I think it’s important for customers to have manners and show the servers respect. If they’re serving you, thank them and give them a smile. It’s the little things that go far in life, and these simple acts can help brighten up their day.”

For Cecilia, who took on the role of receptionist at the restaurant, she immediately gained an appreciation for the restaurant’s dining concept as well as the people that she worked alongside with.

“I really loved the concept. I really loved the people here.

As stressful as the environment can be, it’s been a very rewarding experience. As a vegetarian myself, I appreciate not having to go out to look for food, but being able to dine here at the restaurant is pretty fantastic.”

Looking back, the CDNIS alum believes that the single most important quality behind her success, and the characteristic that she continues to impart to today’s youth is patience. Recognizing that this is a quality that people increasingly lack, Peggy reiterates that success cannot be achieved overnight and patience is a crucial ingredient for greatness.

“Patience is required for you to go through not just the good parts but also the bad parts as well. Learn from your mistakes and make changes that prevent you from making the same mistakes again.”

Chef Peggy’s passion for her craft is clearly on full display and it’s no wonder that her contagious enthusiasm had a profound impact in the 12 students working at Grassroots Pantry, including current CDNIS students Leanne and Davis. They were also joined by CDNIS alumni Cecilia, Class of ‘16 and Ashley, Class of ‘17.

For the For the new interns, the experience of working at Grassroots Pantry has proven to be an eye opener

Ashley returned to intern at Grassroots Pantry for a second successive year. He is also a vegetarian, and therefore found the restaurant’s ethos and direction relevant to his own personal lifestyle.

“I became really interested in the vegan/vegetarian lifestyle more than a year ago,” he says. “I started by watching bloggers on YouTube talking about the vegan lifestyle and how interesting it was to have such creative food. For example, it takes a lot of water to produce a single kilo of beef. By just changing our diet every single day, we can have a positive impact on the environment.”

28 | Empower Engagement Locally and Globally

cdnisRECYCLE Saving the Planet in the Most Innovative Way

At Canadian International School of Hong Kong (CDNIS), students are encouraged to explore different ways of promoting sustainability. One avenue to do this is through the Blueprint Club, which aims to give students opportunities to develop their maker skills through technology. A Grade 12 student, Horace, who is president of the club, is leading the cdnisRECYCLE project, underneath the umbrella of cdnisRETHINK, which will promote recycling throughout the school, in an innovative fashion. He aims to do this through installing technology on school recycling bins in order to measure how much and what is being recycled.

Mr. Darrell Sharp, a teacher leading the Blueprint Club, believes that its activities fit well with the direction that CDNIS is taking under Project Innovate. “We are encouraging participants of the club to tackle real world problems such as recycling. This is an extension of what they learn in the classroom, where they are taught that what they learn has applications outside of a textbook.

This is all part of future-ready learning. cdnisRECYCLE is the flagship project of the club, and I’m glad that

Horace is taking the lead on it. Under his leadership, lots of younger students are getting involved.”

The genesis of the project came from some gentle nudging from Mr. Sharp, in the form of a video of a landfill in Hong Kong, alongside photos of recycling bins at school filled with non-recyclable rubbish. “I wanted them to see what the situation was like in the city and also at our school,” Mr. Sharp explains. “Horace then came up with an idea to attach Arduinos to recycling bins at school in order to measure and identify what is being recycled.”

An Ardunio is a programmable microchip which is typically used in industry for prototyping. In order to attach the Ardunios to the bins, Horace and his team are using 3D printers to design and print attachable parts.

Horace, with his knowledge of coding systems, is also taking the lead on programming the Ardunios.

Horace explains how the project has moved on from solely using Ardunios. “I thought that using Raspberry Pi computers would be helpful, because they are small and

Empower Engagement Locally and Globally | 29 cheap but have lots of processing power. In addition, we intend to attach a small camera to each device, to recognise what is being recycled.

The sensor scans each piece of recycled rubbish, with computers linked to a Wi-Fi network, to give us real-time data on what’s being recycled. The aim is to increase recycling and discourage students from placing non-recyclables in the bins.”

Horace admits that the technology aspect of the project appeals to him more than the sustainability side, but he has still worked hard to ensure that the project is sustainable. “Even over the summer, I would think about this project and was tinkering with ideas to see how it would work out. Our first idea for powering the computers was a large solar panel outdoors, which would provide centralised energy.

However, we actually found small solar panels on each device would generate enough power, even indoors.”

In order to fund the project, Mr. Sharp encouraged Horace to approach Mr. Tim Kaiser, Upper School Principal for support. After hearing Horace pitch the project, Mr. Kaiser agreed to assist with the running costs. Alongside this, Horace also worked with the IT Department to create a separate Wi-Fi network for collecting the data, and with facilities management to determine the viability of attaching the devices on recycling bins throughout the school.

Another piece of the jigsaw is how to incentivise students to recycle more. For this, Horace and his team are keen to try programming the devices to read student ID cards, which could link in recycling with the House points system. Students could then gain points for their House by recycling items.

Despite being busy in his senior year with applications to universities and studying for his IB Diploma exams, Horace is hopeful that the project will be able to launch in March 2018. cdnisRECYCLE is just the start of what promises to be a range of successful initiatives under the cdnisRETHINK umbrella.

“As part of cdnisRETHINK, we are planning to launch more projects in the future that use technology to help the environment, such as Mr. Sharp’s air quality monitoring project, a project for automatically watering plants, and creating solar charging stations to let students charge their computers at lunch,” Horace, Grade 12 student

President of Blueprint Club

30 | Empower Engagement Locally and Globally

BEHIND THE CAMERA Alumnus Gives Project Innovate a Creative Boost to start playing. “To the utter amazement of everyone in the band, Andrew nailed his part on the French horn, playing it flawlessly”. Sherman still recalls the surge of emotion, and several of his bandmates were moved to tears.

Sherman’s name came up when the school was deciding on who best to craft a video for Project Innovate.

Sherman revealed that it was Mr. Tim Kaiser, Upper School Principal, who approached him with the idea of shooting the video on behalf of the school. Even though Sherman was completely new to the idea of Project Innovate, he was glad to come across an opportunity to give back to CDNIS in a tangible way.

When Sherman Mak, Class of 2007, looks back at his time at Canadian International School of Hong Kong, one particular moment sticks out. “Our band had been practicing this piece for a competition all year long. The French horn player, unfortunately had consistently struggled with his part”. Come the big day, Sherman remembers the nerves which wracked him as he prepared

After shooting a wonderful video showcasing the features of Project Innovate, Sherman was able to grasp how it fits in with the school’s vision, remarking that this kind of forward thinking project would equip children for the future. He jokingly remarked that he wished that he had had the same opportunities when he was a student at CDNIS! This is a good example of how Project Innovate is building networks both locally and globally, involving alumni who are on board with this ethos.

After graduating from CDNIS, Sherman pursued an Arts and Business degree at the University of Waterloo.

However, after two years, he mustered up the courage

Empower Engagement Locally and Globally | 31 to pursue his passion for film, and transferred to the BFA film programme at the University of York. He thoroughly enjoyed his time in Toronto, staying on after graduating to do an apprenticeship with director Sean Cisterna. This included working on a documentary on exorcists and paranormal activity.

Sherman continued his career back in Hong Kong, where he currently runs his own production company. They produce branding shorts for companies, as well as making some films for NGO’s. As well as this, Sherman has had the opportunity to work on feature films, including a role as a writer and extra in a local film which won best picture at the Hong Kong Film Awards. He also had the honour of assisting Oliver Stone when he was in town shooting “Snowden”.

When considering his passion for film, Sherman credits the guidance that he received from his teachers, in particular Mr. Kaiser. “I remember that I got into quite a bit of trouble in high school, so I would often be in Mr. Kaiser’s office! I wasn’t a bad kid, but I just had a lot of questions.” Sherman is still grateful that Mr. Kaiser supported his decision to take all art electives in his final high school years, a decision which he feels formed him as an artist. “I’d also like to give a shoutout to Mr. Rob Dacho, my high school music teacher, who really stoked my passion for music.”

As Sherman has mentioned, music and the arts is a theme which runs through his experiences at CDNIS. “I still remember the liberating feeling I got in my first photography class, when we were given cameras and told to shoot interesting things around school. This was really a place where I was given the resources to explore my interests.” The strength of the music programme during Sherman’s time gave him and his peers a strong sense of school pride. Mr. Harris Lo took the Music Department to new highs, and Sherman recalls opening the Hermes fashion show with the jazz band, and playing in the Hong Kong stadium during the Rugby 7’s.

Looking ahead, Sherman is bullish on the future of the film industry in Hong Kong. Even though he agrees that there isn’t a large variety of films being made in Hong Kong at present, he thinks that change is around the corner. “I see my peers and younger classmates studying at the top film schools around the world. Hopefully they will return to Hong Kong after their studies with different perspectives, so that they can tell the many stories waiting to be told here.”

“What was remarkable was that our strength lay not in the brilliance of a couple of individuals, but in the sum of our parts. Our year group was a great collection of artsy kids, and we felt the support of our teachers for our endavours.

I can honestly say that my life was changed by my experiences through the arts, and I still play the saxophone today.”

Sherman Mak

Class of 2007

32 | Empower Engagement Locally and Globally

GOPE AND MEERA Weaving Through India’s History Ritu Hemnani has a story to tell. The Canadian International School of Hong Kong (CDNIS) parent is now the celebrated author of Gope and Meera – A Migration Story, an engrossing children’s book depicting the Partition of India from the British Empire in the 1940s.

Historians will note that the journey of India’s independence resulted in one of the largest mass migrations in history, which in turn led to a disruption in social hegemony and widespread religious conflicts. To make her book accessible to younger readers, Hemnani expertly intertwines a touching tale about Gope and Meera, along with their grandchildren, Anoushka, Nadia and Tarun, against the backdrop of this extremely dark period of India’s history. It is hoped that Hemani’s children, as well as their classmates, will find inspiration from contact with a real life writer to explore their own writing talents.

Speaking to Red & White, the author attributed the inspiration of Gope and Meera – A Migration Story to her daughter Nadia, who asked the question: why do people migrate? While sharing her views about Hong Kong being a transitory place with families coming and going simply because of a change in job, Hemnani also delved deeper into the refugee movements in Afghanistan, Syria and Somalia where people migrate

Empower Engagement Locally and Globally | 33 because they have no other choice.

“That was when it hit me that our own family members, only two and three generations older, were involved in one of the biggest mass migrations in world history and that this was something my kids should know about because it is their story too,” said Hemnani.

“That weekend, when we met with my parents, and asked them about the stories they had been told, Gope and Meera – A Migration Story was born.”

The book’s two protagonists, Gope and Meera are in fact Hemnani’s own parents. While they were both young children during the partition, the CDNIS parent noted that she wanted to use them in the story “to emphasize the attachment that I hope my children will feel towards our ancestors who endured so much hardship and loss.”

The three other characters in the book, Anoushka, Nadia and Tarun, of course share the same names as Hemnani’s own children. This was an intentional decision by the author, as this was their story, and she wanted it to resonate with them. This appears to have worked as all three children “now feel like they are little experts on the history of India!”

“I believe that young people today have much to learn from our elders, and I hope they are inspired by the admirable courage, determination and resilience they had to find within themselves, giving their todays so that we could have our tomorrows. Perhaps with understanding, our children will not take our safe homes for granted, will have a new appreciation for our language and culture and will realize that even though life may knock you down, you can rise again like a phoenix from the ashes, just as our forefathers did, because their sheer grit is already in our DNA.” Hemnani’s love for writing developed at a young age, and she revealed that she would often write letters to her friends in Hong Kong while enjoying the hot monsoon summer holidays in Mumbai. She also kept a not-so-secret diary filled with exciting daily observations, and would often present her loved ones with humorous poems to brighten up their day.

This interest in putting pen to paper also extended to reading. One of her favourite authors growing up was Enid Blyton, the mind behind classics such as the Famous Five, Secret Seven and The Naughtiest Girl. Describing the legendary English writer as one of her best friends growing up, Ms. Hemnani recalls that Blyton “invited me to The Enchanted Wood, introduced me to The Famous Five and held my hand as I experienced boarding school life at Malory Towers.”

“Books gave me a door into a magical world where I could see, smell, hear, taste and feel different cultures and imagine what it was like to walk in the shoes of a person I had never met.”

Hemnani’s passion for reading and writing has been passed on to her children, and she’s thrilled that

everyone at home loves to read. A daily activity in the Hemnani household is DEAR time (Drop Everything And Read), which sees everyone read for 20 minutes before bed. Anoushka, Nadia and Tarun also regularly join Hemnani when she writes poetry during the holidays, enters writing competitions and sends old-fashioned postcards and letters.

“My children are definitely inspired to read and write for leisure because they see me doing it too, so this is something I would highly encourage parents to keep in mind.”

As an advocate and staunch supporter for aspiring writers seeking to try their hand at writing, the author of Gope and Meera – A Migration Story has this to say: “Read, read and read! Also, get out there and have big crazy and wonderful experiences! Keep a diary or start an online blog, create a poem, write a story…be patient with yourself and the process and remember that all the emotions, failures and successes you experience are useful in your writing. Use mind maps to organize your ideas, try to show and not tell about what is happening, be prepared to re-draft and edit your work more than once and never forget to celebrate all the elements that make your writing unique on this exciting journey!

To find out more about Gope and Meera – A Migration Story, including how to order your own copy, please go to www.rituhemnani.com

34 | Empower Engagement Locally and Globally

DISASTER RELIEF ACTION GROUP Reaching Out to Help Out Character building is one of the three pillars of future ready learning at Canadian International School of Hong Kong (CDNIS). Empathising with others, taking the inititiative and demonstrating leadership are qualities that have been demonstrated over many years at the school through its fundraising for numerous charities and those in need. Over the years, various campaigns, starting with the 2004 tsunami in the Indian Ocean, have prompted monetary donations from our community through support of special events and Dress Down Days, tying in with the school’s vision to empower engagement locally and globally. When a recent audit revealed that just over HK$340,000 of funds raised in recent years had not been allocated, school officials decided to rectify the situation, and in February 2017 a Disaster Relief Action Group was formed to decide the best way to allocate the funds, while staying true to the original goal of disaster aid and humanitarian assistance.

Students, GIN staff supervisors, members of the leadership team, CISPA Outreach parents, and the

Coordinators of Local & Global Engagement collaborated to produce a list of appropriate recipient organizations based on ethos, transparency and current initiatives related to disaster assistance, community rebuilding and education. After much research and deliberation, the committee voted to divide the total sum of HK$340,118 between three regional charities: Child Welfare Scheme Nepal, ActionAid Nepal and the Philippines Red Cross, with each receiving HK$113,372.80, in response to recent natural disasters occuring in Nepal and the Phillipines.

Along with letters of appreciation from the two Nepalese NGOs, CDNIS has received updates about how the donated funds are being used. Child Welfare Scheme Nepal will create child-friendly schools in the Marpak district of Nepal, where they are currently rebuilding schools that collapsed in the April 2015 earthquake.

Avishek Rai, Project Manager at CWS, highlighted that their goal is “to improve teaching quality, educational resources and infrastructure such as libraries, toilets, clean

Empower Engagement Locally and Globally | 35 water, safe classrooms, computers etc. By making schools safer, more fun and interesting, children will stay in school longer. The longer a child stays in school, the longer they are protected against trafficking and exploitation, and the better chances they have of securing a livelihood and breaking the vicious cycle of poverty.”

CDNIS first worked with CWS Nepal as part of Experience Week 2008, when 60 students and staff visited their Jyoti vocational training centre, bringing donated stationery and supplies to support their youth programmes. This year, a new Experience Week trip helped Nepalese village schools recover after an earthquake in the Pokhara region.

The other Nepalese beneficiary, ActionAid Nepal, chooses to follow the model of “not imposing solutions, but rather working with communities over many years to strengthen their own efforts to eradicate poverty”, as Milly Hooke, Community Fundraiser, puts it. The Disaster Relief Action Group wanted to support charities that focus on a continued recovery programme to help locals rebuild their lives, as it is often seen that donations flow to affected regions immediately after a disaster, but funds are still required for long-term development many years after the event. Along with distributing emergency food and shelter, ActionAid Nepal has been helping families construct stronger homes and has especially supported vulnerable women to increase their ability to earn a sustainable income with access to training, employment and support groups. This all leads to a knock-on impact to empower the rest of their communities. This is a good example of the proverb, “feed a person a fish, they can live for a day; teach them how to fish, they can live for a lifetime.”

While CDNIS strives to foster meaningful participation and service through Experience Week trips and CAS projects, as well as encouraging engagment in the local community, fundraising will continue to be a part of what the school does, in order to respond to urgent needs, as it has in the past. It is rewarding for the community to know that the money raised at CDNIS is making such a difference to the lives of other less fortunate in communities around the region.

36 | Empower Engagement Locally and Globally

ASSOCIATION OF CHINESE TEACHERS CONFERENCE Best Practices Shared Amongst Experts The Chinese Studies programme at Canadian International School of Hong Kong (CDNIS) has been heralded as one of the finest among English language schools in Hong Kong. Recognised as a leader of its field within the highly competitive international school industry, due to the strong teaching quality and resources afforded here, CDNIS was chosen to host the annual Association of Chinese Teachers (ACT) conference for the second successive year. The development of core skills, including language and literacy is a key component of future ready learning under Project Innovate.

The one-day event saw 300 top educators who specialise in teaching Chinese at international schools in Hong Kong and around Asia come together to

Empower Engagement Locally and Globally | 37 participate in the conference. It consisted of a full-day schedule filled with workshops and interactive discussions on how to develop innovative and resourceful ideas when teaching Chinese to a wide range of abilities and diverse cultural backgrounds. Now in its fifth year, the ACT conference, which has grown both in size and reputation, reflects the growing importance of the Chinese language, revealed CDNIS Director of Chinese Studies Penny Pan. “The importance of learning and teaching Chinese really gained momentum over the past decade, especially with the economic boom in China,” said Ms. Pan. “For the majority of international schools located in the Far East, Chinese has become a standard second language to learn. Prior to that, French and Spanish were the foreign languages of choice.”

The CDNIS educator also noted that despite this relatively recent trend, there were already many international schools in Hong Kong that offered Chinese as a second language option. However, the problem here was that the conventional teacher’s training was based in countries such as Mainland China and Singapore – something that the Cantonese-speaking city of Hong Kong lacked.

“With so many Hong Kong-based international schools running Chinese as a subject, it seemed strange that we had to send our teachers overseas in order to attend professional development conferences. It was at this point where I discussed the possibility of creating a conference in Hong Kong with several Chinese Head of Departments.”

“However, we will probably have to consider hosting a two-day conference in the future, simply due to the growing number of teachers that have expressed their interest in joining the ACT.” Ms. Pan remains keen for CDNIS to continue to host the ACT Conference, as she believes that doing so truly raises the profile of the CDNIS and its Chinese Programme. In particular, she credits the workshop’s focus on delivering quality presentations as key.

“We receive an extensive number of applications every year from teachers that wish to present. We study each presentation prior to the Conference and choose only the very best ones that will be delivered on the day itself. As a non-profit organisation, we are driven not by monetary gains, but by quality.”

It also provides CDNIS teachers with the chance to be presenters, as opposed to merely being participants, which was previously the case when they attended overseas workshops. Ms. Pan is immensely proud of the quality of her Chinese faculty team, and given the outstanding reputation that the Chinese Programme enjoys within the international school sector in Hong Kong, she believes that CDNIS has the potential of being a training centre as well.

“I don’t think of it as competition, but rather it’s about learning how to teach Chinese well,” said Ms. Pan. “We have the facilities, we have the teaching resources and we have the expertise too. I want to give our teachers the chance to share their experiences to others, and grow as presenters as well.”

While the original intention was to make the ACT Conference a local event, positive reviews eventually led to a growth in regional interest, and CDNIS was chosen to take over as the host school last year in order to accommodate such substantial growth. Looking ahead, Ms. Pan is optimistic that this trend will continue next year, but is wary that the growth might become too much.

Gaining the opportunity to present to other educators is an important part of professional development. Ms. Pan fervently believes that “the best way to learn is to teach”, and has become a strong advocate for encouraging the younger Chinese teachers at CDNIS to become active presenters during the ACT conference.

“CDNIS is probably one of only two international schools in Hong Kong that can accommodate the event. Not only do we have the size, but we also have administrators that oversee the Chinese Studies programme,” said the Director of Chinese Studies.

“It gives them confidence and passion. They also understand the value of spreading their messages to others. It’s not all about learning from others, sharing their ideas is equally as important. I want to develop a sharing culture of teaching as well,” she concluded.

38| Empower Engagement Locally and Globally

TENCENT YOUTH CAMP Tech Giant Inspires CDNIS Students

Hong Kong has had an economic and technological edge over most of Mainland China in the past 50 years.

However, in the last five years, the boom of internet technology has led Shenzhen to become a hub of innovative companies, including Tencent, DJI and Huawei. To experience this phenomenon, 10 Canadian International School of Hong Kong (CDNIS) students, including myself, participated in the Tencent Bay Area Youth Camp in August 2017. As our school places an emphasis on future ready learning as part of Project Innovate, this was a good opportunity to visit companies who are at the forefront of the tech industry.

One of the highlights was an afternoon spent testing out some of the revolutionary products at the headquarters of DJI, the worlds biggest developer and manufacturer of drones. The following day we visited the headquarters of Tencent, the fourth biggest internet company in the world, where we took part in a cash-free experience through an innovative game app.

This cash-free experience proved to be the most inspiring part of the camp. – It allowed us to see how Hong Kong is now lagging behind Shenzhen when it comes to the integration of new technologies in our daily lives – from renting bikes, buying books and sending money to one another.

This is something that Hong Kong needs to improve on, as we experienced first hand how technology can make life more convenient and flexible, when implemented correctly. At Tencent, we also had the o portunity to visit the intriguing Augmented and Virtual Reality Lab, part of the company’s Research and Development facility.

I greatly enjoyed getting to know more about new technologies, but I am also inspired by the potential that technology can have on our lives. This does not only apply to those that wish to work in technology, but anyone seeking to embrace it and use it to improve human lives and discover the undiscovered.

Another memorable event at camp was a sailing experience, which was new to most of us. I was utterly impressed and amused by the commitment and teamwork from our entire team, which helped strengthen our bond with each other in the following days. Horace, one of our CDNIS participants stated after the activity: “I learnt that yachting is significantly more difficult than I initially thought and requires a lot of teamwork and coordination.”

The Tencent Camp was a great opportunity to learn about the latest tech and about ourselves and our friends. We hope this will become an annual event for CDNIS students.

Empower Engagement Locally and Globally | 39

“I think I want to pay even more attention to the tech world and the ways it’s starting to evolve.”

Rossyln, Grade 11 student

Written by Grade 11 student Tungsten Tang

In the next edition of RED & WHITE In your next edition of Red & White we will bring you another collection of inspring, cultivating and empowering stories including...

Visual Arts Graduates Making Their Mark From kinetic sculptures to fine art painting, find out more about what makes the CDNIS Visual Arts Department so unique and why CDNIS students are recruited by the world’s top art schools.

Home of Love Spreading love over the holidays, CDNIS students once again help to make the holidays brighter through distributing basic essentials for the those in need in Sham Shui Po.

Making A Splash CDNIS and Splash Foundation join forces in making the pool a safer place through swimming lessons for helpers and underprivileged children. Read about how CDNIS students are planning to expand this programme to include swimming for refugees.

Canadian International School of Hong Kong 36 Nam Long Shan Road, Aberdeen, Hong Kong Phone: (852) 2525 7088 Fax: (852) 2525 7579 schoolinfo@cdnis.edu.hk www.cdnis.edu.hk