& White Winter 2019 | Issue 5
Inspire Excellence Hong Kong’s Innovative School Cultivate Character Game On Empower Engagement Learning Has No Borders
To inspire excellence, cultivate character, and empower engagement locally and globally.
Welcome Note Assembling the latest issue of Red & White has been a mammoth task, as the standard set by earlier issues was high. I am excited to present this issue of Canadian International School of Hong Kong’s (CDNIS) school magazine, and I am sure you will enjoy reading about the variety of events and activities which have taken place this term. There is always so much going on at our school, that at times it is difficult to select the highlights to showcase in our bi-annual magazine. Celebrating the unique qualities and successes of our more than 1,800 students is something that everyone at our school delights in. In this issue of Red & White, we are proud to feature the achievements of a number of our students, but also two of our recent graduates. James Chow and Katie Yeung took two very different paths during their 14 years at CDNIS, both excelling inside and outside the classroom walls on their way to studying medicine. It is fantastic to read about their journey and how they developed at CDNIS, as their stories here started at the age of four!
& White Editors Marie Baird Melanie Hnetka Design and Art Direction Tiffany Lam Photography CDNIS Communications Department Upper School Media Team Raymund Chan William Shaw Story Tellers Ashley Benusa Sophie Borduas David Butler Catharine Ho Chris Niem John Stringer Rebecca Tupling 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
Our school’s inclusion by Cambridge Strategies Innovation 800 as one of the world’s most innovative schools is also worth celebrating, as our innovative approach to teaching and learning even reached the offices of the Austrian Chancellor, who visited our school early in the term. Another visitor that roamed our halls and created just as much excitement was the Stanley Cup. Lord Stanley’s 126-year old prized trophy is something hockey players from around the world aim to hoist over the head and we at CDNIS were the first to welcome it to Hong Kong. It is exciting to see the diversity of activities that take place at CDNIS, and this is reflected in this issue of Red & White. As you will read, whether you are interested in the arts, languages, hockey or coding, there is ample opportunity for you to find your niche and thrive at our school. Red & White is a collective team effort and I would like to thank all those who have contributed to this issue for sharing their stories. As we enter into 2019, I am looking forward to continuing to celebrate our successes as we work together to inspire excellence, cultivate character, and empower engagement locally and globally. David Baird Head of School CanadianInternationalSchoolOfHongKong @CDNISComm @cdnishk @cdnishk cdniseduhk company/canadian-international-school-of-hong-kong
Contents 04
Inspire Excellence 04 Perfect 45 James Chow lifts the lid on the secrets of his success 06 Hong Kong’s Innovative School Austrian Chancellor experiences future-ready learning at CDNIS
08
08 Katie Yeung’s path to medical school One of 10 students to enter exclusive medical pathway 10 The OSSD explained Learn more about the Ontario Secondary School Diploma 12 Early Decision Everything you need to know about early decision to US schools
14 Cultivate Character 14 Game On Lord Stanley’s prized trophy makes its Hong Kong debut
06
16 Battling it out for Robotics Supremacy Students display innovation and creativity in robotics competition 18 Hockey World Championships Hong Kong national team faces off in New Zealand 20 New Design Studio Fantastic new space for students to make, create and collaborate 22 Hearing Colours, Seeing Sounds Making connections through the arts
10
18 28
24 Empower Engagement Locally and Globally 24 PICO Summer Programme Collaborating with Israeli innovators for exclusive STEM course 26 Learning Has No Borders Language exchange enhances Chinese programme 28 Living The Language French students immerse themselves in cultural learning 30 Welcome to the Leo Lee Arts Centre Inspiration from the arts behind creative mural
26
32 Student Artwork Now On View School gallery showcases student art
30
33 The Elijah Tupling Fun Run Family tragedy inspires small town in Canada
20
04 | Inspire Excellence
PERFECT 45 James Chow lifts the lid on the secrets of his success Last July, Canadian International School of Hong Kong (CDNIS) graduates waited nervously as their International Baccalaureate (IB) exam results were released. Receiving their results was the culmination of two years of hard work in the Diploma Programme (DP), as well as the final hurdle in their acceptance to the top universities around the world. CDNIS, which celebrated its 9th successful IB diploma year, once again had one of the largest DP cohorts in Hong Kong. The Class of 2018 achieved the school’s best results ever. Of the 114 students who took the IB DP exams, one received a perfect 45, 12 scored 43 or 44 points, while 43 students achieved an exceptional score of 40 points or higher. The school’s pass rate for the Diploma was 100%, and the average score was 37 - significantly higher than the worldwide average of 30 points. CDNIS student James Chow was beaming from ear to ear as he found out that he had scored a 45 in his IB results. By achieving a score of 7 in all six major subjects, in addition to securing an extra three points in both the Extended Essay and Theory of Knowledge, James joined a select group of 259 students worldwide with a perfect
score, a feat achieved by fewer than 0.4% of all candidates. James, who is currently studying medicine at the University of St Andrews, was pleasantly surprised by his stellar results. “I’m still in shock at the news!” exclaimed James the day after the results were released. “My first reaction was that I was happy to meet the conditions of my offers to study medicine. I will probably have a nice dinner with my close friends and family to celebrate.” When asked what advice he would give to future IB students, James reflected that he found having a balanced schedule allowed him to study more efficiently: “Always stay balanced. Ahead of academics, striving for balance is the most important aspect in my life. Both service and athletics play a big role in shaping who I am as a person. I’ve really enjoyed playing basketball and volleyball up until my final year at CDNIS, as well as being involved in Habitat for Humanity.” Having studied at CDNIS all his life, James started in Reception as a 4-year old and stayed until he graduated, he was well versed in the mantra of combining
Inspire Excellence | 05 While he was studying for his exams, James utilised a variety of ways to make sure he was in prime condition to do well. In additional to mixing up his study sessions by studying alone and in groups, he also used different techniques to study for the different subjects he was taking. “One of the hardest parts of the IB was that we have to study six subjects at the DP level,” James explained. “This put a large strain on our time, but I found it useful to use an app to organise my time, so that I knew how much time I was spending on my different activities. I also relied a lot on support from those around me, from my teachers, friends and family. They really got me through these two years.”
academic excellence with the pursuit of extracurricular interests preached at CDNIS. In fact, some of his favourite memories during his 14 years at the school involve time spent with friends playing sports. Tim Kaiser, Upper School Principal, praised James as the archetypal CDNIS student. “What impressed me so much about James was that when he finished his university interviews in the UK, he flew straight to Bangkok because his T-Wolves basketball team was in SEASAC and he didn’t want to miss any of it. This showed me how much James was committed to the school, to his teammates, and to the goals he’d set for himself in his Grade 12 year.”
Despite offers to study medicine in Hong Kong and Canada, James chose to pursue his medical studies in St Andrews, and he is enjoying life there so far. In addition to meeting peers from around the world, many of whom share his interest in medicine, he is enjoying the atmosphere and sense of community at St Andrews as well, with students of all years being very friendly and approachable. “As I have begun to get into the flow of things, I have taken the time to join in on different activities, including being the only first-year representative of the oncology society,” James said. “Medicine so far has been challenging in terms of workload, however, it has also been very interesting and exciting as well. Looking forward, I hope to further pursue my medical interests, have fun and make my mark at St Andrews.”
06 | Inspire Excellence
HONG KONG’S INNOVATIVE SCHOOL Austrian Chancellor experiences future-ready learning at CDNIS In August, Canadian International School of Hong Kong (CDNIS) was delighted to host an Austrian delegation to the school, led by His Excellency The Federal Chancellor of the Republic of Austria, Sebastian Kurz. On his trip to Asia, Chancellor Kurz was particularly interested in seeing how technology is used in schools, and during his time at CDNIS, he was able to see first hand the innovative teaching and learning taking place at the school. Accompanying him were Ministers representing Transport, Innovation and Technology; Education, Science and Research; and Digital and Economic Affairs, along with many other prominent Austrian business leaders. The Federal Chancellor observed how Grade 3 students use their iPads to record their learning in digital portfolios, and the Chinese Studies Department highlighted their e-book programme. The guests also visited a teacher professional development session focused on robotics, led by the Learning and Teaching Technologies team, before moving on to the new 6/F
Design Studio, where Upper School and Lower School students demonstrated how they use iPad Pros, 3D printers, laser cutters and virtual reality headsets as part of their learning. Head of School David Baird, who hosted the Austrian group, said, “CDNIS has long been recognised as an innovative school. We were one of the first Apple Distinguished Schools in Asia and one of the first schools in Hong Kong to introduce a laptop programme. CDNIS students have been using iPads as a learning tool since 2011, while our youngest students (up to Grade 3) have participated in our one-to-one iPad programme for three years now. Starting this year, all Grade 4, 5 and 6 students will spearhead our one-to-one robotics programme. There are also countless opportunities for our students to use other technologies including 3D printers, virtual reality, and laser cutters during class time and as part of our extra-curricular programme, such as the Blueprint Club.”
Inspire Excellence | 07 very honoured to have been recommended by Apple as a cutting edge school where the Chancellor and his team could see innovative classroom technology in action.”
One of the classes which the Chancellor observed was Keren Glazier’s Grade 3 class. “Members of the class were able to explain to Chancellor Kurz how and why they use Seesaw, an app which allows them to keep digital portfolios of their work,” Glazier explained. “Using Seesaw is great, and it is easy to use for the students. If they are documenting a mind map that they have drawn, they can take a photo of it, upload it to the app and then caption it using words or an audio message. This helps students to reflect on their learning, on what they have done well and not so well. By getting students to think about the purpose of their tasks, they are encouraged to tie it in with the units of enquiry or their own individual goal-setting. Parents are involved in the process as well, because they get a notification every time their child posts something. Some parents comment almost immediately when they see their child’s work!”
At the end of his visit to CDNIS, Chancellor Kurz and other Austrian ministers were presented with gifts by selected students, including Upper School Student Council members. The tokens of appreciation included a copy of the CDNIS Monopoly game. Board Chair Godwin Hwa said, “We were honoured to host Chancellor Kurz and for him to recognise the innovative learning and thinking at CDNIS. We know Austrian officials are looking to introduce a tablet programme in their schools for students up to the age of 14, and we are extremely proud the Federal Chancellor wanted to experience first-hand the digital programme at our school. To have the chance to showcase life at CDNIS to a foreign head of state is a real pleasure.” CDNIS is looking forward to welcoming a delegation led by Johanna Mikl-Leitner, Governor of Lower Austria, for a follow-up visit in April 2019. The Governor’s visit will facilitate the further exchanging of views on technology in education. CDNIS remains committed to staying at the forefront of education, providing future-ready learning for students.
Through the visit, the Austrian delegation was not only able to witness the wide range of technology at CDNIS, but also learn how it is incorporated into the curriculum to enhance learning by interacting with teaching staff and students. Lower School Principal Helen Kelly commented, “CDNIS was the only international school Chancellor Kurz visited during his time in Hong Kong and Singapore. We were Watch the highlights of the Chancellor’s visit.
“I have been so impressed with what our delegation has been shown today during our visit to CDNIS. Bringing these new technologies into classrooms and providing students with the skills they will need for the future is what all schools should be doing.” Sebastian Kurz
His Excellency The Federal Chancellor of the Republic of Austria
08 | Inspire Excellence
KATIE YEUNG’S PATH TO MEDICAL SCHOOL One of 10 students to enter exclusive medical pathway Being accepted into the prestigious Queen’s University Accelerated Route to Medical School (QuARMS) admissions track is no mean feat. Described by the university as “a unique opportunity for Chancellor’s Scholarship nominees to enter medical school after only two years of undergraduate study,” the pathway accepts just 10 applicants a year, after a rigorous application process. Over 900 applicants from around the world compete for this opportunity. Katie Yeung, who graduated from Canadian International School of Hong Kong (CDNIS) in 2018, is currently studying to be a doctor through QuARMS. To be considered for admission to the pathway, you must first be nominated for the Chancellor’s Scholarship at Queen’s University. A stellar student, Katie was the only nominee from CDNIS. Katie is a proud member of a tight-knit graduating class, 46% of whom joined CDNIS in Grade 1 or earlier. Katie herself walked into CDNIS as a 4-year old in Reception, meaning she spent the entirety of her schooling in the Nam Long Shan campus. She credits the community of Grade 12 students for giving her support during her final IB Diploma Programme years. “I really treasure the
moments we had with each other in the 3/F student lounge. When we were stressing out over exams and university applications, a peer was always on hand with an encouraging word or a smile. This kept us going as a group during a stressful time.” QuARMS seeks well-rounded students who are leaders in their community, and Katie certainly embodies these traits. In addition to being President of the Habitat for Humanity club, Katie was also involved in Scouts, Model
Inspire Excellence | 09 Despite offers from medical schools in the UK and Hong Kong, Katie decided to pursue her medical studies at Queen’s. It was a difficult decision for her to make, as she had to consider the implications of where she could practice after graduating. The offers from other countries would also have allowed her to enter medical school directly. However, the QuARMS pathway, which focuses on academic and extracurricular enrichment, as well as the opportunity to broaden her horizons with two years of general undergraduate study before guaranteed entry in medical school, led her to her current path in Kingston, Ontario.
United Nations, and tutoring refugee and asylum seeker children, as well as representing CDNIS in volleyball and basketball. Katie chose to devote her time to service work after going on build trips with Habitat for Humanity, and seeing the tangible difference that they made in the lives of others through the new homes that they helped to build. “Despite an increase in the amount of schoolwork during the diploma programme, I did my best to keep up with my extra-curricular activities, because I felt that they would keep me sane and healthy. I actually think that the greater demands that these activities placed on my time allowed me to develop better time management skills, and carve out time for revising and homework,” Katie said. “I’m lucky that I have a good relationship with my parents, so they didn’t ever pressure me to do fewer activities and focus on my schoolwork. They allowed me to be independent, and I think this made me work harder because I didn’t want to let them down.” Katie also credits CDNIS with shaping the person she is today, as she tracks her growth throughout her time at the school. Academically, she says what she values the most are her critical thinking skills, the ability to evaluate information that she comes across and see things from different perspectives. Katie benefited from the encouraging nature of the Timberwolves sports programme as well, and she remarks that the sense of community within the different sports teams she played on was very strong, and no-one ever put anyone else down. Lastly, Katie reflected that the growth mindset that she was encouraged to foster at CDNIS allowed her to push the boundaries with what she was able to achieve. Stephen Smeed was Katie’s Grade 8 homeroom teacher, as well as her DP Geography teacher, MUN supervisor, and Grade 12 Experience Week trip leader. He had this to say about Katie’s growth at CDNIS: “Ever since I met Katie in Grade 7 she showed the attributes of a successful student: a strong work ethic, desire to succeed, and an innate curiosity about the topic being discussed. These attributes grew and flourished over her years at CDNIS. One thing that did change for Katie was the amount of action she began to take to impact the world and people around her. By her senior year Katie seemed to seek opportunities for service and to extend her learnings in the classroom out into the world.”
Katie has now settled into life in Queen’s and is looking forward to what the future holds. “I’m excited to be in QuARMS, and I think that being in the pathway will allow me opportunities I wouldn’t get at other schools. Just the other day, I was invited to a fireside chat with the Dean of the School of Medicine with nine other students, and we got to pick his brain on his research and career. I haven’t decided what I want to specialise in yet, or where I want to practice, but I’m considering pediatrics or dermatology. I’m glad that I chose to study medicine, as I’ve always been passionate about the sciences, and I hope that I’m able help others by being a good doctor.”
10| Inspire Excellence
THE OSSD EXPLAINED Learn more about the Ontario Secondary School Diploma By David Butler, Upper School Vice Principal
One of Canadian International School of Hong Kong’s (CDNIS) greatest strengths is our dual-diploma: almost all graduates earn both the Ontario Secondary School Diploma (OSSD) and the International Baccalaureate (IB) Diploma. Parents in the CDNIS community have heard a lot about the IB Programme over the years, but many parents know less about the OSSD and its value in student admissions to universities and colleges. In fact, data suggests that more CDNIS graduates are accepted to universities based on their OSSD grades than on their IB Predicted Grades. It is therefore important that parents be aware of how the OSSD works and some strategies that can give students a competitive edge. The OSSD at CDNIS CDNIS has partnered with the Ontario Ministry of Education since our inception, and is authorized to award the Ontario Secondary School Diploma. This means that, rather than receiving a “CDNIS diploma”, our graduates receive the same diploma as every graduating student in Ontario. Our students must fulfill all the requirements of the OSSD (details below) and CDNIS is inspected annually by the Ministry to ensure that we meet their standards of excellence. When CDNIS students apply to universities, their OSSD grades are then compared against other Ontario graduates. Since CDNIS students tend to be high-achieving, this comparison is usually favourable. The OSSD therefore gives our academic programme the credibility that comes from Ministry authorization, a globally recognized brand, and a playing field in which they are advantaged. OSSD REQUIREMENTS 18 Compulsory Credits 12 Elective Credits
• CDNIS Counsellors track credits earned, including transfer credits for new students. • They ensure that all required credits are accounted for.
40 Hours of Unpaid Community Service
• Completed in Grades 9 & 10 at CDNIS, allowing students in Grades 11 & 12 to focus on CAS.
Pass the Ontario Literacy Test
• All students take this in Grade 10. • Newly arrived students can take in Grade 11 or 12. • Students who do not pass the first time can re-take the following year.
The IB and the Dual Diploma The IB programme brings added value to CDNIS’s academic programme, ensuring that our students are academically balanced, think conceptually, and demonstrate their learning through rigorous external assessments, such as the final IB exams. Many universities value the IB Diploma and actively try to recruit IB students. But the reality is that most university applications are reviewed, and acceptance decisions made, months before students take their final exams. This means that when universities review IB grades, they are only seeing teacher predictions of student success. One result is that many admissions offers made based on IB grades are conditional: final admission can be withdrawn if students do not perform as well as predicted. Because OSSD grades are based on current achievement, and include final grades from the Grade 11 year, university admissions offers based on OSSD grades are less likely to be conditional than those based on IB predicted grades.
How Universities Read the OSSD Transcript Regardless of how many Grade 12-level courses a student has taken, universities will average each student’s top six OSSD Grade 12 marks for admissions purposes. All will require Grade 12 English to be one of those grades, and some specialized programmes will require other courses too. Beyond those requirements, universities look at the highest grades. Example #1 Applying for Commerce at the University of Toronto
Example #2 Applying for Science at the University of British Columbia
Example #3 Applying for Engineering at University of Waterloo
• Grade 12 English • Grade 12 Calculus • Next four highest Grade 12 course grades
• Grade 11 Chemistry • Grade 11 Physics • Grade 12 English • Grade 12 Math (Advanced Functions or Calculus) • Grade 12 Biology or Chemistry or Physics • Next three highest Grade 12 course grades
• Grade 12 English • Grade 12 Math (2 credits: (Advanced Functions and Calculus) • Grade 12 Physics • Grade 12 Chemistry • Their highest grade in one additional Grade 12 course
Inspire Excellence | 11
Strategies for Making a More Competitive OSSD Transcript There are two ways that students can improve their OSSD grades in order to make for a competitive university application: 1) Re-Take Courses The Ontario Ministry of Education’s policy is that if a student takes the same course a second time, only the higher grade will appear on the transcript. The transcript will show that a student re-took the course, but the original grade will no longer be printed. This means that if a student is disappointed with a grade, they can re-take that course through a summer school programme or online via Ontario’s Virtual High School (www.virtualhighschool.com). Because these courses consist of previously-learned material and are not graded using IB requirements, students tend to perform better and raise their transcript grade. 2) Take Additional OSSD Courses One downside of the IB programme is that it limits the number of courses that a student can take during the school year. Outside the school year, however, students have the opportunity to take courses, especially at the Grade 11 or 12 level, that could add to a student’s profile. OSSD credits can be taken through summer programmes in Ontario or online with Ontario’s Virtual High School. Additionally, CDNIS offers accelerated OSSD courses, including Grade 12, through our OSSD Summer School. Any of these provide an opportunity for a student to explore a discipline outside of their six IB subjects and potentially earn a grade that will make their OSSD Transcript more attractive.
12 | Inspire Excellence
EARLY DECISION Everything you need to know about early decision to US schools Applying early to American colleges is all the rage, with many citing the discrepancy in early decision (ED) versus regular decision admissions rates as the reason for the upsurge. Looking at the statistics, it’s easy to see why people come to this conclusion. For example, for the Class of 2021, Cornell’s early decision acceptance rate was 25.6%, compared with 10.8% for regular decision. At Canadian International School of Hong Kong (CDNIS), many Grade 12 students also choose to apply early decision. However, the advantages and disadvantages should be weighed before making this choice. Many American colleges offer early decision application options. The deadlines for applying to these options are earlier than applying through the regular decision route, typically at the end of October compared to the beginning of January. This means Grade 12 students need to be organised with their applications, requiring application essays to be written earlier and materials to be gathered, as well as in-depth university research. This is because students may only apply early decision to one college.
If a student is admitted early decision to a college, the decision is binding. Students are compelled to withdraw any existing applications immediately and refrain from making any new applications. The CDNIS Guidance Office is professionally and ethically bound to support this step. Therefore, it is important for students to be fully committed to attending a college they apply early decision to, having decided in conjunction with the Guidance Office that it is a good fit for them.
Inspire Excellence | 13 There are various benefits to applying early decision. Chief among these is the opportunity to be accepted early to a dream school, therefore reducing time spent on submitting applications to other colleges. However, because early decision admission results are released in mid-December, students should not wait for the outcome before starting their regular decision applications, as they will be left with precious little time to complete them if early admission is not achieved. Elena Xue, CDNIS Class of 2017, was successful in her early application to Cornell. “I started working on my applications the summer before I started Grade 12,” she explains. “My counsellor, Catherine Irvine, helped me a lot when researching colleges, and I narrowed down Cornell as the school which fit me best. I was accepted into the School of Industrial and Labor Relations, pursuing an interdisciplinary major which I hope will lead me into law or business school. I kept a detailed timeline of my progress to make sure I met the application deadlines.” Students and families are tempted into applying early decision by the high acceptance rates versus the regular decision ones. While there is evidence to support this, the difference in acceptance rates varies from school to school. Also, the higher early decision acceptance rates are partly reflected by the higher calibre pool of applicants, all of whom are restricted to applying to only one school in these rounds of applications.
It is also important to understand the nature of the early decision applicant pool, which for many schools, includes significant numbers of applicants with particular advantages, or “hooks” (in admissions parlance). These include legacy applicants (children whose parents attended the university as under graduates), so-called “development cases” (families deemed capable of making significant monetary gifts to the institution), US students of colour and ‘first-generation’ students (US universities are keen to admit qualified American Hispanic, African-American, and Native American applicants as well as students who will be the first in their families to attend university), and especially, recruited athletes. Athletes of interest to coaches are vetted with the admissions office well in advance of the application deadline, and if deemed academically qualified for admission, stand a very high chance of being admitted. Coaches try to get their recruits to apply early decision due to the binding nature of ED. These constituencies, especially recruited athletes, tend to increase the early decision acceptance rate. All this being said, it is important to consider the individual student’s profile and post-secondary goals when deciding whether to apply early decision or not, and the CDNIS Guidance Office and counsellors will be on hand to offer advice. Such decisions should be made after careful planning and research, given the binding nature of acceptance offers. The CDNIS Guidance Office encourages early decision if the student is certain that they are applying to their ‘dream’ school.
Learn more about the Guidance Department, including Class of 2019 university offers.
“When doing my research, I reviewed a lot of college websites online to narrow down my list. Even though the application process was long, with a lot of essays to write, the motivation of attending a programme which suited my interests kept me going. ” Elena Xue, CDNIS Class of 2017
14 | Cultivate Character
GAME ON Lord Stanley’s prized trophy makes its Hong Kong debut Hockey fans at Canadian International School of Hong Kong (CDNIS) were treated to a chance of a lifetime in early September, as the Stanley Cup spent the morning at the school. More than 2,000 students, staff and parents were able to take photographs with hockey’s holy grail, as the most famous trophy in sports was the star attraction at various school assemblies. Since its donation in 1892 by Lord Stanley of Preston, the sixth Governor General of Canada, the Stanley Cup has become the unchallenged symbol of hockey supremacy. The Stanley Cup was first presented in 1893, making it 126-years old and the oldest trophy competed for by professional athletes. The 16-kilogram, 90cm silver trophy has travelled around the world, and this trip marked its first ever visit to China and Hong Kong. In addition to a promotional stop in Hong Kong, the Calgary Flames and the Boston Bruins also faced off in exhibition pre-season games in Shenzhen and Beijing. The Consul General of Canada to Hong Kong and Macao, Jeff Nankivell, attended the festivities. He had this to say regarding the Stanley Cup: “A big part of what CDNIS does in Hong Kong and China is to promote Canadian culture. As a Canadian, I can’t think of anything that actually is more emotional in our culture than this
trophy, which is the most famous trophy in sports, the oldest trophy competed for by professional teams, and is a legend. We are so thrilled to have it here today.” Accompanying the Cup to CDNIS was Phil Pritchard, also known as “Keeper of the Cup”, and a member of the 2001 Stanley Cup champion Colorado Avalanche, Alex Tanguay. Together, they gave informative presentations at the Lower School and Upper School assemblies, educating many students who were learning about ice hockey for the first time. Pritchard explained the history of the Cup, pointing out that every single winning player has their name inscribed on the gargantuan trophy, though
Cultivate Character | 15 space is fast running out. Meanwhile, Tanguay regaled the crowd with tales of his team’s run to Stanley Cup glory in 2001, giving insight into the commitment it takes to become successful as a professional sportsman. Head of School David Baird, an avid sportsman himself, said, “Hockey is a game that unites. And for those students that were in the assemblies this morning, they have walked away with the idea of a team camaraderie and what this trophy means to Canadians, and also what this trophy means to those who all play together on a team.” Among the most excited hockey fans present at the Stanley Cup event were members of the teaching staff at CDNIS, ecstatic at the opportunity to get up close and personal with a Canadian icon. Pritchard was happy to recount tales of the Cup on tour, as it is taken to the hometown of each winning player at the end of the season. The most common request from teachers was to locate their favourite winning player on the trophy. Lower School Vice Principal DJ MacPherson summed up the mood in CDNIS with these words: “For a Canadian who grew up with hockey, having the opportunity to be this close to the Stanley Cup is a once in a lifetime event, it means a lot. Already looking at some of our staff’s social media feeds, I can see how proud and happy they were today to have the experience, and the jealousy of all their friends back home. I wish to thank everyone for making this event happen flawlessly. We impressed the NHL representatives, our parents and our staff. Speaking with a few of the kids today, they appreciated the opportunity as well.”
Relive the Stanley Cup at CDNIS!
16| Cultivate Character
BATTLING IT OUT FOR ROBOTICS SUPREMACY Students display innovation and creativity in robotics competition Interest in robotics at Canadian International School of Hong Kong (CDNIS) has surged, and students keen to explore their interests in technology are given ample opportunities to do so both in and outside of the classroom. In November, CDNIS hosted the MakeX Robotics Competition, where contestants, including students from four other schools, competed to solve a series of challenges using robots. At CDNIS, even though coding and robotics are built into the curriculum, those interested in developing their talents further are encouraged to do so, including taking part in competitions such as the MakeX Robotics Competition. In the run-up to the event, students were given a set of 11 challenges to solve, six of which were used in the competition. Each of the challenges was different and difficult, stretching the students beyond what they had learned in class. Students who rushed in to try and solve the challenges all at once quickly learned to break down the challenges into a series of micro challenges in order to solve them. In total, 36 CDNIS students took part in teams of two, with students from both the Upper School and the Lower School. The youngest student to take part was in Grade 2. For Grade 6 student Nate, the MakeX competition was a chance for him to build on the robotics knowledge he gained in Grade 5, when he was part of the pilot 1:1 robot programme. He said the challenge of coding robots to do what you tell them to do was the main reason why he signed up to take part. “The competition was a lot of fun, but I was very nervous on the day,” Nate explained. “Unfortunately, my fears came true when I uploaded the code to my robot
and it flopped. This is part of the reason why I enjoy robotics though, sometimes you think you have it figured out, but then you have to solve problems through trial and error. It’s a very satisfying feeling when you are able to see your code working through the robot. I spent almost every free afternoon and lunchtime on the competition challenges, and I’m looking forward to using more sophisticated robots in the future.” Lower School Robotics and Coding Facilitator Vivian Fung visited the competition in Shenzhen last year, and was impressed that children as young as 6-years old were participating. She was instrumental in bringing the regional competition to Hong Kong this year, as MakeX were looking to expand beyond Mainland China. “The competition in November was even better than last year, as participants used more sophisticated robots,” Fung explained. “With this being a team competition, students had to work closely with their partners, and teams had to work together in different rounds also. We are keen to continue our partnership with MakeX and host the competition again next year.”
Cultivate Character | 17 The competition was also an opportunity for parents to be involved in their children’s interests. Through a series of Saturday morning sessions before the main event, parents were invited to mentor teams as they attempted to crack the challenges. Parent Karie-Ann Grout said, “It was an amazing experience for all involved - I am sure that more and more students will want to be involved in the future. We are very proud indeed at the lessons learned in coding, robotics, persistence and teamwork! Vivian Fung was a wonderful mentor and really spent a great deal of time and energy assisting the participants.” John Turner, Director of Digital Innovation, noted that there were numerous instances of positive parent child interaction on the day of the competition. A number of teachers who had been working with student teams were also present, providing valuable support for the teams. “It was pleasing to see the improvement that students made, which was noticeable even from the morning to the afternoon session,” said Turner. “After the competition, many students were still coming to OneDoor during lunchtime to work on their robots and solve the challenges. It’s great to see a culture of robotics thriving at CDNIS, and that students see it as a hobby rather than purely an academic pursuit.”
“Students not only had to spend time coding robots to solve the challenges before the competition, but they also had to build on their problem solving skills.” Vivian Fung
Lower School Robotics and Coding Facilitator
18 | Cultivate Character
HOCKEY WORLD CHAMPIONSHIPS Hong Kong national team faces off in New Zealand Representing your country is every athlete’s dream. For three Canadian International School of Hong Kong (CDNIS) students last April, this dream became a reality as they faced off against other countries in the 2018 IIHF Ice Hockey U18 DIII-B World Championship.
average height of our team was about 5’6’’, but most of our opponents were over 6’. It was intimidating playing against larger opponents, but we held our own. It was a real shame that we couldn’t get over the line in our match against New Zealand.”
Grade 11 students William, Michael and Julian represented the Hong Kong U18 team at the New Zealand tournament, facing off against South Africa and New Zealand. All three boys agreed that the experience of skating out onto the rink was a proud moment for them. “I got the chills when I realised that all our hard work had paid off and that the three of us were about to play in an international tournament,” Michael said.
For William, Michael and Julian, their friendship built over the years at CDNIS has sustained them through a bond that they share playing hockey. All of them were initially drawn to the fast nature of the sport, and the fact that there is always action going on in the rink. Michael, who started playing at the age of five, typically plays on the first line, which allows him to show off his skills with the stick. Meanwhile, William, the most physically imposing of the three, plays on the third line, playing the role of an enforcer.
The Hong Kong team performed credibly, defeating South Africa 4-2 in their first game, but they lost 8-5 to New Zealand in the final game. It was a heartbreaking defeat for the team, as it was closer than the score suggested, with qualification to the DIII-A group on the line. “Playing at an international level was a real eye-opener for us,” explained Julian, who played in goal. “The
Growing up in Hong Kong, William found it difficult initially to adapt to the physical nature of ice hockey. “I wouldn’t say that I had been exposed to a lot of sports with hard contact, so it was interesting to observe the game when I first started playing. I’m much more used to throwing my weight around now,” said William. “I really enjoy the physical nature of hockey now, and it does
Cultivate Character | 19 encourage team spirit when everyone gets involved. Even Julian skates up from the goal sometimes to support his team!” Playing hockey to such a high level in Hong Kong does have its drawbacks though. On any given day, if the three boys are not on the ice, they are in the gym. In total, they spend around 14-15 hours a week on ice hockey-related activities. Domestically, William, Michael and Julian play in the China Ice Hockey League, billed as the first full contact hockey league in Hong Kong. The three of them have benefited greatly from playing against adults, many of whom are expats and have played hockey to a good standard abroad. The camaraderie of the league participants has also taught them valuable life lessons. “It’s been a lot of fun playing in the CIHL, and we have made a lot of friends while learning how to play together as a team,” said Julian. “We have gotten to know our coaches well, as most of them play on teams too. There are only four teams in the league, so it is a very tight-knit community.”
Fresh from their exploits in New Zealand, the three CDNIS students have been selected for the men’s national team, and will represent Hong Kong in the 2019 IIHF World Championship Division III, which takes place in April in the United Arab Emirates. Looking forward, all three boys harbour hopes of continuing to play hockey after they leave CDNIS. In particular, Michael is planning to play NCAA ice hockey at college in America. “I know that it will be tough for me to make a college team, but I really love the sport, so I am working towards this goal. I try and spend as much time on the ice as I can, and I also train in North America over the summer. My experiences playing the game have kept me humble, which makes me work hard to become a better player.”
“The bond that you build up with your teammates means that you are more willing to go the extra yard to back them up on the ice. ” William, Grade 11 Student
20 | Cultivate Character
NEW DESIGN STUDIO Fantastic new space for students to make, create and collaborate By John Stringer, Design and Technology Department Head When a potential parent recently toured Canadian International School of Hong Kong (CDNIS), they were in awe of the array of equipment students get to use in the school’s new Design Studio. Laser cutters, 3D printers, and a CNC Router are just a few of the items students put to use on a daily basis, which caused this future CDNIS parent to exclaim, “Those are machines I was using during my studies at MIT not in elementary school!” Recently opened in August 2018, the purpose of the Design Studio is to provide a space where students and staff can make, create and collaborate, and use open-ended inquiry and design thinking to construct innovative products with empathy, purpose, and personal engagement. Located right beside the school’s main cafeteria, the room features windows on three sides, which allows for lots of natural light to flow in. Parents and other visitors can observe the next generation of global innovators and entrepreneurs hard at work from the comfort of the café adjacent to the Design Studio.
The idea for the Design Studio has been in the works for some time. This initiative takes the culture of innovation flourishing at CDNIS to the next level, providing an exciting vision for future-ready learning. The Design Studio is not only fitted with the latest equipment and gear, but it was designed to foster a collaborative environment among those who use the space as well. Students and staff work together during the design process, from market research to ideation, prototyping, creation and finally to evaluating the product and starting the cycle over again. This is why the Design Studio was outfitted with multiple surfaces, as well as examples of available materials, and examples of previous work from which to draw inspiration. Numerous projects are happening in the studio at any given time. In the first school term, MYP Design 9 students used the space to create educational board games. During the design process, students began by researching existing board games and met with board
Cultivate Character | 21 game design experts. Once they had a good idea of what they were going to create, the students used Fusion 360 and Adobe Illustrator to design the game, with the board game being created with either the laser cutter or CNC router and the game pieces crafted using the 3D printers. Students used hand tools to put the finishing touches on their pieces by filing, varnishing and painting. The school’s Blueprint Club is one group which you’ll find in the Design Studio every chance they get. After launching their RecycleBot project during the last school year, the students no longer need to move their projects around now that they have a dedicated work space in the Design Studio. The space is also being used by a student who is working on a prototype of a machine which works to clean dirty water, while another student is learning how to use 3D printers and how to solder as they work to build a custom computer keyboard. Students (and staff) appreciate having the space to work and having the tools and expertise there to guide them. The ideas flowing out of this space are endless!
ability to create hands-on projects with their students, which will open pathways for interdisciplinary learning. For parents, these future hands-on sessions will give them the confidence to work with their children on projects that may or may not be associated with a school or student club. Next time you are in school, come and have a coffee in the bistro area and take a look at what students are creating in the Design Studio!
Ensuring faculty and parents stay ahead of what the students are learning, the Design and Technology department is working to offer special professional development opportunities for those wanting to learn how to use the various types of software and tools made available in the Design Studio. For faculty this means the
“Being able to have a coffee and look into the Design Studio gives parents a unique “window” into the exciting opportunities their children participate in at CDNIS. Who would have thought that students would be designing and printing 3D turbochargers for race cars or designing objects using software that - until just five years ago - was reserved for professional draftsman, engineers, and architects.” David Baird Head of School
22 | Cultivate Character
HEARING COLOURS, SEEING SOUNDS Making connections through the arts By Ashley Benusa, Performing Arts Teacher performing arts classes last term. A Russian painter and a pioneer of abstract art, Vassily Kandinsky, experienced synaesthesia, and often attributed his choices as an artist to how the colours sounded rather than how they looked. He believed that art should evoke emotion rather than be a literal depiction of copied objects. An influential innovator in the art world, Kandinsky often drew inspiration from music, once noting “music has been for some centuries the art which has devoted itself to the expression of the artist’s soul, in musical sound.” After examining Kandinsky’s distinct style, Grade 2 student Grayer pointed out, “Kandinsky is a really creative person that sees stuff that no one else can see and can hear how no one else can hear.” What would it be like if you could hear colours? Or if you could see sounds? Would you navigate the world differently if your senses were mixed up and connecting to each other in unique ways? This condition, known as synaesthesia, is one that Grade 2 students at Canadian International School of Hong Kong (CDNIS) explored in their visual and
While studying Kandinsky’s abstract artwork, Grade 2 students imagined they too had synaesthesia and through this work they were able to make amazing connections between visual arts, dance, drama and music. For example, students translated the lines and shapes of Kandinsky’s most famous works into pathways and shapes with creative body movements with dance teacher, Carole Saunders. They interpreted the colours and
Cultivate Character | 23 composition of his paintings as if they were iconic music notation with performing arts teacher, Ashley Benusa. Using water colours they responded to the perceived mood in music to create Kandinsky-inspired paintings with visual arts teacher, Aly Tresize. Learning that is connected across subject areas is known within the IB Primary Years Programme as transdisciplinary learning. By presenting subject specific inquiry and skills within a common context, students can solve problems and generate insights across a variety of disciplines with different educators. In doing so, students are presented with an array of perspectives and are involved in a more integrated manner of thinking. This means their learning is boundless and is not reserved to the confines of a single traditional classroom. Through careful planning by the Lower School performing and visual arts teams, students were also able to experience an authentic context for creativity that allowed for choice, challenge and success. Students were able to make connections to themselves, each other and the world around them. They quickly discovered that this represented the actual manner in which many real-world artists work. According to Grade 2 student Horace, “All of Kandinsky’s paintings… no one knows really what they are so we had to figure them out.” More importantly, learning this way places an emphasis on the process rather than the product. Students were given agency to work with a wide range of skills throughout their arts classes. They were presented, just as real-life artists are, with a vast array of materials that they could us to find their own voice within their learning. Grade 2 students learned that the creative process is at its best when it develops over time. Artists in all fields revise, revisit and actively reflect on the effectiveness of
their work before revealing it to the public. Beyond actively engaging in making music, dance, drama and visual art, students explored commonalities in language and approaches artists might have throughout the arts. Examining mood and emotion, and how it is expressed and interpreted, provided opportunities for rich learning. Students first unpacked how Kandinsky used basic concepts of sound, shape and colour which grew into more complex conversations around timbre, texture and energy. Using the picture book “The Noisy Paintbox” by Barbara Rosenstock as inspiration, students compiled their learning into a re-telling of Kandinsky’s life. Bringing to life the journey of the artist realising his gift and sharing it with the world, students were also able to outline the learning they made in each area. Their performance in the Grade 2 spotlight was given to an audience of parents and guest classes from other grade levels in the Leo Lee Arts Centre theatre in November. The show included original student-created compositions, creative movement choreography, and large abstract paintings on silk canvas - all asking the question, “How does art make you feel?”
24 |Empower Engagement Locally and Globally
PICO SUMMER PROGRAMME Collaborating with Israeli innovators for exclusive STEM course In the summer of 2018, Canadian International School of Hong Kong (CDNIS) had the pleasure of hosting a delegation of teachers and students from Israel for a one week intensive STEM course. The guests were all involved with PICO kids, an initiative in Jerusalem which provides after-school STEM workshops for students. This summer camp was a unique opportunity for CDNIS students to meet and exchange ideas with their Israeli counterparts. The camp programme, designed by CDNIS teachers in conjunction with PICO staff, was comprised of a series of seminars focused on topics such as the design thinking model and problem solving derived from empathy. Throughout the week, participants took part in a makeathon, where they had to make a prototype to solve a real world problem. There was also a session on presentation skills, which students put to use when they presented their makeathaon projects at the camp graduation ceremony. The presentation was attended by VIPs including Ester Perets Burke, Head of Economic & Trade Mission to Hong Kong, from the Israeli Consulate.
Darrell Sharp, one of the CDNIS instructors on the programme and Upper School Science Department Head, was enthused by the school’s partnership with PICO. “As this was the first collaboration between CDNIS and PICO, we were interested to see how the two student groups would interact.”
Empower Engagement Locally and Globally | 25 Grade 10 student Adar and Grade 8 student Aviel travelled to Hong Kong from Israel as part of the PICO team. During the regular school year, all the summer campers are actively involved with PICO, Aviel explains. “Every year, we participate in at least two makethons with PICO, with the aim being to solve real world problems through creating prototypes. Last year, we worked on a prototype for an attachment on a wheelchair, so that disabled children can play wheelchair football.”
John, a Grade 7 student at CDNIS, was inspired to take part in the summer camp after his PYP exhibition experience. “For the exhibition, I made an app to raise awareness for food waste,” he explains. “I think that it’s fun to be creative and make things, and I was able to do these activities at camp.” John and his team came up with an innovative idea for their makeathon project, a communal greenhouse with a special slanted roof design. “Our vision for this greenhouse was that people would be able to rent small spaces to grow vegetables and plants. But, in a busy city like Hong Kong, people may not have time to water their plants everyday, so the slanted roof would collect rainwater, and water plants automatically. This would allow people to be more in touch with nature, while the greenhouses could be located on rooftops and public housing estates.” Their inspiration for the project was what they saw as the lack of nature in big cities. While the greenhouses could allow people greater access to fresh food, as well as an oasis where stressed citizens could unwind.
Adar was impressed with the facilities that they had access to at CDNIS, with camp participants having use of the new 6/F Design Studio. “I think the studio is a big nice space with plenty of tools for students to make what they want, and we really enjoyed our summer camp experience! Our team is looking forward to visiting Disneyland before we leave Hong Kong.” Meidan Alkobi, who led the team from Israel, was very complimentary about the hospitality from CDNIS staff and students. “A lot of the Israeli kids were happy to interact with the students from CDNIS, and I think that the cultural exchanges were useful for both sides. At PICO, we try and teach soft skills such as presenting in front of crowds, in addition to the STEAM workshops. The makeathon presentation at the end of the camp was a good way for camp participants to explain their projects.”
Another camp makeathon project focused on water conservation, which is a big issue in Israel, as it is surrounded by deserts. The visiting Israeli students explained that Israelis are always trying to find innovative solutions to grow crops so that they can be self-sustaining.
“I was impressed by the students’ ability to work in teams, negotiate their ideas, and find commonality in social and environmental issues facing Israel and Hong Kong.” Darrell Sharp
Upper School Science Department Head
26 | Empower Engagement Locally and Globally
LEARNING HAS NO BORDERS Language exchange enhances Chinese programme Ever since the school was established, Canadian International School of Hong Kong (CDNIS) has always put a strong focus on its Chinese programme. For nearly 30 years, the CDNIS programme has met the needs of learners from beginner to fluent, not only ensuring they have a strong foundation in both oral and written Mandarin, but also exposing them to an abundance of cultural opportunities allowing them to gain an appreciation of the Chinese culture. One such activity helping CDNIS students gain a better understanding of Chinese culture, while strengthening their language skills, is the very popular Hainan Exchange Programme. For the last three years, the school has engaged in a cultural exchange with the Siyuan Primary School on Hainan Island. Every Spring Break, students from the small island travel to Hong Kong and stay with a CDNIS student and their family. During the one week programme, the visiting students come to school on a daily basis, interact
and often converse with peers of their own age in English, and are amazed at the role technology plays in learning in the classroom (and at home, as many of the kids get to play video games for the first time). They also get to travel around Hong Kong -- with Disneyland frequently
Empower Engagement Locally and Globally | 27 reported as a highlight of their stay. As the school in Hainan is located in a remote and rural part of the province, many of these families are unable to pay for their child’s day to day necessities, let alone travel beyond the island itself or as part of a cultural exchange trip to Hong Kong. And that is when generous CDNIS parents stepped in to help out. It was through a CDNIS parent that the school was able to make contact with Siyuan Primary School. The children enrolled in this school are often referred to as “left behind” as many of their parents have left the community in search of work in larger, Chinese cities, or are agricultural workers who work long hours for little pay. After learning of their plight, a group of CDNIS parents launched a fundraising campaign so students from Hainan could participate in the exchange. In keeping with the Chinese culture theme, the parents partnered with a local bakery and organised a mooncake drive. In its first year, 250 mooncakes were sold. This year, the number of mooncakes sold skyrocketed to almost 800. This has enabled 10-20 students to come on exchange to CDNIS for the past three years.
bring over to Hainan old computers which are donated to the school. To date, 15 computers have been given to students in Hainan, who use the computers to enhance their learning. In addition, the CDNIS students also have the opportunity to visit local farms to learn about their daily operations. Luke, a Grade 7 student who participated in the trip last year said, “It was a different experience for us to be exposed to how the local students spoke Mandarin. It was quite hard to keep up with everything that was being said in class, but it felt good when we did understand what was being said. If I had the opportunity to go on this exchange again, I’d like to go again.” This is all possible thanks to the dedication of the group of parents who organise the mooncake drive. Not only do they oversee the promotion and distribution of the initiative, but they also source delicious locally made mooncakes that cater to different food allergies. CDNIS is proud that their dedication has allowed this exchange programme to thrive, with students in CDNIS and Hainan Island able to benefit from it.
While the trip to CDNIS and Hong Kong serves as a culture shock to the Hainanese students, the same can be said for the CDNIS students who spend time at Siyuan Primary School. Instead of enjoying the comforts normally associated with a home stay, CDNIS students stay in the same dormitories as their Hainan counterparts, attend the same classes, and learn more about Chinese culture, including studying calligraphy. It truly is an immersive experience. Penny Pan, Director of Chinese Studies at CDNIS, says the environment at Siyuan Primary School really pushes students out of their comfort zones. “Sleeping in an uncomfortable bed for a week does take some getting used to for some of the students. It is also a shock for some to be in such large classes and with limited technology. We hope that our students see the desire to learn from students who come from less privileged backgrounds is not less than theirs. I know our students are extremely impressed by how hard working and diligent the Hainanese students are.” In line with the school’s vision to empower engagement locally and globally, a service component is also part of this excursion. Every year, CDNIS students collect and
28 | Empower Engagement Locally and Globally
LIVING THE LANGUAGE French students immerse themselves in cultural learning By Sophie Borduas, Romance Languages Department Head
Penpals French students at CDNIS learn about “la francophonie” through their pen pals in Québec, Canada. Exchanging emails and even the occasional “snail mail” letter, students share insightful moments, even videos, which highlight their daily routines on opposite sides of the world. The Canadian students describe what it is like to trudge through snow on the way to school and share maple candies, while our students describe Chinese New Year celebrations and send chocolate lai see packets in return. These exchanges are instrumental in allowing both sets of students to get a glimpse of life in another country.
Living the language In an age of borderless communications, it is becoming more and more common for people to be bilingual or even multilingual. The International Baccalaureate (IB) recognizes the importance and benefits of communicating in more than one language as the advantages of speaking more than just your mother tongue are well established. At Canadian International School of Hong Kong (CDNIS), students are encouraged to explore their love and passion for languages and in addition to Mandarin, students in Grades 7 and 8 also study French, with the option of continuing their French language studies right up to the diploma level. When students learn another language, they are also learning about another way of life and the culture often associated with that particular language. As globalisation makes the world smaller, the social gains to learning another language are equally important as it facilitates closer collaboration and better communication. At CDNIS, learning takes place outside the classroom walls which helps to take a student’s language acquisition to another level. Students take their learning to a whole other level by engaging with the local and international francophone communities, including engaging in a Skype call with professional snowboarder Antonin Chamberland. It is events and activities such as these which help to motivate students to use their language skills in an authentic fashion because learning a language is more than just memorizing grammar and vocabulary. It also includes learning about its cultural customs as well.
Theatre Season CDNIS has been an avid supporter of The Hong Kong French Theatre Festival. Created four years ago, the festival has always incorporated a strong educational component into its productions, with funds raised from the event going to underprivileged Cambodian children. For our language learners, the festival provides an opportunity to appreciate and learn about famous French writers (Molière, Marivaux, Ionesco) and their work, as well as the chance to enjoy lively theatre performances delivered by professional European troupes. CDNIS students benefit greatly from attending the performances, meeting actors, and attending the various workshops which are hosted each year. In addition, a jury of students also takes an active part in this event, and four CDNIS students are invited to join a team that attends all the plays of the festival. The jury deliberates to select their favourite play, and goes on stage to present the “best play” award during the closing ceremony.
Guest speakers Teachers are constantly on the lookout for potential opportunities to connect our students to the real French world as these speakers have a positive impact on our students. One such poignant visit involved our Grade 12 DP French students who had the opportunity to speak with a refugee in Hong Kong from a French-speaking country in Africa. He spoke very openly about the hardships he has faced and about his journey to Hong Kong. The discussion was truly an inspiring tale of resilience and courage. Meanwhile, Grade 10 students conducted a Skype interview with professional snowboarder Antonin Chamberland. Wrapping up our unit on “Sports extrêmes et médias”, students interviewed the Québec native, asking him about his life and career as a professional snowboarder and the sacrifices he had made to pursue a career in sport. Authentic learning activities Art Basel Hong Kong gathers artists and galleries from all over the world. It is a great opportunity for our students to practice their language skills. The older classes attending the event have the opportunity to familiarise themselves with French art history and evolution through the art unit. They learn about the different artistic movements and artists in preparation for the visit.
Empower Engagement Locally and Globally | 29 On the day itself, students interview gallery owners from Paris, conducting authentic discussions to learn about the artwork, the artists presenting, and the life of a curator. A “treasure hunt” for the students allows them to gather “artefacts and photos” to be used in class. Back at school, students present in French about their favorite artwork and explain the reasons for their selection. They also take part in debates about the exhibition, contemplating the commercial vs artistic nature of the event. Language is a tool Whether role-playing to shop for clothes or discussing a play with actors, CDNIS students enhance their learning through positive interactions and experiences in French. The experiences offered to them by the French Department foster greater engagement, allowing them to develop a greater appreciation for the French language and cultural aspects. The future for French students at CDNIS is bright, as they not only learn, but live the language.
30 | Empower Engagement Locally and Globally
Welcome to the Leo Lee Arts Centre Inspiration from the arts its behind the creative mural Visual Arts Department Head Catharine Ho sat down with Canadian International School of Hong Kong (CDNIS) Grade 11 students Madison and Natalie to find out more about the mural they created in the LLAC as part of an Art in the Community club initiative. How did you decide on a theme for your mural? Madison - We took inspiration from the fact that the mural was located in the LLAC building, where all the arts classrooms are and therefore decided to continue with the theme of ‘the arts’. Natalie - We also took inspiration from the arts that our school partakes in and used a graphic, cartoon, illustrative style to visually represent them. What inspired the colour choice ? Madison - We wanted to capture the light and positivity that the arts bring students, however, we thought a colour such as yellow or bright pink would be too overwhelming.
Natalie - Though at the same time we wanted it to stand out from all the neutral colours in the surrounding areas so we thought a light turquoise with strong contrasting black line drawing would be an appropriate colour choice. How did you work collaboratively? Madison - We basically divided the design into three sections of responsibility design wise - one being the figures or characters, one being patterns and shading, and the other being typography Natalie - We each took up a role that played to our strengths - with Madison drawing and designing characters, I added value with lines and creating patterns and text, while Yubin contributed her style in a little bit of each area. Madison – However, we did put our heads together when deciding on the arrangement of objects and text and when planning the composition for the overall piece. This was quite time consuming given the size of the mural.
Can you describe the choice of pop culture icons you employed? Natalie - We basically just chose famous people in that certain art, as they are recognizable icons from those artistic fields. The design of the mural would grasp viewers’ attention as they could easily identify an artist they like or look up to. Madison - Yeah, we just chose some artists that stood out to us, that we’ve learned about in class, or just art we liked and incorporated it into the design. For example, I love musicals like Wicked and Phantom of the Opera, so we just threw it in there to make me and fellow music lovers happy when we pass by. Given that this is a large mural with a rather sophisticated composition, what were some challenges you overcame? Natalie - Time management was a large challenge we had to overcome. Balancing school work with personal time and extracurricular activities was a challenge since we had to fit in time to complete the mural as well as try to coordinate our schedules. Also, we had a difficult time figuring out what to put in the empty areas to make it connect to the entire composition. Madison - We weren’t used to drawing on such a large scale. The planning for such a large wall took some time and was also a challenge because not everything fit according to plan.
Empower Engagement Locally and Globally | 31
You certainly succeeded in gifting the school with your incredible talents to create this mural. I particularly enjoy watching students discuss the arts as they are able to identify some of the characters or musicals featured. What do you hope you achieved in making this mural? Natalie - I hope it will motivate people to keep pursuing the arts. I also wanted to challenge myself to incorporate various art styles - patterns, typography, and characters to create a unique piece. Madison - Really, my hope is to just add a little bit of colour and joy to people who pass through the LLAC. Personally I go there often whether it is to go to a production rehearsal or to the art classroom. It’s nice to pass by the mural and see some of my favorite musicals and artists up on that wall.
This project took months to complete, and turned into a labour of love for three club members, including Grade 11 student Yubin, as these amazing artists worked during lunchtimes and after school to complete this work that rivals that of professional artists. The Art in the Community club would like to also thank William Lam and the Facilities team who assisted and didn’t hesitate to help when we asked them to replaster the entire wall for us to work on. Thank you!
32 | Empower Engagement Locally and Globally
STUDENT ARTWORK NOW ON VIEW School gallery showcases student art By Catharine Ho, Visual Arts Department Head
Did you know we have a permanent New York style art gallery right here at Canadian International School of Hong Kong (CDNIS)? Our Upper School Visual Arts Gallery 5178 is located on the 5/F near the Upper School Art studios. This space allows for regular ongoing exhibitions throughout the year. Not only is it a venue to showcase amazing artwork by our talented students, it also acts to build community as we celebrate the launch of the exhibitions with an official opening. To start the year off we host our annual “63 Days of Summer Photography Exhibition.” It is a juried show to which Upper School staff and students submit their artistic photos of the summer and we all gather at the opening to meet and appreciate the artistic efforts and get to know one another. All exhibitions are curated in house by our talented and hard working Visual Arts team and hung with the help of the Facilities team. Pop by the gallery next time you visit CDNIS to see the splendid artwork on show.
Empower Engagement Locally and Globally | 33
THE ELIJAH TUPLING FUN RUN Family tragedy inspires small town in Canada By Rebecca Tupling, Grade 4 Teacher the local high school who are entering college or university to study education. This is especially meaningful to my family as my brother, my sister and I attended the school, and my mom was a special needs teacher there too. Proceeds in the past have also helped the local food bank, the minor hockey league to help pay for hockey fees, and the youth centre.
The Elijah Tupling Fun Run is an annual event that takes place in the small town of Stayner, Ontario, Canada. Stayner, a town of 4,100, is a small rural town approximately 130km north of Toronto. The town consists of a small elementary school and high school, a library and a hockey arena. Why is this run so special? The Elijah Tupling Fun Run was created in 2012 in memory of my brother, Elijah Tupling. At the time of his passing, Elijah was a teacher who was a passionate advocate for special needs and underprivileged students. He modelled patience, determination and open mindedness when teaching and working with students. Prior to studying to become a teacher, Elijah worked with disadvantaged youth in Boston and Cardiff. His passing was very painful for my family and me, and after a few years we decided we would like to turn the pain into something positive. The Elijah Tupling Fun Run has been held every year since 2012, and we celebrated the 6th annual event in October 2018. The Fun Run consists of a 3km, 5km and 10km walk/run and encourages all abilities to participate. In addition, the run ends with a BBQ, band and face painting. It is a community event for the whole family. The event is a 3km, 5km or 10km walk/run where family members can come and participate together. Adults walk or run while children ride their bikes, ride in strollers or walk. All ages are welcome. The oldest participant this year was 83-years old, while the youngest was 3 weeks old! It gives back to the community All proceeds raised go directly back to the community. To honour the memory of my brother, the money raised goes towards an annual scholarship for two students from
The international aspect Elijah’s journeys led him to many places in the world. His passion to help instantly made him loved by all who met him. In addition to time spent in Boston and Cardiff, he taught English in Japan and Taiwan. His last overseas adventure in Taiwan led to many friendships and while the run takes place yearly in Ontario, a friend of his led the same one in Taipei in 2012. The People Each year over 100 people participate in the run. Friends and family travel from around Ontario and Canada to attend the run, and it is always a great way to connect with people who care about the memory of Elijah. From my family to yours, thank you to everyone who has supported the Fun Run and we look forward to your continued support next year and for years to come!
Elephant conservation during an Experience Week trip to Laos (left)
Mini games at the CISPA Family Fun Fair (right)
Hiking in the Abel Tasman National Park, New Zealand on Experience Week (below)
LS choir performing at a Remembrance Day service, honouring the 1,975 Canadian soldiers who bravely fought to defend Hong Kong during WWII (above)
The 3rd Annual CDNIS Golf Day, raising funds for the Annual Giving campaign (left)
Halloween celebrations during a LS assembly (right)
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...
Early Years Environment
Leaving the CDNIS nest
Learn about the new Early Years learning space and how CDNIS’ youngest learners benefit from our play as pedagogy philosophy.
Commemorating the first cohort of graduates who joined CDNIS in Pre Reception. Read about their journey at CDNIS, which started 15 years ago.
Music to your ears From Disney to the Rugby 7s, CDNIS bands perform all over Hong Kong and Asia. Learn why the CDNIS music programme is so successful.
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 cdnis.edu.hk