Issue #01 August 2014 Canadian International School
Behind the Scenes:
Black Amber Book Launch
CODE CAMP
CODING FOR THE FUTURE Adventures on
TIOMAN ISLAND
Cinderella & Rockerfella
A PANTO-STYLE MUSICAL
22 Editorial Editor Michelle Sharp Copy Editor Jacqueline Weber Design Rowell Lee Raymond Babol Photographs Communications Team & Faculty Distribution Mosaic @ CIS is published during the academic year by the Canadian International School Communications Department. Canadian International School Lakeside Campus 7 Jurong West Street 41 Singapore 649414 T: 6467 1732 Tanjong Katong Campus 371 Tanjong Katong Road Singapore 437128 T: 6345 1573 www.cis.edu.sg Inquiries and Feedback mosaic@cis.edu.sg
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CPE Registration Number: 199002243H CPE Registration Period: 7 June 2011 to 7 June 2015 MCI (P) 132/07/2014 Published by: Canadian International School Printed by: Carlisle Printers & Graphic Designers
CONTENTS AUGUST 2014
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46
Cover Story
02
Featured News
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Academics
10
Innovation & Technology
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Arts
28
Sports
40
Beyond the Classroom
42
Student Voice
44
Service & Outreach
46
Leadership
48
COVER STORY COVER STORY
Cinderella & Rockerfella 02
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COVER STORY COVER STORY
A PANTO-STYLE MUSICAL CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
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COVER STORY COVER STORY
Cinderella &Rockerfella
AN UNCONVENTIONAL
FairyTale
Lakeside Middle School students recently delighted the school community with their pantostyle musical performance, “Cinderella and Rockerfella”. The evening’s entertainment was wonderfully comical, vibrant and colourful. Will fame and fortune win the day? Will Cinderella find true love? The show followed the journey of Cinderella who, with the help of an assortment of Fairy Godmothers and well-wishers, was able to overcome the odds, defeat her stepsisters and unite with Rockerfella (formerly known as Prince Charming). The audience was enchanted by a series of spectacular song and dance routines and also plenty of comical moments, especially when Middle School teacher Tom Anderson appeared as an ugly stepsister. This magnificent performance showcased our talented actors and their lyrical skills, as well as some amazing costumes, superbly choreographed numbers, dazzling sets, and impeccable stage management. A big congratulations to all the teachers and students involved, especially Mr. Kevin Epp and Ms. Shanhong Hughes who directed the musical, and those who worked feverishly behind the scenes to make this show such a success. The production was a work of art and is just one of many wonderful memories from Middle School this year. 04
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COVER STORY COVER STORY
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COVER STORY FEATURED NEWS
SHAKESPEARE as You’ve Never Seen it Before! TK Students Delight the Audience with Shakespeare in the Park Performance by Nandini Jhaveri, Language B - French Lead Teacher, Tanjong Katong
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COVER STORY FEATURED NEWS Hail Caesar! Students from Grades 3 to 6 performed the play Julius Caesar, by Shakespeare, in the new amphitheatre at the Tanjong Katong Campus, and the evening was nothing short of magical. The devotion and commitment on the part of the actors was remarkable, and a huge source of pride. From September to February, the students lived in a Shakespearean world: understanding the play, gaining insight into Cassius and Brutus’ philosophy, recognising that pride goes before a fall, and decoding Old English! Once these themes and messages were clear to our young actors, we began rehearsing in our beautiful new amphitheatre - and what a joy that was! Our students did not shy away from the herculean task that we laid out for them, but rather, they approached it with energy and excitment.
The next step of the process was music, props and costumes, and if all of this was not enough, we called for practices on Saturday. To our delight, all our students attended WITH A SMILE - the most important ingredient in teamwork and performance. The students outdid themselves speaking Shakespearean English. They remembered their lines and displayed a keen awareness of stage presence. They showed unbelievable confidence, and were completely independent backstage. The evening was delightful and our ‘Friends, Singaporeans and Countrymen’ were well entertained! Bravo to these 21 students and their devotion. We look forward to seeing you all next year when we perform another Shakespeare classic.
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COVER STORY FEATURED NEWS
Behind the Scenes of the
Black Amber
Book Launch by Eli Ramraj, Grade 7 Student, Lakeside
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COVER STORY FEATURED NEWS
My journey was supposed to go something like this: I write a book, get the editing and designing and all that stuff done, then print it and send it to friends and family not have a glamorous book launch and sell the book to over 100 people at CIS alone. What you saw at the launch is not everything. I’m about to give you a behind-the-scenes look at this whole rollercoaster ride. What you won’t have seen are the teachers who brought books back from Australia in their suitcases after their Spring break, and the Communications and Marketing team who produced everything from the great video showcasing the launch (to have a look go to www.cis.edu.sg/gallery) to that incredible (and MASSIVE) poster currently residing in the Senior Library. You won’t know about the student who volunteered to handle sales at the book launch so that my family could enjoy the event, and you probably didn’t hear our librarians talking to all the kids who came into the library about the book launch. And you couldn’t imagine how much all of my teachers and our Principal Mr. Bland have supported me. What you also might not see are all the things I learnt from school to help me along the way. One big influence was Middle School Speech Arts. I was fortunate to be chosen to present to the Grade 7 and 8 students. At first, I was very reluctant to do it and I considered giving the opportunity to the runner-up. But my teachers and friends encouraged me, and it was an experience that prepared me for all of this public speaking – something I wouldn’t have had the nerve to do before. Now I’m working behind the scenes to write the next book in the trilogy, Black Aqua. The book launch allowed me to get a sense of the audience I am writing for, and has inspired me to keep writing.
Postscript from Eli’s parents, Sandy and Victor: Like Eli, we thought sending out copies of his book to a few friends and family would be the end of his achievement; we didn’t realise it would be the beginning of a whole new project. What CIS has done in sponsoring the Black Amber book launch is to show him – and us – a broader vision of what it means to create something. As solitary as writing a novel might be, there’s so much more to becoming an author – there is the process of bringing the work to an audience and connecting with readers. Eli is more inspired than ever to follow that path and the entire CIS community is helping him develop the tools to do so. CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
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ACADEMICS
MATHLETICS CHALLENGE:
Grade 3 Class Takes Top Position “Ms. Poff, Ms. Poff, where are we? What place are we? Oh, I did math for an hour last night!” These are some of the excited comments I have heard since Grade 3-3 began the Mathletics challenge. What is the Mathletics challenge you ask? As a Grade 3 teacher, I use Mathletics as an integral part of my home learning programme, as do all the Grade 3 teachers. Each week, tasks are allocated to each student based on his or her ability. Mathletics features strategies and helps to consolidate what we teach in class. The work is easily differentiated to accommodate the needs of each student, and I can log in anytime to monitor the work. If students are struggling with a particular concept, I can work with a small group until they develop a solid understanding. Getting back to the Mathletics challenge, I was noticing that some of the students were losing interest in their homework. They were completing it, but there was a lack of enthusiasm. There are concepts that students are required to learn, but I am a firm believer in making learning as fun as possible. 10
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by Rachel Poff, Grade 3 Teacher, Lakeside
The Mathletics challenge I issued to my students was to make it to number 1 in Singapore. Initially they did not take on the challenge, however, I kept at them and eventually they caught the bug. When we made it into the top 10, the enthusiasm really picked up. They saw that number 1 was in their reach and began to strive for the top. When we reached number 3, the excitement was palpable. “Ms. Poff, can we stay in at break to do Mathletics please?” “Let me get this straight. You want to stay in to do math?” “Yes!” When we hit number 1 there was pandemonium! Students were hugging each other, high fiving, jumping up and down and just full of joy. We managed to stay in the number 1 spot all week. The following week our goal was to make it onto the world list and we managed to reach number 18. So we were number 1 in Singapore and number 18 in the world! Again the class erupted in celebration. We also had 8 of the top 10 individual students in Singapore. Our new goal is to reach 100,000 points and I am certain we will reach it. My challenge now is getting the students outside at snack time and lunch time!
ACADEMICS
PHYSICAL GEOGRAPHY
COMES ALIVE
by Sarah Claudine Aspillaga, Grade 2 Teacher, Lakeside
Grade 2 Students Explore Physical Geography and Climate
Grade 2 students recently spent six weeks immersed in the dynamic concept of How Physical Geography Affects our Lifestyle and Settlements Throughout Time. Students learned about physical geography and climate, and how these factors affect human decisions to locate and settle in specific places across time. Math classes brought this Unit of Inquiry to life with measurement and active mapping of each student’s surroundings, while language classes were filled with research of non-fiction literature. Students were able to step outside the classroom using iPads to explore Google Earth maps, allowing technology to also enrich their understanding. At the end of the unit, students demonstrated their artistic flair by creating representations of an environment with geographical details and an explanation of the many ways that people can adapt for survival.
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ACADEMICS
! n o e v Mo
by Bernadette Bower, Grade 1 Teacher, Lakeside
Grade 1 Students Exploring Forces and Motion Grade 1 students recently finished their science Unit of Inquiry How the World Works. The central idea was “understanding forces and motion helps us to apply them in everyday situations.” Our young physicists studied forces and motion, looking at concepts of push, pull and friction over a period of six weeks. To further investigate push, pull and friction, these young scientists performed several experiments inside and outside of the classroom. Students predicted what would happen in many different situations using balls, ramps and cars. They measured the distances that different balls would roll on different surfaces and with different slopes, noting the amount of friction from the surface and the ball. They experimented with their bodies and the effects of gravity, friction and inertia on different surfaces such as grass, concrete and the play area. This helped students appreciate the importance of observation. Our students also rode bikes on different surfaces to see how friction and push affected the speed of the bikes. They recorded their results, and applied their discoveries. At the end of the unit the students came up with some general rules to describe motion, mostly things they felt would happen all the time, which is a natural passage into Newton’s Three Laws of Motion. To support what they learned, they also went to Jurong Super Bowl to look at how push and friction are important in bowling! 12
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ACADEMICS
PYP EXHIBITIONS at Lakeside and Tanjong Katong At an inspiring celebration of learning, our Grade 6 students recently presented their PYP projects, following weeks of preparation. The exhibition is a culminating point in the PYP that allows students to demonstrate what it means to be a PYP student, applying what they have learned, and who they have become throughout their journey in the PYP. Our students presented their work with remarkable confidence, understanding and reflection on their experiences. The theme for the exhibition at TK was How the World Works, with “scientific knowledge is constantly evolving and impacts people’s lives” as the central idea. At our Lakeside campus, the theme was Sharing the Planet, with the central idea focusing on how “reaching a resolution during conflict is influenced by the actions and reactions of those involved”. What a great opportunity it was for students to share their messages with the community!
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ACADEMICS
OUR ENGAGING
ROBOTICS PROGRAMME PROVES A HIT
WITH HIGH SCHOOL!
BY SCOTT LITTLE, TECHNOLOGY LEAD TEACHER, LAKESIDE As part of a challenging MYP Technology subject, students at CIS have the unique opportunity to explore the world of robotics using the LEGO Mindstorms EV3 platform. Times have changed considerably since CIS parents sat down to piece together Lego bricks to build cars and spaceships! Mindstorms features sensors and programmable controllers, and has dazzling capabilities that fuel the imagination. An important aspect of our MYP Technology subject is the use of the design cycle to complete open-ended challenges: Investigate, Plan, Design, Create and Evaluate. This process allows students to think critically and use their imagination. Throughout this learning process, students also gain and use knowledge of Science, Technology, Engineering and Mathematics (STEM) to help them to design, build and programme robots that offer unique and creative solutions to problems. STEM education plays a critical role in ensuring that our students develop skills that will allow them to succeed in academic and professional settings in this complex and changing world. As Jean Piaget said, “To understand is to invent”.
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ACADEMICS
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ACADEMICS
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ACADEMICS
ENVIRONMENTAL SYSTEMS AND SOCIETIES
ADVENTURES ON TIOMAN ISLAND BY ANDREW CLARKE, ESS TEACHER, LAKESIDE
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ACADEMICS
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r o w the
Do t
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ACADEMICS Drawing on techniques and knowledge in the fields of Biology, Geography and Ecology, ESS (a Group 4 Experimental Sciences course) sees students develop a unique perspective of the interrelationships that exist between environmental systems and societies. Students develop a personal connection to the wide range of important environmental issues that they will inevitably face throughout their lives. In this course, we draw students’ attention to their own relationship with the environment, and the significance of the choices and decisions that they will make during their own lives. Through an inquiry-based approach to learning, students develop an understanding of the complexity and fragility of the relationship that exists between the environment and society. Students evaluate scientific, ethical and socio-political issues in a thoughtful way, while building their academic knowledge by participating in activities such as a week-long field trip to Tioman island, laboratory work, survey design, case study analysis and even calculating their own personal ecological footprints. Course Work - A Five Day Interactive Field Study The most significant single scientific study in this two year course is the five-day field trip to Tioman, a small island 32 km off the coast of Peninsular Malaysia in the state of Pahang. Covered in rainforest, Tioman is home to a number of native species, and the coastal regions are protected as one of Malaysia’s Marine Parks. This five day field trip uniquely positions students to experience and explore an extensive range of ecosystems and environments, as well as develop important fieldwork skills that would not be gained in the classroom, or in Singapore. Activities include comparing the Paya River’s middle and lower course, investigating a mangrove ecosystem, comparing a primary and secondary rainforest, and inspecting the effect of tourism on a coastal ecosystem.
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ACADEMICS
Where We are in Place and Time
BECOMING GLOBAL CITIZENS by Rachel Poff, Grade 3 Teacher, Lakeside
Where are we from and how did we end up here? In April, our Grade 3 students wrapped up a unit inquiring into migration. The transdisciplinary theme was Where We are in Place and Time and the central idea was “migration is a response to challenges and opportunities that change people and places” - with a focus on our host country. This is my favorite unit of the year because it has such a personal connection for almost every student and teacher in the school. The unit started with a field trip to the local Hawker Centre to look at the wet market and food stalls and to speak to the shop owners. This trip got students asking questions about why people have moved from certain places and why we have access to the food and dishes that we do. It gets them thinking about the world around them that they interact with everyday. During this unit we also took a trip to the Chinatown Cultural Heritage Museum. It really helped the students open their eyes and understand the hardships of early Chinese settlers in Singapore. It also helped us focus on the IB Learner Profile trait of open-mindedness. The inclusion of a drama element was another key feature. The students worked through an immigration story from China to Singapore, that allowed them to build a deeper understanding of the key concepts. The multi-faceted approach of this unit is a big reason why this is my favourite Unit of Inquiry. It has authentic connections to the lives of each of our students, and since it focuses on Singapore, it creates a newfound understanding for our host nation. The field trip brings learning to life and moves it outside of the classroom, and rich texts allow students to dive into learning about different cultures and personal experiences that are vastly different from their own. In doing this, this unit promotes international mindedness, which is at the heart of the IB programme. 20
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ACADEMICS
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INNOVATION & TECHNOLOGY
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INNOVATION & TECHNOLOGY
CODING FUTURE FOR THE
By Ben Grundy, Educational Technology Coach, Lakeside
My recent involvement in a student Code Camp run by Code Avengers opened my eyes to the benefits of coding with kids and the reasons why we need to be giving kids more opportunities to code in school. With direct links to math and language, the ability to apply coding to any subject area and the way that coding promotes problem solving, logical reasoning and analytical thinking, there are more than enough reasons why teachers should be introducing their students to coding.
What is coding and why is it important?
Code is the language that runs all the technology that we use in our lives. There are many different code languages involved in the development of websites, apps, software, wearable technologies, and so on. Technology is increasingly infiltrating every part of our lives, and yet the huge majority of people have no idea how this technology works or how it was created. The demand for skilled programmers has already outweighed the supply, and consumers are accustomed to rapid advances in everyday technologies.
The role of coding in school.
In today’s schools, teachers often undertake the ‘I can’t do this’ attitude because ‘I just don’t have time’. There is enough to ‘get through’ already that adding anything else to the school day seems all but impossible. So how can we expose kids to coding while maintaining the learning outcomes we’re expected to teach? Writing code actually involves a wide range of skills that address many of our learning outcomes for language and math, and can be applied to incorporate any area of the curriculum. There is even one teacher who has applied coding to poetry. In this example, Grade 8 Design students had been learning to use a computer programming language called Processing. They applied these skills to their language class where they created random poem generators. The results were often quite interesting. CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
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INNOVATION & TECHNOLOGY In a world that is increasingly evolving around the use of technology and software, the need for skilled engineers to write code continues to grow. As such, we need to start preparing our students for their future by giving them the opportunities to learn the skills necessary to be successful. With so many amazing resources available to help students and teachers learn how to write code, there’s no excuse not to get started.
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INNOVATION & TECHNOLOGY
Why Should We
Code?
By Viinod, Raahim, and Crystal Grade 6 Students, Tanjong Katong In the world of today, programming is a huge part of our lives. Programming is the reason why your computer works, and programming provides most if not all forms of entertainment for an average person. You may say, “Well, aren’t there going to already be people and computers that will already do the coding for me?”. That is true, but if not enough people become programmers, we won’t have enough people to program. Learning how to code also brings with it the benefit of improving your critical reading, creativity skills, and logical skills. What’s more, coding is extremely easy to learn and the idea can be grasped and embraced by people of all ages. The ability to code can also give you the ability to impact the world. For example, Mark Zuckerberg created facebook which has impacted millions of peoples’ lives. Coding is not just some fancy writing, it’s a language with which you can create anything you want. In the coming years, the value of coding will increase. Programming is as much an art as music is, and in our opinion, Bill Gates is as true an artist as Picasso was. We believe that teaching kids how to program from a young age will open up their mind, and give them a massive advantage in the world of computers.
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INNOVATION & TECHNOLOGY
Apple Leadership Tour
Educators Transforming Learning through Technology by Mike Pelletier, Head of Educational Technology
Recently the Apple Leadership Tour made a stop at CIS with delegates from across Southeast Asia. The purpose of the visit? To give educators the chance to connect and share ideas about transforming classroom learning through the use of technology. 26
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INNOVATION & TECHNOLOGY This event was designed for school administrators, technology coordinators and curriculum specialists who are considering deploying Apple technologies in a one-to-one setting with faculty and learners. The Leadership Tour offers a series of “pre-visioning” activities, and gives individual leadership groups opportunities for discussion. The tour focussed on three key areas: curriculum design and delivery, frameworks for professional development and identifying indicators and measurements of success. A number of CIS students made presentations during the tour. These students demonstrated their learning with wit, enthusiasm and inspiration. We were very proud of them and they received very positive feedback from the visiting delegates. This experience reinforced our appreciation for the benefits of using technology in the classroom, and how it can make learning more interactive, immersive and engaging.
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ARTS
A Look Back on the High School Production
Twelfth Night 28
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ARTS Looking back on the High School production, I feel pride, but also a belief that I must have been crazy to take on Shakespeare and a musical score at the same time. When I was offered the position of High School Drama teacher last year, I really wanted to do the best job I could. Thus, I embarked on a massive project that was formidable at times. I was torn between a straight play and a musical, but decided to acquire the musical rights to a brilliant production I had seen in Canada, and borrowed ideas for the staging and the rock aesthetic I hoped to create. There were many challenges for the cast including frequent rehearsals and a very difficult language. In addition, several cast members were Grade 9 students who only began studying Shakespeare in Language A classes late in the rehearsal process. Therefore the first time a scene was rehearsed, we discussed the meaning of the lines as well as the relationships between the characters. The second time around, we “put it on its feet” and established preliminary blocking. As a new teacher to the High School, I faced my own set of challenges. Luckily, my year in Middle School helped me figure out whose door to knock on if I needed a last-minute power drill or the seating plan to the David Foster Theatre. In addition, I had an army of staff members and parents who helped make the play possible from shopping for costumes to coaching singers on Saturdays! The commitment, intelligence, talent and hard work of CIS students far exceeded my wildest expectations. In my estimation and to borrow Malvolio’s words they “achieved greatness.” Julie Gouin, High School Drama Teacher, Lakeside
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ARTS When I stepped into the audition room, I didn’t anticipate such a big role to be, in Shakespeare’s words, “thrust upon” me. As a new student in a High School consisting of ten times the number of students as my previous school, I had no idea what to expect. I was unsure whether I would even get cast, let alone be offered the lead role. I can say with absolute confidence that the play has been the highlight of my CIS year. From bonding with the cast and crew, to developing my character, to experimenting with different lines to produce the best possible scene, there was never a dull moment in putting on the production of Twelfth Night! I loved getting to know people in other grades that I probably wouldn’t have encountered otherwise, all with a love of drama in common, and a desire to put on a great show. I played Viola, who gets shipwrecked and finds herself in Illyria. She disguises herself as a man, and becomes a servant to the Count Orsino, but falls in love with him. He, meanwhile, is courting the fair Duchess Olivia who wants nothing to do with him. It is the classic love triangle with some cross dressing! I tried to make Viola as funny as possible, which is difficult to do, considering she is the only “normal” character in the entire play. At first, I thought she was a bit bland and that I would not be able to do much with her character. That was probably the most challenging part of Twelfth Night. As I delved further into her story and her character, I aimed to bring out the bashfulness, sarcasm and awkwardness she displayed as a woman dressed in a man’s clothing. It is remarkable how much time and work a production involves. It is a challenge to balance hours of rehearsal multiple times a week, learning and understanding the complicated Shakespearean language, knowing your cues (when you enter, exit, and say your lines) as well as blocking (where you stand on stage). I learned that a good actor must be able to manage their time well in terms of continuously understanding their characters and memorising lines, cues and blocking, rather than have to rush during the final weeks of the show. Having fun with the character is also important. Since the audience isn’t familiar with Shakespearean language, the actor must be expressive to get the message across. Additionally, a lot of movement is required to keep the energy flowing and make the scene look more interesting. All of the hard work put into the production was worth it! Both nights and the trial performance for Tanjong Katong students went very smoothly, without any substantial mistakes. Being on stage as well as seeing the younger and less experienced cast members develop their acting was incredible, and I am so grateful that I had the opportunity to be a part of it. Yuanyuan Kelly, Grade 11 Student, Lakeside 30
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ARTS
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ARTS
IMAGINE, CREATE &
EXPRESS Learning Through Visual Art by Greg Walasek, High School Visual Art Teacher, Lakeside
Part of the joy of a studying visual art in High School is that you don’t just study art, you make it. For our MYP students in Grades 9 and 10, the Visual Art programme at CIS is designed to provide students with opportunities to experience the process of making art in a variety of situations and to express their ideas and thoughts freely through creation.
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Creating visual art encourages students to become better informed and reflective practitioners of the arts, and to understand how the arts play a role in developing and expressing both personal and cultural identities on a higher level. The Diploma Programme (DP) Visual Art curriculum is designed to provide Grade 11 and 12 students, who have a general interest in visual arts, with a range of skills and experiences. This programme also guides students intending to continue their study of visual arts at a higher level. Students are exposed to various disciplines in visual arts, seen from local, national and international perspectives, and can further develop their sense of identity and cultural values. Throughout this course students are expected to continuously research art history and artists, write visual analyses of art works and, most importantly, present their ideas through the practical process of making art.
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There was utter M·A·D·ness at CIS in early June Music, Arts and Drama, that is. For the first time this year, all of our Fine Arts students came together with a dynamic blend of talent, style and artistry, and they absolutely shone! The works of our visual arts students filled the Atrium and temporary CIS “gallery”, showcasing their diverse talents and artistic skills in a variety of mediums. From paintings to sketches, to masks, and clay sculptures, these visual artists impressed. They also interacted and explained their works to eager onlookers, young and old. It was great to see students so proud of their accomplishments and to be able to communicate so well with their audience. At the same time, several risk-taking drama students shared performances with a large audience of family and friends. Grade 9 Drama students presented comedic and dramatic monologues, interweaving their characters and circumstances into a seamless piece. Grade 10 students then showed their knowledge and application of acting methods through a beautifully acted scene from Lillian Hellman’s The Children’s Hour. Throughout the evening, we were entertained with music from the Symphonic Band, the Wind Ensemble and the String Ensemble. The Wind Ensemble took us from North America to Latin America, Europe and Southeast Asia, playing everything from O Canada to the Korean Folk Rhapsody and Singapura Suite. They were followed by the String Ensemble who brought us classics, took us to the movies and had us humming popular tunes including the theme from Forest Gump and Music of the Night from Phantom of the Opera. Finally, the Symphonic Band played a number of pop tunes, ranging from the Bee Gees, to the theme from Mission Impossible and Yakety Sax. M·A·D·ness was in fact magical!
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ARTS
Emerging Artists
TK ECE Arts Extravaganza Early Childhood Education (ECE) students at our TK campus recently hosted a Visual Art extravaganza for family, friends and the CIS community.
Visual Art is a core element of our Arts programme at CIS, where we emphasize the importance of art in young children’s learning and development. The curriculum includes activities that help children develop their cognitive, social, and motor abilities. Our youngest students obviously took great pleasure in planning their artwork, and deciding what form their creations would take. Making choices such as these fosters independence and a sense of autonomy, and gives students an opportunity to express what they are thinking and feeling. During the exhibition, they had a chance to practice important social skills such as taking turns and sharing. Students grinned from ear to ear as they proudly showed off their creations to friends and family. This was a wonderful opportunity for our ECE students to showcase their works of art and demonstrate the new skills they have acquired. Thank you to our ECE students for putting in the hard work that resulted in a successful exhibition. 38
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Murder KnifeRoom
ARTS
in the
Was it the Respected General? Perhaps the Wealthy Dowager? Or maybe it was Santa Claus? And why? Can this baffling case be solved?
MYP students at Tanjong Katong put on a stellar performance of Jonathan Rand’s murder mystery spoof, Murder in the Knife Room. The story follows the Mysterious Host, who gathers a group of unsuspecting people in his Knife Room, only to be murdered by one of them. The audience of parents, teachers and fellow students was captivated as this thrilling and baffling murder case unfolded. It was up to the Inspector to solve the mystery, as a series of reenactments revealed the suspects’ motives. What a shocking conclusion when the audience finally learned who killed the Mysterious Host! Here are a few student reflections on their experience and what they learned: Aanya Muranjan, who played the Pompous Millionaire - “Some of the main things I learned was juggling characters, changing characters quickly between scenes and self confidence - being confident in front of an audience and staying in character.” Alice Gorbatenko, who played the Respected General - “Reacting, not just acting when you have a line. Also, I learned a lot about making costumes.” Sarrah Reinbold, who played the Brainless Model - “I had to learn how to walk in heels - it was really hard!” Jesselyn, who played Struggling Stand-Up Comic - “I learned to not laugh at my own jokes, stay in character and manage my time.”
One Murder, Ten Suspects.
Who Killed The Mysterious Host?
Well done fine young actors and thank you to Director Alan Heatwole and everyone else who made this spectular performance possible! CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
39
SPORTS
RECOGNISING OUR
Lakeside Athletes
Every year our Middle and High School athletes show incredible dedication and perseverance. This year was no exception. In soccer, basketball, netball, rugby, touch rugby, volleyball, softball, badminton, cross country, swimming, tennis and track and field, our ACSIS athletes excelled. Highlights of the school year didn’t just include winning ACSIS medals, but many other memorable moments as well. Some students were playing a competitive school sport for the first time. Others had a chance to score their first try, their first basket and their first home run. To all our athletes we say thank you for these wonderful memories, and for showing your school spirit. You were not afraid to take risks and we are proud to recognise your extraordinary accomplishments. We celebrate your successes, great and small, and we encourage you to stay involved and strive to achieve even more next season. Our Middle School and High School communities assembled in the David Foster Theatre to celebrate students’ many wonderful sports achievements over the school year. Over 400 of our athletes were recognised at these two assemblies, which were both followed by a reception with family and friends. Some students received team awards and all athletes were also awarded either Husky Commitment Certificates or Silver or Gold medals for their accomplishments over Seasons 1, 2 and 3. Congratulations to Josie Ansbacher and Kyoya Higashino from Middle School who were recognised as Athletes of the Year, and to Grade 12 student Emi Morihata who was named High School Sportsperson of the Year, in recognition of their sporting achievements over all three seasons. 40
CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
SEASON 3 HIGHLIGHTS by Louise Pike, Athletics Coordinator, Tanjong Katong
Tanjong Katong
SPORTS With 129 students participating in 10 sport teams, we’ve had students from 7 years old to 14 years old running, jumping, catching, kicking, throwing, dribbling, shooting and most importantly enjoying their chosen sports in Season 3. We applaud all students for their dedication to training sessions, commitment to their teams and wonderful ‘can do’ attitude. Our coaches deserve a huge thank you. You provide such a secure environment for our students to strive to achieve and gain confidence in their abilities while proudly representing their school. 8&U Girl’s & Boy’s Football – Coach Dickson & Yazi (ESPZEN), Ms. Lorinda Pettigrew & Ms. Christene Tipping Consisting of three, five per side teams, our 8&U Football teams were small in size but large in skills and character. Competing in a friendly round robin tournament with weekly training sessions we saw a steady improvement in skills, and teamwork throughout the season. Great season, well done! 11&U Girl’s Netball – Coach Ms. Louise Pike At the beginning of this season we had 11 students keen to learn the game of Netball. At the end of this season we have 11 netballers. The learning curve has been steep, but these students have applied themselves tremendously. We achieved our goals for the season, namely a goal and a win. Girls well done on a great season, we look forward to seeing you all again next year! 12&U Girl’s Football – Coach Ms. Vivian Eng (ESPZEN) & Ms. Nursel Riley Our Silver medal winning Girl’s Football Team! Amazing season girls with just one loss. Our 15 strong team of committed, enthusiastic and skilled girls certainly took other schools by surprise. They won against some of the larger schools’ A teams and took it in their stride. A huge well done girls! 12&U Boy’s Football – Coach Mr. Ryan Jones After placing 2nd in their pool, the boys played some tight and clever football. We met Chatsworth in the finals and came away with a 4th place in Division 2. Our boys played every match as if it was their last, and should be commended on their sportsmanship and tenacity. Well done on a great season! 14&U Girl’s Basketball – Coach Mr. Jamie Yorke These girls play hard and work hard. Their support for one another is limitless.Earning a place in the play offs was a great reward, then earning a Silver medal was the icing on the cake. Our girls were coached and guided by Mr. Yorke in their final season at TK. Such teamwork, respect and maturity is to be admired and we wish our girls well. 14&U Boy’s Basketball – Coach Mr. Lennan MacDonald Under the valuable guidance of Mr. MacDonald our 14&U boys finished a very commendable 5th in their division. With very tough competition there was 1 point between us and the play offs. This was the final season at TK for many of these boys. We thank you for your spirit, your commitment and your passion. You have been valuable mentors to the younger students and we wish our boys well. 8&U - 11&U and 12&U - 14&U Track & Field – Coach Mr. Elmerly Reyes, Mr. Paul Hoff, Mr. Shane Blackbourn and Ms. Louise Pike We’ve had a wonderful season with 45 athletes aged from 7 to 14 years attending Friday training sessions and various friendly meets to gain experience. Our Middle School athletes came together on 3 May to compete against 15 International Schools. Our Junior School athletes came together on 17 May to do the same. Our season highlights were: Keira Atkinson – Bronze medal - 10U High Jump Aayan Raina – Bronze medal - 9U Long Jump Locke Atkinson – Silver medal - 8U High Jump All athletes came away with a sense of accomplishment, having given 100% in their chosen event. Our talent was distributed from shot put to long jump, 60m, 800m, discus and of course everyone’s favourite the 4 x 100m relay. We are very proud of all our athletes and are looking forward to next year. CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
41
BEYOND THE CLASSROOM
Are They Really as Fit as They Think They Are?
Understanding the Physics of Sport Are they really as fit as they like to think they are? Recently, Grade 10 students had the chance to answer that question while on a visit to the Physical Education and Sports Science Department (PESS) of the National Institute of Education (NIE) at Nanyang Technological University. PESS is one of 12 academic groups of the NIE, where students learn about the art and science of physical education. PESS has a vibrant research culture, where faculty members explore established fields of physical education and sports science, such as applied psychology, biomechanics, exercise physiology, and health and wellness, as well as newly emerging areas of research such as motor-control/development and coaching. PESS also has state of the art laboratories dedicated to research and teaching, including a biochemistry lab, exercise physiology lab, motor behavior lab and sports biomechanics lab. Grade 10 students had an introduction to the physics of sport and the opportunity to experience activities in the exercise physiology and biochemistry laboratories. They learned about how sciences play a part in our overall health, as well as our performance levels in sport. Some students even tried out the VO2 Max machine to determine their fitness and optimal performance levels. It was a wonderful opportunity for our students to apply their knowledge outside the classroom, and draw connections between their education and practical applications, and learn more about their own fitness levels! 42
CANADIAN INTERNATIONAL SCHOOL â– MOSAIC@CIS
BEYOND THE CLASSROOM
S D N I M Each year, depending on the Unit of Inquiry, G N I N OPE IDE OF THE students from Grades 1 to 8 learn how to: OUTS ROOM CLASS Action
n i s t s i t n Scie
The Open Minds programme is a fundamental shift in how we conduct field trips. This intensive, four-day programme, is one of the ways we at CIS teach and learn from the real world. In the Open Minds programme we move our learning from the classroom to venues throughout Singapore. Each Open Minds programme is directly linked to the students’ Unit of Inquiry. Here are some parent reflections on our Grade 3 Open Minds programme: They learnt how to appreciate the different techniques, details and emotions that make up a work of art and how individuals have their own personal interpretations which can differ to their own. – Nick Dingley This is an extraordinary learning experience that creates good conditions for learning, but also knowing the teacher and other students in a different context. So it also serves the purpose of creating a good and different atmosphere in class. Good to have it at the beginning of the year! Thanks for doing this, this is a great experience to have (as students and also as accompanying mum!) - Dominique Milea Open Minds is a great learning tool for the children. It is well organised and informative. I have volunteered many times and each time have seen the children enjoying their learning experience. - Jenny Taylor CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
43
STUDENT VOICE
Performing xtraordinary E the
by Minori Dehara, Grade 10 Student, Lakeside
I had the privilege of participating in the Association for Music in International Schools (AMIS) Honor Orchestra. The group consisted of over 100 students from all over the world, and I was honoured to be invited to take part in this extraordinary experience. I play in the High School Symphonic Band and the String Ensemble, but this was the first time I had ever performed with a full orchestra. Not only did I meet many great new players and make new friends, but the experience definitely made me a better musician.
It was a pleasure to play with talented violinists and observe their different techniques. I learned more about the role of the violin in an orchestra, about music theory, and about new musical ideas and expressions, including how to blend my sound, how to play as a group, how to follow a conductor, how to phrase, layer, and how to sculpt out melodies and harmony lines. AMIS definitely gave me the chance to study works from a different angle, and to improve myself in many different ways; musically, technically, and emotionally. I would never have had this opportunity without the help from many people. I would like to thank my music teacher Mr. Rodriguez, who helped me to prepare for my successful audition for AMIS. I also really appreciate my family, friends and teachers, for their warm support and encouragement, which allowed me to achieve this success. 44
CANADIAN INTERNATIONAL SCHOOL â– MOSAIC@CIS
STUDENT VOICE
A TEACHER FOR EVERYONE DRAMA TEACHER ARIANNA POZZUOLI LAUNCHES SOMETHING FOR EVERYONE, HER NEW BOOK OF SPOKEN WORD POETRY by Lori Gunn, Grade 10 Student and Poetry Slam Performer, Lakeside
Great teachers make a difference. They don’t just teach, they inspire. Middle School Drama teacher Arianna Pozzuoli is one of those teachers. She encourages her students be their best - to be confident, think critically and take risks. Here is what Grade 10 student Lori Gunn shared about being a part of Ms. Pozzuoli’s Poetry Club. I have always enjoyed expressing myself through writing so when I heard someone was starting a poetry club during SMART period I decided to try it out. I didn’t know what to expect. Would we just sit around in a room writing poems? Poetry Club was much much more than that. The Club was led by Middle School drama teacher, Ms. Pozzuoli. She taught us that writing doesn’t have to be a solitary exercise. We learned how to collaborate and help each other improve our writing. Ms. Pozzuoli is a brilliant poet. Her poems are like her teaching - they are warm and caring, funny and creative. They are thoughtful and inspiring. In her new book, Something For Everyone, Poems that Run Through Every Course, Ms. Pozzuoli brings us into her life. She shares herself with us as she serves a wonderful meal that includes Starters, Mains and Desserts. We come to love her grandmother and wish we could try her soup. We shed a tear for Nanu because he is our grandfather too. In Miracle, we meet her nephew Tom. We wonder if he is well now. Can he play hockey with his Dad in the driveway? We learn about Life According to Socks and what it means to be Beautiful According to Trees, and we get to experience The Greatest Hug in the World.
In Let Tonight Be the Night, she urges us to be risk-takers and take a ride on one of our wildest dreams. Because of Ms. Pozzuoli I did just that. Joined by other CIS students, I recently competed in my first poetry slam against students from UWC. No, I didn’t win the competition (this time). But I walked through a door that no one can ever close on me now. In April, it was also my great privilege to attend the launch of Something for Everyone at the Art House. Surrounded by dozens of friends, CIS colleagues and students, she performed poems that made us laugh and cry and reminded us why she is one of those great teachers. CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
45
SERVICE & OUTREACH
High School Students Helping Communities in Need
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CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
SERVICE & OUTREACH
Community service and outreach is an important part of student life at CIS. Students have the opportunity to step out of their comfort zone and understand how others live. Engaging in community service creates good global citizens - open-minded, caring, principled and balanced. These opportunities help students understand the importance of their role in helping to create a better world. Each year students participate in challenging expeditions and community service opportunities that broaden their understanding of the world around them, and foster their leadership skills. As global citizens, our students have a wider perspective of their individual responsibilities to society. This year Grade 10 students travelled to Vietnam where they immersed themselves in the local cultures of remote communities and engaged in service projects to assist those communities. Some students travelled north to Hanoi and then on to Mai Châu, a rural district of Hòa Bình Province in the northwest region of Vietnam. These students engaged in the back breaking job of building a toilet for a local family who had never before experienced having their own facilities. It was an eye-opening experience for our students who experienced first hand the difficulties of establishing a good sanitation system in rural communities. Other students began their trip in the south, starting in Ho Chi Minh City, and then made their way to the Mekong Delta region. Here there was no shying away from mud as they turned a swamp into a playing field for students of a local school. After admiring the fruits of their long labour, they had the chance to try out the field and play soccer with young students. Whatever their projects were, these students came home with a new appreciation for the important part that each one of them can play in creating a better world. CANADIAN INTERNATIONAL SCHOOL ■ MOSAIC@CIS
47
LEADERSHIP
Becoming World Leaders Singapore International Model United Nations
by James Gunn, Grade 10 Student, Lakeside
I recently had the opportunity to be involved in the 10th Annual Singapore International Model United Nations (SIMUN), held at the LycĂŠe Francais de Singapour, with delegates from all over Singapore. SIMUN is a realistic simulation of a United Nations Conference, and provides insight into what it means to actively participate in shaping our world for the better. I love thinking about the world, and how people make it fit together. People shape their communities and neighbourhoods in the subtlest of ways, without even thinking about it, or making any effort. However, the people who really stand out are those who try and effect change, and have an impact on their community and society as a whole. Model UN provides a step towards learning to be leaders who can make a difference in society and be good global citizens. Debating requires delegates to apply critical thinking skills, and create innovative solutions to problems. There was a lot of conflict among delegates during the event, and a lot of arguments were made, but at the same time a lot of connections developed between delegates too, despite cultural and language barriers. To me, the special part of Model UN is meeting and interacting with other students from Singapore and around the region. In those few days we made unexpected friendships, despite our opposing views of the world. It gave me the opportunity to see the world through the eyes of people from different countries and cultures, and a chance to have a new perspective of their worlds, and the problems they face. It was an amazing experience and I hope to have the opportunity to be involved in Model UN again. 48
CANADIAN INTERNATIONAL SCHOOL â– MOSAIC@CIS