Coginta Newsletter Mar2012

Issue #4

News Asia

Keeping parents, pupils and teachers informed

2012

TECHNOLOGY ISSUE • COGNITA Chairman is knighted 3 • ISSP is the latest school to join Cognita 3 • New Headmaster, Alun Cooper, welcomed in Vietnam 4

Cognita Asia has gone social!

• SAIS: Raising Media Smart Children 7 • AIS: ICE & Swimming Carnivals 10 • St. Andrews student places 2nd at Callaway Tournament 12 in Asia 15 - 27

www.cognitaschools.com

2

COGNITA News Asia • 2012

COGNITA

Thoughts on Technology from Scott Johnson, Regional ICT Director, COGNITA

COGNITA

2012 • COGNITA News Asia

Knighthood for the Cognita Chairman

Your child, their teachers, the school; responsible use of technology

ISSP joins the Cognita Group of Schools in Vietnam

3

4

COGNITA News Asia • 2012

Vietnam: ISHCMC

Vietnam: ISHCMC

Technology at ISHCMC Grades 6 – 10

Alun Cooper is appointed Headmaster of International School Ho Chi Minh City (ISHCMC)

T

he Board of Management from International School Ho Chi Minh City (ISHCMC) proudly announces the appointment of Alun Cooper as the new Headmaster. Mr. Cooper brings to ISHCMC extensive experience in leading top schools around the world. In the last two years, Alun Cooper served as the Headmaster of Antwerp International School in Belgium.

Previous to that, Mr. Cooper worked in Vietnam for five years as the Head of School for the United Nations International School in Hanoi.

With over 36 years experience in the educa-

ISHCMC Events ►

tion sector, Mr. Cooper has built his successful track record in school management by collaborating closely with staff, teachers and parents.

He believes all students can excel if they are challenged in the context of a safe and caring school community that values them as individuals. Building on his experience, he plans to work closely with teachers and staff of ISHCMC to improve its management, academic standards and support for students. His unbridled focus is to develop the best educational environment for students.

PTO Family Night Family Night, organized by the Parent Teacher Organization, was a fun-filled, evening event that kicked-off the new school year. Over 800 parents and students enjoyed tasty food and drink, dancing, an Olympic challenge, balloon artists, face painting and door prizes. It was a perfect way for new parents to meet the ISHCMC community and for returning parents to reconnect with their ISHCMC family friends. The Olympic challenge introduced our brand new astro turf pitch and the dancing, as always, was a huge hit! Both kids and parents had a wonderful time.

National Day Assemblies The National Day assemblies opened the school year and celebrated Vietnam’s rich cultural heritage. We honored our host country with student performances of traditional Vietnamese dances, a fantastic and very loud drum performance and a fashion show that featured the traditional Ao Dai and explained the meanings of each of the different colors that are worn.

2012 • COGNITA News Asia

Mike Dawson, Head of Technology, ISHCMC

I

nternational Baccalaureate Middle Years Programme (IBMYP) Technology at ISHCMC is essentially concerned with solving problems in an effort to encourage students to combine intellectual talents and practical skills. In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks.

Technology is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data. At the same time, it fosters awareness of the social and ethical implications of technological development.

I am lucky enough to have been with this school for over 10 years.

Throughout my time here, the development of technology has been central to school wide planning.

Students at ISHCMC are able to work with the full range of Adobe’s industry standard software, while at the same time acquiring the skills necessary to adapt to an ever developing industry.

Our curriculum provides the framework for a fun and stimulating environment with the student firmly placed at the centre.

Walk through a Technology classroom and you may see students working with Desktop Publishing software, retouching photographs, editing video or sound for films.

They could be composing electronic music using the latest midi software, developing 3D computer models or creating games and animations. We have recently expanded our workshop to include a 3D milling machine and laser engraver. These have enabled our students to create ever more complex designs in the classroom and then realize their visions in wood, plastic or even glass.

...students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks.

5

DESIGNER LABEL “Our first Technology unit is to design a T-shirt. We think the project is fun because we use our previous experiences and some imagination to design T-shirts for our Middle School field trips. So far we have numerous ideas for our final design. We hope that next year, when we are in Grade 9, the students of Middle School will enjoy the winning T-shirt as much as the 8th Graders are enjoying this project.”

— Ngoc Tien & Lia, Grade 8 “On our Grade 7 trip to Long Hai, we used our technology skills to design and build a kite. We worked in groups of three, communicating and using our teamwork abilities to make our designs different from other groups. It took patience trying to get the kite into the air, but eventually we got it to fly. It was a great memory!”

— Naomi & Catherine, Grade 8

COMMUNITY MINDED “The Grade 9 Technology group is developing advertising campaigns for school events. We will use DTP software from Adobe CS5. We will create posters with Adobe Illustrator and edit any of our original images in Adobe Photoshop for better photo quality. The Grade 9 Technology classes will follow the design cycle, completing each step in order to create products to fit our client’s needs.”

— Yil, Grade 9

TIME IS TICKING! “So far, we have been working on our first Technology unit: The environmental clock. We have to research environmental designs to find ideas for our own clock. We are learning how to create a design specification that will help us to create our final product. Technology is fun because we work with computers, in the Design Room, try out new programs and tools. Technology also helps you with other subjects.”

— Karen, Grade 6

6

COGNITA News Asia • 2012

Integrated Technology

By Malcolm J. Kay, Superintendent, SAIS

O

ne of my favorite scenes in the movie National Treasure is when the characters finally find the treasure they are seeking. I remember the look of amazement on Dr. Chase’s face when they uncover the fabled lost Library of Alexandria, claimed to be the largest and most significant source of knowledge in the ancient world. Nowadays a veritable “fortune” of knowledge is easily accessible to us through technology. Information technology has provided us with instant access to unlimited opportunities for learning and creating which can be applied in a variety of contexts.

Incorporating technology into education is a must in a world that relies more and more on instant access to information and communication.

Hardware is constantly being updated and, combined with advances in software, it expands the potential for enriching learning opportunities. However technology in education is not an end in itself, but rather the goal is to develop skills that allow each student to make efficient use of the enhanced resources available to them. Technology, as part of an integrated educational approach, has vastly improved the standard of teaching and learning.

Technology in the classroom is now a key part of creating a balanced education that will equip young people for effective participation in the modern world. At Stamford, our curricu-

Incorporating technology into education is a must in a world that relies more and more on instant access to information and communication. lum includes two rigorous programs of study enhanced by technology integration; the International Baccalaureate program encourages a process of guided inquiry aligned with challenging American standards. Incorporating technology into students’ inquiries provides a means to research, a way to develop essential questions, and then a process to support the answering of those questions.

In fact, the link between inquiry based learning and the use of technology related resources in the classroom on a daily basis could not be stronger.

It also mirrors technology use in real life where achievement is not based on how well you use the computer but

Singapore: SAIS rather how effectively you can achieve success in a project.

We are very fortunate at Stamford to have the means to integrate technology in the classroom now and the ability to build a brand new state-of-the-art permanent campus, which will open this August. This has allowed our educational team to incorporate full technology integration across classes and grades to truly use the technology to enhance learning. Some of the unique features of the permanent campus include an interactive Library Media Center, interactive learning environments with global access through real time video conferencing, and an iPad reading area.

Currently, we have dedicated computer access for every student, a 1:1 netbook program for our Middle School and High School, and interactive Promethean Boards in every classroom to build students’ comfort and experience with technology and enhance their skills for the future.

Students are also able to work with digital content in class as part of the iPad Learning Program, an integrated program from Kindergarten upwards providing tablets for class activities.

As part of the IB framework within our technology-integrated curriculum, students develop their ability to confidently and effectively use technology to acquire, process and communicate information. Technology is incorporated across subject areas and ensures that all the students at Stamford have a strong fundamental understanding of technology and how it can be used to further enrich their educational experience and their future.

Our iPad program aligns with the SAIS vision as it enhances our student experience and allows our students to achieve even more. A year ago I wouldn’t believe that iPads could replace a laptop or desktop, but I have seen tremendous growth in the abilities of tablets. I know our students will feel great pride as they develop their comfort and fluency in using their iPads and learn the many uses beyond gaming. We expect our students will enjoy broadening their ICT skills as they investigate, create, collaborate, organize, communicate, and develop as responsible digital citizens over the coming year.

The IB Middle Years Program is inquiry-based and fits nicely with the partnership pedagogy of guiding 21st –century student learning through technology. With the 1:1 netbook program in our Middle School, our ‘digital natives’ have the same access to computing resources at home as they do at school and this gives them an amazing sense of confidence. Teachers construct their lessons knowing students have the ability to access library research journals, electronic textbooks, and of course the vast amount of information and interactive learning centers found on the Internet. Cloud computing file sharing allows for effective student collaboration on team assignments. The multimedia aspects of the netbooks allows for very creative project presentations. It’s fun to see how our students who are growing up in a digital world embrace the technology to enhance their learning.

Ben Gavel, Elementary IT Teacher

Bruce Shreve, ICT Coordinator

Singapore: SAIS

2012 • COGNITA News Asia

7

Raising Media Smart Children

By Andrew Hancock, Middle School Coordinator, SAIS

M

any Stamford American International School (SAIS) parents embrace the creative and educational potential of the ‘new’ media reality but are also concerned about the amount of time that their children spend with media and how it may impact the way they make decisions, learn and socialize.

We’re constantly surrounded by new media including TV, movies, video games, books, magazines, the Internet, cell phones and students are not passive with its use. Our children create and collaborate using media tools in ways that we never anticipated. Media connectivity has also created a tremendous amount of meaningful opportunities for our children. Our students have access to (lots of) information which they use to collaborate and network in purposeful ways, like creating or synthesizing information.

Young people today have access to a vast worldwide audience and the consequences of that reach are difficult for them to fully comprehend.

With this expanded connectivity comes additional considerations and students often underestimate the reach of the Internet. Young people today have access to a vast worldwide audience and the consequences of that reach are difficult for them to fully comprehend. Students do not grasp the notion of how persistent the information, photos or videos they post can be and that this will become part of their permanent digital footprint.

Media isn’t going anywhere – in fact, it’s only going to evolve further and become integrated into additional aspects of daily life. That’s why it’s more important than ever for children to learn the skills they need to successfully

use and create media. The important thing for parents and teachers to realize is that while children have become fluent in the use of these new technologies, this doesn’t mean they understand the implications of their actions.

In our rapidly changing world, students’ abilities often outstrip their judgment. Thus it falls to parents and teachers to step in and give students the guidance and perspective they need to gain the best from these enhanced tools while minimizing potential for negative side effects.

Part of our curriculum at SAIS is to encourage independent thought and analysis from our students. In our Middle School we have addressed the use of new media in class discussions by teaching students to ask difficult questions and be protective of their privacy. For Internet research, we focus on balancing multiple sources and mediums to ensure accuracy, and we discuss ways in which marketers target young people so that our students can become informed, smart media consumers.

SAIS Permanent Campus opens August 2012 SAIS will be moving to a new, state-of-the-art campus in August 2012. The campus is centrally located at 279 Upper Serangoon Road and just a short drive from the current Foundation Campus. It is adjacent to the new Woodleigh MRT and convenient to all major expatriate residential areas. The Permanent Campus will feature the best academic and athletic facilities and will accommodate over 2,500 students.

Highlights include collegiate seminar space with global access through video conferencing, an interactive Library Media Center and a Science wing that is modeled after the Scientific method, in addition to top-of-the-line sporting fields, gyms and pools.

8

COGNITA News Asia • 2012

Singapore: AIS

Singapore: AIS

2012 • COGNITA News Asia

Cyber Safety

Preparing our students to be 21st century digital citizens

By Mark Holland, ICT Director, AIS

THE INTERNET CAN BE A WONDERFUL TOOL – BUT NOT ALWAYS CHILD-FRIENDLY. KEEP YOUR KIDS PROTECTED ONLINE WITH THESE SAFE SURFING TIPS...

I

t would be hard to imagine a world without being able to have instant access to the online world. We can easily plug into the latest news, weather, stock prices and social networks using our laptops or an app on our phones, but we don’t have to look far back to a time when much of this technology was not available.

In the last ten years we have witnessed an explosion in the role of the Internet – and it has held a unique place as a form of media due to its almost complete lack of censorship.

Many view this as the Internet’s biggest strength in making it a fantastic resource - but the reality is it needs to be used responsibly and with care, especially in regards to our children.

Use of the Internet by our children at school and at home is an integral part of 21st Century Learning, and is something we should encourage to change the way students learn. However, due to its lack of any form of central control, it’s essential that we educate our children to be responsible users of the Internet.

Due to its uncensored nature, the Internet presents numerous potential online dangers. Renowned psychologist Dr. Michael Carr-Gregg describes the practice of allowing children to surf freely on the internet as akin to dropping them off in King’s Cross at 2:00 am. While it is not possible to

guarantee 100% safe use, by establishing a few simple guidelines and procedures, it is possible to greatly reduce the potential dangers of the Internet for our children.

One of the most important Internet safety processes is establishing clear guidelines with our children on what entails safe use of the Internet. This can be done by developing a ‘family internet contract’ that clearly outlines simple guidelines that can help our children to be safe online. This agreement needs to be agreed to by both the parent and child and can set the boundaries for safe internet use at school or home. These guidelines should include simple things such as

One of the most important Internet safety processes is establishing clear guidelines with our children on what entails safe use of the Internet. children keeping their username and password private and refusing any requests for personal information to informing their teachers or parents any time they feel uncomfortable while being online and reporting any dangerous or suspicious online contact to the police.

As well as this agreement, other simple practices can be employed by parents at home. Keeping connected devices (which can include a computer, laptop, Wi-Fi devices, mobile phone etc.) out of bedrooms and having them only used in an open, family area is considered by many as one of the key elements of sound internet safety at home. This can allow a degree of monitoring of use of the internet by a child that is not possible if the

9

device is being used in a child’s closed bedroom.

An interesting practice that is followed by some families is to have all mobile phones, parents included, to be kept in the family area and only accessed from there. By parents setting the example, it provides good role modeling.

Time spent on the internet can also be monitored. For many children, the internet represents their major social communication and entertainment outlet - time allowed on the internet is like ice cream; the more we give our children, the more they will take.

A useful practice is to ‘trade off ’ time on the internet with other daily activities. For example, for each half hour of music practice, exercise or house work, 15 minutes of internet time can be awarded.

While monitoring our children’s internet use at home can be achieved, it’s much more difficult away from home.

With many now equipped with WiFi devices like the iPod touch, Nintendo 3DS and 3G mobile phones, we need to be aware that away from home our children can access the internet through these devices without any supervision. This presents a whole new set of challenges that parents and families need to work through with their children.

For more information on internet safety there are numerous excellent online resources. Three resources worth looking at include: •The Family Online Safety Institute: www.fosi.org/ •The Australian Communications and Media (ACMA) Cyber Smart site: www.cybersmart.org.au/ •Netsafe: www.netsafe.org.nz/

By Mark Holland, ICT Director, AIS

A

t AIS we are conscious that our students operate in an increasingly digital and global world. In order to be able to prepare them as effective 21st century citizens, we need to provide them with the opportunity to learn all the digital skills necessary for them to use relevant technology, and to teach them how to use that knowledge responsibly.

From Preschool upwards, our students have daily access to computer technology, and learn to use these important tools with the support of classroom teachers and ICT specialists.

In Preschool, each class has access to two or three computers (depending on the age range) and access to a set of 12 PCs in a shared Pod area. Moving up to the Junior School, every classroom has five PCs and access to two dedicated computer labs. Our Primary ICT program has expanded to equip each class with 13 netbooks per class, housed in a portable cabinet. This gives each class a student to computer ratio of 1:2. Having the netbooks in portable cabinets also allows teachers the flexibility to share the netbooks with another class which can provide a 1:1 student to computer ratio when the learning situation requires.

The AIS 1:1 Laptop Program began in 2010 with Year 10 students being issued their own Acer Aspire laptop. In Term 3 2011, Years 6 - 9 were also issued with their own laptops, and it is planned that by the start of the 2012 academic year, every student from Year 6 to Year 12 will be part of the 1:1 AIS Laptop Program.

Other specialist areas also utilise the latest in digital technology; Our Visual Arts and Digital Media students have access to three Visual Arts rooms fully equipped with a mixture of the latest computers with 22” monitors and laptops allowing flexibility in the media used in the rooms. AIS also provides Music students with two Music computer labs with Midi keyboards running specialised Music software including Sibelius, Auralia, Sony Vegas, Acid and Sound Forge.

As well as the commitment to a projector in every room, every classroom from Prep to Year 12 also has a Promethean Interactive White Board. Preschool currently has one IWB, with more planned in 2012.

Just as important as the technology is AIS’ commitment to supporting our teachers in the use of digital technologies and equipping them with the skills and knowledge required for 21st century learning. This support is evident in a variety of ways including providing each teacher with their own laptop and offering extensive professional development opportunities to teachers. Having highly skilled teachers is integral to the success of the Digital Learning program throughout AIS. The recent appointment a full time ICT Coach/ Facilitator with a focus on supporting staff, students and parents in the implementation of the Middle and Senior 1:1 Laptop Program is further evidence of this.

10 COGNITA News Asia • 2012

Singapore: AIS

St. Andrews student portal supporting studies

AIS Events ► International Culture Festival ICE (International Cultural Experience), held on Thursday, June 16 saw students from Middle School and Senior School (over 1,100) involved in a day-long celebration of the 40+ nationalities that make up the Australian International School. ICE grew out of a former event held for the past 10 years at the School which involved food stalls and a concert. However, this year the day took on much more significance with all students taking part in a day of cultural workshops, as well as enjoying a food court-style lunch (with stalls of food representing over 20 countries) and performances from students and staff on the Lilypad stage.

Students chose three workshops from a list of 40, engaging in activities as diverse as Gaelic football, Bhangra dancing, Indian dress secrets, Chinese Calligraphy, Gamelan orchestra and Delicious Dumplings, to name just a few. The addition of the workshops this year was welcomed by all, and provided the students with an authentic experience of different cultures throughout the day. The last event was a mass performance of the Macarena on the School sports oval, which was a serious riot of colour.

The day was a massive hit, with parents and community members donating their time to run workshops, as well as food for the stalls (the proceeds of food sales go towards the students’ fund raising efforts for disadvantaged children in Cambodia and Nepal).

Annual Swimming Carnivals A major event on our sporting calendar, the whole Primary, Middle and Senior cohort at AIS took part in the Annual AIS Swimming Carnivals over two days in August. As always, our enthusiastic students threw themselves behind their house colours to support their team members across the year levels. It started with the big swim, which saw vast numbers entering the pool to win points for their respective houses.The A events then got underway with students competing for the honour of becoming age champion for their respective year level. A number of records were broken over the two days, which is testament to the hard work and skill of our competitive swimmers. It was also impressive to see a record number of students taking part in the B events, for which they won points for their respective houses.

2012 • COGNITA News Asia 11

Thailand: St Andrews

W

e are delighted to have a full time librarian, Damon Parker, join us this year at St. Andrews Sukhumvit 107 from our Green Valley campus. He has developed an excellent student portal for students to be able to access key websites to support their studies. This is an area we intend to develop further this school year to ensure our students are not only using IT to its full capability but to also enable them to become independent learners – one of our key aims at the school.

Our Library and Information Resources department have created “gateway” web pages to allow the students and teachers to easily access websites which will help them with their studies. The home page includes online search facilities for a Dictionary, Thesaurus, Google and the Encyclopaedia Britannica as well as links to other trusted, useful educational and current affairs sites.

The department is also working closely with all our school’s teachers to develop specialist pages relevant to each subject area and age group this year. The initial pages are available in school on our intranet system but will shortly be published on the World Wide Web to allow our students access to these facilities from anywhere in the world and at any time to suit their own working preferences.

As part of our library stock we have a selection of audio books available to students across the school intranet. Students can listen to these stories during break times or as part of their daily lessons. In the library they can also access a range of online e-books which students can read and share with friends.

12 COGNITA News Asia • 2012

Thailand: St Andrews

2012 • COGNITA News Asia 13

Thailand: St Andrews

St. Andrews student takes 2nd place in Callaway Junior World Tournament

Life in the Real World -

By Chayanit Wangmahaporn, Year 9 student at Green Valley Campus

By Andy Harrison, Head of School, St.Andrews Green Valley

I

feel so proud that I came in second place at the Callaway Junior World Tournament because competing in this tournament has always been one of my dreams. Last year I practiced very hard to qualify for the tournament but I didn’t get in. I really felt like giving up after that! Then, l received a call from the TGA (Thailand Golf Association) saying that they had two places available - I had to grab such an opportunity!

I started playing golf when I was 9-years-old. I initially played just for fun with my brother. I then entered a school tournament and placed second and I realised I really liked playing. My family inspired me and helped fund the improvement of my game, in part by finding a good pro to teach me, Mr. John Rae. He has been very patient with me over the last two years while adjusting my swing and my mental game.

I moved from Satit Kaset School to St. Andrews because I decided I wanted to improve my English skills.

Last term was rather hard for me, but thanks to the support and help from my teachers and friends, I managed to adjust very quickly.

On the first day of the Callaway Junior WorldTournament I played with three girls form the USA and on the second day I played with one girl from the USA, one from Columbia and one from Argentina. It was a really great experience; as you can imagine, we talked a lot. I felt confident in talking with them and I even kept on speaking when I’m sure they didn’t understand what I was saying!

On the last day, the final round, I played in the group before the leader group. Everyone was very serious on this

St. Andrews UPDATE ►

occasion, including myself. I played with girls from the USA, China and Philippines. I tried to concentrate on the game and really give it my best, as this was the last chance I had to win the tournament. Finishing second was a great achievement that I am immensely proud of.

This year, my targets are to prepare myself and be ready for the Callaway Junior World Tournament in 2012 at the Torrey Pines Golf Club. I already have a place to play in the 15-18 age range. This will be more challenging as there will be about 200 girls at the tournament.

Other than golf, I have to improve my English because I may have a chance to talk with coaches from universities that come to watch the players at the tournaments. In school I want to achieve good grades by working hard so that I can look for scholarships when I enroll at university.

If you too want to be a good golfer, you have to practice hard and feel confident. You must always trust that you can do it. Golf is not a perfect game, sometimes you play well and sometimes you don’t, and you just have to accept it!

Sukhumvit 107

Iain Colledge, Head of School What an exciting start to the new school year! Our student numbers are now at 165, which is an increase of 60% on last year and the school is really buzzing with children making new friends and getting to know their teachers.

We have now rolled out to Year 11 for the first time in the school’s history. June 2012 we will have our first full set of IGCSE exams and we are already planning for the introduction of the IB programme for our sixth form students next August. Our brand new secondary school building is now being fully utilised and provides a wonderful environment for all our students. We also welcome a number of new staff to the school, many of whom are secondary specialists.

After Senior Management positions in three British International schools across the Middle East, I am delighted to have secured the position of Head at St. Andrews 107. It is a real honour to be running the school at such an exciting time in its development and I look forward to many more years of growth and improvement in such a vibrant and high quality school.

Green Valley Work Experience Week

S

chools are great places for learning, but it is only once you start working in the real world that you can truly put what you have learnt to the test.

From June 13th Year 10 students at St. Andrews, Green Valley were sent out for a week of Work Experience in order to test their current knowledge and to learn lessons about life in the adult world. Upon their return to school, the students were buzzing with excitement from their experiences. When asked the main things they learned, listed below are some of their replies:  I learned how to work independently.  I had to cope in different situations

and be motivated at all times.  I improved my communication skills, I had to listen carefully and ask the right questions.

 You need to show initiative and use

your knowledge and experience in order to solve problems.  I learned that working is way harder than studying!

Many local companies were delighted to assist our students in their Work Experience. This is the first year that St. Andrews Green Valley has run a Work Experience Programme and, to our knowledge, we are the only International School in Thailand to do so.

The local companies were also asked to evaluate the attitude and performance of the St. Andrews students during the Work Experience Programme.

Here are a few of their comments:  The students were upbeat, mature,

disciplined and excited to learn new things. (The Holiday Inn, Pattaya)

 The St. Andrews students were en-

thusiastic, keen and paid close attention to what they were being taught.

(The Pattaya Mail)

 Pleasant and outgoing. The St.

Andrews student picked up basic programming techniques quickly and got along well with everyone in the office. (E Technologies Group, Asia)

 Well mannered, a quick learner and

always smiling. (Thai Airways Maintenance, U-Tapoa Airport)

Students have returned to school better for the experience of having stepped out of their comfort zone.

Thank you again to all of the companies who generously gave up their time and resources to be a part of our Work Experience Programme and we look forward to next year.

Green Valley

Sathorn

Andy Harrison, Head of School

Karen Pennock, Head of School

We had some wonderful IGCSE results over the summer and under our accelerated program for IGCSE Second Language English in Year 9 we had three students achieve A*’s, four achieve A’s and a further 15 students gaining either a B or C grade. All these students took the exam two years ahead of time as students usually sit the exam at the end of Year 11.

We are also thrilled to welcome 60 new students this school year to Green Valley, which brings our student body to over 400. In order to accommodate the increase we have recruited nine new teachers who started with us at the beginning of the school year and are settling into the community.

It is another exciting year ahead for the school. This term will see us host the FOBBISEA (Federation of British International Schools of South East Asia) U15 sports games and we will have a pre-accreditation visit from our authorizing body CfBT (Centre for British Teaching).

This is a very exciting time for Sathorn as we open the year with a total focus on the Primary section of the school. Summer renovations included knocking down walls between the new Reception and Kindergarten classrooms, creating an open learning space more conducive to the early years curriculum. Year 1 has moved upstairs to join Years 2 and 3, allowing the Key Stage 2 year levels (Years 4, 5 and 6) to be together in the former Secondary classrooms. We have also welcomed new staff who have already settled in well and are looking forward to the year.

We were sad to see our secondary students leave us at the end of last term but many have joined our sister campus at Sukhumvit 107. The leavers party on June 28th was a great way to celebrate their many years at Sathorn and let them know how much we will miss them. Our Nursery classes are full and other year levels are thriving. We look forward to an exciting year with a whole feast of activities planned!

14 COGNITA Profiles • 2012

COGNITA

2012 • COGNITA Profiles 15

COGNITA

School Network The Cognita group currently encompasses over 60 schools across the UK, Europe and Southeast Asia. Fitting a broad profile, our network of schools includes nurseries, pre-prep, prep, junior and senior schools. We employ some 4,000 teaching and support staff, in the care and education of over 18,000 pupils.

TEACHING EXCELLENCE

Spain • 7 schools

UK • 47 schools

Walk through the classroom door and you know the atmosphere is intense. Every child is involved, there is silent concentration and there is excitement and there is laughter. This is teaching as it should be.

How is it done? The teachers are invariably passionate about their subjects. They have the highest possible expectations of every child. They are experts in the craft of the classroom. Teaching excellence, Cognita’s goal. The most important thing we can offer our pupils.

Sir Chris Woodhead Cognita Chairman

•

We promote and preserve the unique character and identity of each school

•

We foster best practice in every aspect of our schools’ provision

•

We support and monitor teacher performance, investing in regular and appropriate staff training and development

•

We strive to challenge all children to realize their full potential in all fields of endeavour

•

We encourage open and effective communication between our schools and our parents

•

We seek to engage and work with our parents at every available opportunity

Vietnam • 3 schools

Thailand • 3 schools Singapore • 2 schools

Singapore: AIS

2012 • COGNITA Profiles 17

Australian International School, SINGAPORE

1 Lorong Chuan Singapore 556818 +65 6883 5155 enrolments@ais.com.sg www.ais.com.sg Co-educational, 3 – 18 years

Established in 1993, the Australian International School (AIS) provides a challenging educational program.

Whilst the majority of our 2,500 students are from Australia and New Zealand, over 40 nationalities are represented at the School, reflecting the multicultural diversity of modern Australia. Central to AIS is our ethos; we value the pursuit of excellence in all endeavours, celebrate the diversity of our community and encourage positive attitudes to learning. We believe that respect for self, others and the environment is central to broadening our perspectives and horizons. AIS is an international school, with an Australian ethos.

AIS is an International Baccalaureate Organization World School that offers the Primary Years Programme (PYP) in Preschool, Junior School and Primary School.

In Senior School we offer the Middle Years Programme (MYP) and a choice of either the Diploma Programme or the New South Wales Board of Studies Higher School Certificate in Senior School for the final two years of study.

The School as a whole has excellent facilities; a large theatre, a swimming pool, sports oval, three indoor sports halls, two libraries, a technology centre, IT labs and dedicated music, arts and drama areas.

Singapore: SAIS

2012 • COGNITA Profiles 19

Stamford American International School, SINGAPORE

11 Lorong Chuan Singapore 556821 +65 6602 7247 admissions@sais.edu.sg www.sais.edu.sg Co-educational, 2 – 18 years

Opened in August 2009, Stamford American International School (SAIS) is a world class school for children age 2 and older. Founded on a mission of providing the best teaching and learning experiences for each individual, SAIS strives to ensure each student achieves more than they believe they can. SAIS aims to instill an enthusiasm for lifelong learning and a sense of global awareness that enables our students to take their place as confident, thoughtful and active global citizens.

SAIS offers two rigorous programs of study; the International Baccalaureate Program enhanced by American academic standards. SAIS is a candidate school for the IB Primary Years Program and Middle Years Program and is pursuing authorization as an IB World School.

SAIS focuses on the total development of each student, addressing social, physical, emotional, cultural, and intellectual needs to prepare them to succeed in school and beyond. Our commitment to broadening cultural perspectives is emphasized with daily Mandarin and Spanish classes beginning at age 2 and an international student body representing over 40 diverse nationalities.

Another key focus at SAIS, is building student comfort with technology. Our Middle School’s 1:1 Netbook Program integrates technology across classes and gives students the same computing resources at home. Our Elementary School iPad Program develops students’ ICT skills as they investigate, create, and collaborate.

Centrally located to Singapore’s expatriate communities, our Foundation Campus offers an inviting learning environment with spacious, well-equipped classrooms. In August of 2012, SAIS will move to the Permanent Campus at 279 Upper Serangoon Road. The purpose-built campus will offer state-of-the art athletic facilities and technology-enhanced learning with interactive Promethean boards in every classroom, a Library Media Center with global video-conferencing access and an iPad reading room. The Permanent Campus will also offer a top-of-the-line Science Center modeled after the scientific method to enhance the student experience.

240 X 340 MM Full - YM TAN

Vietnam: ISHCMC

2012 • COGNITA Profiles 21

International School Ho Chi Minh City, VIETNAM

28 Vo Truong Toan Street An Phu Ward District 2 Ho Chi Minh City Vietnam +84 (8) 3 898-9100 admissions@ishcmc.edu.vn www.ishcmc.com Co-educational, 2 – 18 years

Established in 1993 the International School Ho Chi Minh City was the first international school to open in the city. Our school is a non-denominational, co-educational and multicultural international school with over 1000 students, aged 2 to 18 years, from over 40 nationalities.

We are recognized and accredited as the only “IB World School” in Ho Chi Minh City, providing the International Baccalaureate program for primary school, middle years, and IB Diploma. We also offer a US High School diploma program.

Our school provides a positive academic and caring social environment that emphasizes the development of the whole child, fostering individual ability within an intercultural community. We have specialist teachers for Informational Technology, Physical Education, Music, Drama, Art, English as an Additional Language and Special Educational Needs. There is a focus on the integration of technology, including a 1:1 tablet programme in high school. ISHCMC remains one of the few schools in Vietnam which holds dual accreditation by the Council of International School (CIS) and the New England Association of Schools and Colleges (NEASC).

22

Vietnam: ISHCMC AA

23

Vietnam: ISHCMC AA

ISHCMC American Academy, VIETNAM

Ambition & Achievement Rigorous American academic curriculum with Advanced Placement, preparing our students for future success in universities around the world.

Admissions now open Primary School Campus International School Saigon Pearl 92 Nguyen Huu Canh St, Ward 22, Binh Thanh Dist, Ho Chi Minh City Tel: (84-8) 2220 1788/89 Email: info@issp.edu.vn

Secondary School Campus American Academy 16 Vo Truong Toan, An Phu Ward, D2, Ho Chi Minh City Tel: (84-8) 3898 9098 Email: admissions@aavn.edu.vn

www.issp.edu.vn

www.aavn.edu.vn

Part of the Cognita Group, with over 60 schools in 5 different countries.

robust academic program built upon the principles and standards of the American education system for students 11 to 18 years old. Our rigorous American curriculum is designed to inspire our students to become successful lifelong learners and responsible global citizens.

16 Vo Truong Toan Street An Phu Ward District 2 Ho Chi Minh City Vietnam +84 (8) 3 898 9098 admissions@aavn.edu.vn www.aavn.edu.vn Co-educational, 11 – 18 years

An American curriculum including Advanced Placement (AP) courses are taught in the English medium by highly experience teachers alongside subjects of the Vietnamese national curriculum ensuring students also have a strong foundation in Vietnamese language and culture. activities in sports, music, drama, clubs and community activities to develop their interests and abilities, and in particular their social awareness and responsibility to help others in need. rooms, with science laboratories, art room, computer suite, media library, a designated area for sports and recreation and a dedicated common room for Grade 11 and 12.

24

Vietnam: ISSP

25

Vietnam: ISSP

International School Saigon Pearl, VIETNAM

School for children 2 to 11 years old. Following a rigorous American curriculum the school is committed to providing a dynamic learning community focusing on student success for all. Children are nurtured to petent individuals and creative contributors to the future.

92 Nguyen Huu Canh Street Ward 22 Binh Thanh Distrit Ho Chi Minh City Vietnam +84 (8) 2222 7788 info@issp.edu.vn www.issp.edu.vn

Admissions Now Open www.issp.edu.vn

Co-educational, 2 – 11 years

ISSP has a student body of

-

development and individualized instruction so all instruction in PE, Music, Language, Art and IT. cer pitch, swimming pool, Early Childhood unit, ballet studio, IT suite and a well resourced library media centre with over 7,000 English books and a full time tivity program with everything from ballet, kindergolf to taewondo and soccer.

Thailand: St. Andrews

Inspiring Minds Shaping Futures

2012 • COGNITA Profiles 27

St. Andrews International Schools, THAILAND

Sathorn Bangkok Central Location 9 Sathorn Soi 4, North Sathorn Road, Bangrak, Bangkok 10500

Primary specialists from 2 to 11 years

Sukhumvit 107 Footstep of Bearing BTS

7 Sukhumvit 107 (Soi Bearing), Bangna, Bangkok 10260

2 to 16 years offering iGSCE Starting IB Diploma* next year

Green Valley

British International Education With over 30 nationalities St. Andrews’ approach to learning creates independent, confident, lifelong learners.

Our philosophy encompasses the whole child and each campus is small and exclusive by design.

Outskirts of Pattaya

1 Moo 7, Banchang-Makham Koo Road, Banchang, Rayong 21130 admissions@standrews-schools.com

2 to 18 years offering iGCSE and IB Diploma

www.standrews-schools.com

* St. Andrews International School, Sukhumvit 107 is a candidate school for the Diploma Programme. This school is pursuing authorisation as an IB World School. These are schools that share a common philosophy, a commitment to high quality, challenging, international education that St. Andrews International School, Sukhumvit 107 believes is important for our students.

Only schools authorised by the IB Organisation can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorisation will be granted.

St. Andrews International Schools in Thailand offer an education that extends beyond the English National Curriculum and embraces the learner-centred principles of the International Baccalaureate. The St. Andrews philosophy encompasses the whole child and each of its three campuses is small and exclusive by design.

Sathorn Campus 9 Sathorn Soi 4 Sathorn Road Bangrak, Bangkok 10500 Thailand +66 (0) 2632 1995 sathorn@standrews-schools.com www.standrewssathorn.com Co-education, 2 – 11 years Sukhumvit 107 Campus 7 Sukhumvit 107 Bangna, Bangkok 10260 Thailand +66 (0) 2393 3883 sukhumvit@stsndrews-schools.com www.standrewssukhumvit.com Co-education, 2 -16 years Green Valley Campus 1 Moo 7 Banchang-Makham Koo Road Banchang, Rayong 21130 Thailand +66 (0) 3803 0701 rayong@standrews-schools.com www.standrewsrayong.com Co-education, 2 – 18 years

Children are encouraged to become independent, confident, lifelong learners. This is the commitment we make to our parents and we therefore ensure that it is lived through the daily experience of their children in our schools.

St. Andrews International School, Sathorn is set in beautiful surroundings in a heritage building in the business district of Bangkok and is focused on Primary education only. There is a diverse student community from many different nationalities which is carefully considered and incorporated in all aspects of school of school life. The focus is on how children learn and the curriculum is delivered to meet all learning styles.

St. Andrews International School, Sukhumvit 107 has a closeknit school community, is friendly, welcoming and vibrant. We provide a high quality education following the English National Curriculum from Nursery to Secondary including IGCSEs, and the IB Diploma. Furthermore, the school is at a very exciting stage in its expansion with a new three story extension recently completed that further improves the facilities with new science labs, creative arts classrooms, language and secondary classrooms. And in the facilities that we already have, such as our purpose built Early Years Centre, spacious, airy Primary classrooms and a beautiful 25m swimming pool and you will see that there is much to offer.

St. Andrews International School, Green Valley is a very unique

school located between Pattaya and Rayong in the Eastern Seaboard region of Thailand. With a population of nearly 400 students, from around 30 nationalities, we are able to maintain the family feel but still offer the opportunities and diversity of a larger school. The purpose built campus, with extensive playing fields and riding stables, set amongst three golf courses and rural surroundings is both inspirational in its layout and setting. In addition to the broad and challenging educational programme based on the English National Curriculum and IB Diploma, the school also operates a Dutch stream structured according to the benchmarks set by the Dutch Government and Inspector of Education

COGNITA School Network 62

Schools

Over 18,000 Students

Over 4,000

Teachers and support staff Singapore Thailand Vietnam Spain UK