Shi Jie - Autumn 2012

視界

SHI JIE - TO LOOK OUT INTO THE WORLD THE MAGAZINE OF DISCOVERY COLLEGE Autumn 2012 Grow. Discover. Dream.

Focus on

LANGUAGE B Just Peachy

A Primary cast rehearses for James and the Giant Peach

Year 5 Camp Take a hike!

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CONTENTS

contents Language Luxury There is no question that the ability to speak, read and write Chinese is becoming a major asset for students looking to enter the global market in the decades to come. In a recent article regarding the growth in demand for Chinese language classes in American high schools, the authors describe the rather dramatic shift in focus that has taken place in American primary and secondary language education. No longer is learning a second language considered simply a way to round out a student’s general education. In a system where students traditionally chose French or Spanish merely to satisfy a pesky language requirement, the emphasis now is on preparing oneself to participate and compete in a “globalised” world.

Suddenly swamped by an exploding demand for Chinese language courses, US schools have been hard-pressed to produce qualified teachers fast enough to meet this student-driven demand.

Providing sufficient practice in speaking, reading and writing a language so different from English has proven difficult.

In a rather noticeable contrast, students at Discovery College have the great fortune to have a language programme integrated into their studies— one that includes not only reading, writing and speaking Chinese, but one that incorporates cultural and historical aspects as well. While Mandarin is not the language of Hong Kong, the College strives to find rich opportunities for full immersion.

At the same time, Discovery College recognises the importance of maintaining a connection to each student’s native language and culture. Through a strong Mother Tongue programme, students have the opportunity to continue speaking and learning in their own language.

As our students venture excitedly into the future, they will find themselves—especially here in Hong Kong— interacting and competing with other highly-educated students, many of whom will have fluency in three or more languages. In order to compete and collaborate successfully, language proficiency and cultural understanding will be essential. I am confident that with the knowledge and experience that DC’s Language B programme provides, our students will be fully prepared to meet the challenge.

Charles Wong School Council Chairman

CONTENTS

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Contents

視界

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Shi Jie

Autumn 2012 EDITOR Amy Freed

CONTRIBUTING WRITERS

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Contents | Autumn 2012 Feature Future Advantage

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Focus on language B Language for a Lifetime 9 Bloom and Grow 10 MYP Language B 11 Español 12 Speaking the Same Language 13 Making Language B Meaningful 13 STAFF PROFILE Andrea Ouimette Debbie Tai

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DCPTA Dragon Boats, Salsa and Family Fun

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HAPPENINGS Sing Out 17 Fit4life 17

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Classroom Personal Expression

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Outdoors Take a Hike

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ALUMNI Where are They Now - Amanda Baillie

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STUDENTS Surviving the DP Senior Style

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SPORTS House rules Cobra Sports

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EVENTS College Bound Just Peachy

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CONTENTS

Mark Beach Michael Burrows Isabella Dia-Tsi-Tay, Year 11 Frank Donnoli Adrian Gan Tra My Hickin, Year 11 Claire Holubowskyj, Diploma Student Lizzie Hudson Marshall Hudson Andy Kai Fong Paula Myers Eslpeth Shaw Debbie Tai David Thapa

PHOTOGRAPHY Danielle Libine CIRCULATION & CONTACT Discovery College 38 Siena Ave Discovery Bay HONG KONG

Tel: +852 3969 1000 Fax: +852 2987 8115 Email: office@discovery.edu.hk Website: www.discovery.edu.hk Circulation (1500)

視 界 is printed on Alpine Satin which is PEFC certified, Elemental Chlorine Free (ECF) and manufactured under ISO14001 certification, using 100% virgin fibre from well-managed forests.

DC NEWS

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Students as teachers Term 1 this year launched a programme where students could run their own Co-Curricular Activity (CCA). The purpose of this programme is three fold; to give leadership experience to the secondary students running them and experience in the activity to the students who take part; increase the range of CCAs available to the student body; and contribute to student C&S and CAS requirements.

Proposed activities went through an application process and all activities had to be approved by the Student Council. Each CCA requires a teacher mentor who provides guidance on the planning of the CCA, but does not necessarily participate in each CCA meeting.

12 student run CCAs ran in Term 1 with classes ranging from dance to football, cooking to business.

The Cooking 4 You CCA was run by Linda Shin, Eleanor Rice and Branwen Bindra with Gillian Whittaker acting as the teacher mentor. Students learned how to cook fun and tasty nibbles on Fridays after school.

STUDENTS AS TEACHERS

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Feature

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Future

Advantage

未来优势 6

FUTURE

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W

hen I went to primary and secondary school in New Zealand, the thought of learning a second language was not high on my list of priorities. It was assumed that the whole world spoke English, or should do, and although the NZ education system included a certain element of Maori language and culture, it was not enough to really develop any oral abilities. My grandmother was Maori and spoke the language fluently, yet spoke not a word of it to us, thinking at the time that it would hinder rather than help us.

When I was 19, I moved to the Kingdom of Tonga to teach for 3 years, and while the teaching was in English, I lived in a village with a Tongan family who only spoke the local language. Very quickly I had to learn to understand and speak Tongan, not an easy task as a young adult. I watched a friend’s child pick it up in only a fraction of the time it took me.

While this was born of necessity, I came to realise that being fluent in Tongan opened a world of understanding around culture, customs and relationships, and presented to me a far, far richer experience than had I not learnt the language.

I returned to NZ with a greater appreciation of the value of other languages, and set about learning to speak Maori. This led me ultimately to my first principal’s position in a small, rural bilingual school, where the students were taught in both English and Maori.

It also opened a layer of dialogue with my grandmother that I have never dreamed of, presenting me with family stories and local traditions.

Today, we live in a world that is increasingly small and interconnected by a global economy. This means that many of us are interacting across cultures in ways we never did before. In this environment, the importance of learning a second language takes on a whole new significance.

Here at Discovery College, where the medium of instruction is English, we offer Chinese (with a small number taking Spanish) as our second language, believing that this will advantage or students in years to come. Chinese is the language of the world’s second largest, and fastest growing economy. Students who graduate proficient in Chinese, will have an advantage that I think we are only just starting to realise.

Furthermore, having a firm grasp of a second language provides our students with the foundation for the language requirements in university. It increases their chances in the global job markets, where knowing another language is increasingly seen as a real asset. For many Discovery College students, English and Chinese are not necessarily even their first or second language, but in many

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cases their second and third, or even third and fourth. We live in a community where our children are multilingual.

Learning a second language is not merely limited to being able to communicate with people who speak different languages. According to studies, it has been shown that learning a second language results in students becoming more divergent thinkers, where creativity and cognitive development are enhanced. A number of studies have also shown that when students learn a second language they have a tendency to out score on tests of nonverbal and verbal intelligence, peers who are proficient in only a single language.

Still other studies have shown that learning a second language can improve students’ abilities in mathematics, writing, and reading.

Learning a second language, therefore, can not only enhance your thinking, but also enrich your soul. Understanding language is about understanding people and their cultures.

When you start to gain proficiency in another language, you begin to see connections you didn’t see before. Every language approaches and explains the world in a slightly different way. This helps us understand the world from the perspective of another culture and gain a greater appreciation of diversity. We become not only equipped to communicate across cultures but also empowered to understand others’ points of view.

As immigration, communication, technology, business and transportation bring people closer to each other, the world is becomes a smaller place. By learning a second language, we can understand each other better and deal with each other with more empathy and consideration. What better way to live out the Discovery College Vision Statement of…

Grow …be passionate about being the best we can be Discover …find wonder in the world around us Dream …dare to make a difference for yourself, humanity and our planet I look with envy at our Discovery College students, and their budding confidence and abilities in many languages. What better preparation could there be for them to face the world ahead. I often wish I had had similar opportunities when I was their age.

Mark Beach Principal

FUTURE

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LANGUAGE

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LANGUAGE FOR A LIFETIME

Discovery College recognises the importance of language not only for its role within the IB, but as a necessity for our students who live in our international environment. As a school where classes are taught in English, the College incorporates a rigorous curriculum of Chinese at the Primary level and Chinese and Spanish as second language options in Secondary. By integrating language into many aspects of the curriculum, we teach students the importance of culture, diversity and sensitivity towards others which in turn enhances their personal growth, cognitive development, and facilitates international understanding, which lends itself well in our international community.

The College also promotes the maintenance and enrichment of the mother tongue by encouraging students to continue speaking, reading, and writing their native language. There are several mother tongue groups within Discovery College.

LANGUAGE

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Focus on

language B

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Bloom and grow As we all know, learning is never-ending. With the right conditions, much growth can and will happen as a result. While the teachers are often times described as gardeners, the Primary Chinese learning programme aims to do just that….provide the right conditions for growth, with students ultimately blooming into confident and competent speakers of Chinese.

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Where have the opportunities been for students’ growth and blooming?

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Year 1 students used language to describe themselves, their families and their school as part of their unit titled “All about me.”

Year 2 participated in a dazzling fashion show and used the language to describe their clothing choices. Students also made personal passports and used these to role play passing through immigration and having to respond to a variety of questions.

Year 3 students considered how Chinese traditional birthday celebrations were similar and different to their own experiences of birthday celebrations while at the same time learning the days and dates.

BLOOM AND GROW

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Year 4 students used timetables to explain their daily routines. Stories related to Chinese culture were also a focus for learning and language development.

Year 5 students introduced themselves to their Pen Pals in other international schools. This was the catalyst for developing written language as well as learning about other students in the world.

Year 6 students designed a dream school and included their unique ideas with regards to overall designs, floor plans and timetables.

While seeding the success of language learning, we believe that a great learning community is built on a foundation of positive partnerships and trust between students, the school and the parents. We are fortunate to have that here at DC and continue to look at ways we can build on this in a spirit of continuous growth.

Debbie Tai, Primary Chinese Team Leader

What do our students say about their learning?

Miwa Sakamaki (Year 5): I like memorizing and acting out the Mandarin role-plays. I also like singing the funny Mandarin Songs.

Emily Stanhope (Year 6): My Chinese lesson is very helpful because just from two units, I have learned a lot. I like being in my Chinese class that I am in because we don’t just learn words, but we also learn skills.

Andrea Boni (Year 6): I am always improving and my family is really happy!

Rouben Derhovagimian (Year 6): My Chinese teacher is funny and explains things really well. She is nice. I help myself learn by practising all the time.

Focus on

language B

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myp language B As part of its regular seven-year review cycle, the IB has revised and updated the MYP Language B guide. This guide change has implications for the learning and teaching of MYP Mandarin and Spanish B at Discovery College. Key changes are: • the introduction of a six-phase developmental continuum of language acquisition to describe a student’s level of language proficiency.

• the introduction of four assessment criterion, including a criterion which assesses the relationship between verbal and written texts, with visual texts.

With each Language B phase the complexity of language increases. Students are expected to move from comprehension of basic texts and interaction in simple exchanges in the earlier phases, through to communicating in a wide range of interpersonal and cultural contexts in the latter Phases. As language complexity grows, students are also expected to increasingly demonstrate higher order thinking skills in the language. For instance, Phase 1 students are expected to understand and respond to simple texts, while Phase 5 and 6 students are expected to be able to analyse and evaluate complex literary texts.

These phases are not linked to grade levels and means the same phase can be offered across more than one grade level.

Each phase articulates into appropriate Diploma Language B courses. It is very important for students and teachers to remember that these phases are related to levels of language acquisition and do not necessarily reflect cognitive ability.

The MYP Language B guide assesses student achievement according to four criteria: • Criterion A – Oral communication • Criterion B – Visual interpretation • Criterion C – Reading comprehension • Criterion D – Writing Criterion A, C and D are already familiar to Language B teachers and students. Criterion B – Visual interpretation, incorporates elements of reading, writing, speaking and intercultural understanding. This criterion develops skills in interpreting the relationship between verbal and written texts, and visual imagery. This criterion is explored through the examination of authentic texts in the language such as advertisements, posters, films and TV shows.

The Discovery College Language B faculty is well prepared for these changes. Many teachers have attended IB-hosted workshops dealing with the new guide. Also, one Language B teacher is an IB Language B workshop leader who has received training from the IB on how to guide teachers through these changes. We are confident in both our ability to implement these changes and successfully prepare our students for life-long language learning.

Adrian Gan, MYP Coordinator MYP LANGUAGE B

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Focus on

language B

Spanish

español The Discovery College Spanish B programme began back in 2009 as an alternative to Mandarin.

Entry was initially quite restricted but has become available to more families now. Numbers remain steady and this year we added another staff member to the teaching team to cope with the growth in year levels.

As the only ESF School and one of the very few schools in Hong Kong to offer Spanish in the MYP, we are very proud of the progress that our students have made. Many came into the programme with little or no Spanish and are now capable of holding basic conversations around certain topics.

This year will feature our first foray into Speech and Cultural Competitions with students invited to compete against students from other Hong Kong Spanish-teaching schools.

The programme in the early years has certain features, which are designed to engage students in their learning of a new language. It starts with topics about ‘self’, ‘family’ and ‘community’ and progresses through to travel, dealing with ‘international’ and ‘personal’ journeys. While it is designed to build everyday proficiency with the language, topical issues are occasionally used as stimulus material. The challenges of adolescence, education around the world, and making cooking videos are three such examples. They allow students to learn new vocabulary, which can be quite specialised, as well as discuss and explore issues that are of personal interest.

Staffing in Spanish this year has allowed some classes to be co-taught. While classes are generally smaller than the Mandarin B classes, most classes contain 4 different proficiency levels, making the planning and delivery challenging in terms of meeting every child’s needs. Maria and Andrea are able to spread their time to work with each of the different levels from time to time while allowing others to work independently.

With the addition of Andrea Ouimette to the Spanish team, we are offering two IB Diploma Programme courses – Spanish Ab Initio being taught by Maria Chaytor and Spanish B Standard Level with Andrea Ouimette. It is exciting to see the programme grow and we look forward to graduating our first students from this class in 2014.

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SPANISH

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Focus on

language B

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speaking the same language Discovery College believes that mother tongue language development is crucial to maintaining cultural identity and emotional stability.

Language is intimately connected to a person’s relationship with the world and how they come to feel about that world. It can be used to enhance learning of concepts and expression of ideas. Therefore valuing all languages and cultures increases the self-esteem and identity of each learner. International schools have a special responsibility to recognise and support each and every aspect of language development.

Strength in mother tongue also supports students in academic learning. Research shows a high correlation between learning to read in a mother tongue and subsequent reading achievement in a second language.

This is because literacy and learning strategies learned in one language can be transferred to situations in another language without having to be relearned. Therefore, the more experience with academic concepts in mother tongue, the easier they will be in English.

Many of our students come to us already speaking more than one language, therefore, the aim of Discovery College’s Mother Tongue programme is to teach students the value and strength of their multilingualism. We hope to maintain the development of mother tongue

and provide more opportunities to increase the academic use of it.

We do this by: • Developing units of inquiry that welcome and embrace the diversity of cultures and perspectives • Valuing the diversity of cultures and perspectives to enhance learning • Implementing an extracurricular Mother Tongue programme • Liaising with parents to establish understanding of how best to collaboratively support students In assemblies, class discussions and show and tells, students are encouraged to use their mother tongues to express their ideas and feelings.

Parents in Year 1, 2 and 3 have participated in lessons where, through their mother tongue, the students unpacked the Central Idea and examined the main concepts. This allows the students to practice academic language in their mother tongue with the support of native speakers. Having built up the student knowledge in their own language, the students then share their learning and ideas in English, thereby also expanding their English vocabulary.

We currently have four extracurricular Mother Tongue Groups – Mandarin, German, French and Cantonese. These groups help to bridge the gap between ‘school’ language and ‘home’ language.

This year DC introduced the role of a Mother Tongue Coordinator to help promote the use of mother tongue in the classroom, to assist Mother Tongue Group leaders and to provide one contact point for those who are interested in supporting mother tongue at DC. For more information about joining, or starting, a Mother Tongue Group at DC, please contact lizzie.hudson@discovery.edu.hk.

Lizzie Hudson, Learning Development

Making Language B Meaningful As environmental awareness has become a part of many students’ lives at Discovery College, relevant vocabulary has been incorporated into the Chinese studies curriculum in Year 11.

In Term 1, students took a look around the school for ways the College could create a greener environment and future. They also spoke with Discovery College’s Environmental Coordinator, Julia Surman, to learn more.

From their findings and using their Chinese vocabulary, students each wrote an open letter to Principal, Mark Beach, where they suggested realistic solutions in the hopes the College would take some of the suggestions into consideration.

Language B classes will continue to use real world issues as a vehicle for students to engage with new vocabulary throughout the year.

Letter by Rachel Yeung, Year 11 SPEAKING THE SAME LANGUAGE

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STAFF PROFILE

ANDREA OUIMETTE

Nuevo profesor de español Discovery College Andrea graduated with a bachelor’s degree in Fashion Design and Merchandising but discovered that working in the retail industry was not really what she wanted to do with her life.

After a bit of brief experience as a substitute teacher, she found herself teaching in the public school system in California, working with the mostly Latino immigrant population. It was obvious after a while that being a teacher was the designated career for her. She later went back to school to obtain a Master in Teaching, certification to teach Spanish and EAL and a Master’s degree in Educational Technology. Her line of work has drawn her to live in the Philippines, Spain, Germany, Chile and, most recently, Hong Kong. As she had visited Hong Kong when she previously lived in Asia, she had an idea of the excitement and energy that awaited her in this bustling city she now calls home.

An avid traveler and adventure-seeker, working as an international teacher has allowed Andrea to travel the world and glimpse into other cultures. She enjoys learning new languages and seeing the world from different perspectives.

Plans to see more of the region are in the works as well as introducing Hong Kong to friends who come to visit.

Andrea is excited to teach at Discovery College because she believes this school embraces the same passion in guiding students to develop healthy lifestyles by becoming lifelong learners. Outside of her teaching assignment, Andrea has supervised Model UN, Spanish Club and coached Cross Country. When the school day is finally over, swimming, yoga or other active pursuits are usually in order. When that’s not the case, you might find her exploring new neighbourhoods or enjoying dinner with friends.

Body music Music teachers from International schools from all over Asia including Hong Kong will participate in a weekend workshop with Keith Terry this coming February. As a self-defined “body musician”, Keith uses the oldest musical instrument in the world – the human body (his own) – as the basis for exploring, blending and bending traditional and contemporary rhythmic, percussive and movement possibilities. Keith expands his students’ abilities to hear and execute complex rhythms through ‘Body Music.’

Keith’s workshop will be the second major international music educator’s workshop hosted by Discovery College. Keith will also work with Discovery College students during Arts Fest including working with a special performance group, which will culminate in a ‘Body Music’ performance during the week.

Due to his unique, innovative and fun approach to creating and teaching music, Keith is in constant demand worldwide as a performer in international festivals such as the International Body Music Festival, but also as a workshop leader for music educators and body music specialists. We look forward to welcoming him in February.

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ANDREA OUIMETTE

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STAFF PROFILE

Debbie Tai 戴希衡 - 希望 平衡 Debbie’s Chinese name is Tai Hsi Heng meaning hope and balance. After spending five years in Bangkok, Debbie moved to Hong Kong three and a half years ago and now has two children, a four year old girl and a two year old boy.

Originally from Taipei, Taiwan, Discovery Bay is now Debbie’s home. Debbie and her young family immensely enjoy the companionship of their newfound friends and lifestyle in such a diverse and cozy community as DB. When not working, Debbie is usually swimming, hiking or just hanging around. Her passions include music, movies, books, traveling, and exercising, not to mention dancing!

Debbie’s goal in 2012-13 is to cycle around Taiwan to raise funds for a charity called World Vision, an international relief and development organisation dedicated to partnering with communities worldwide to tackle the causes of poverty and justice and help them achieve their full potential, regardless of religion, race, ethnicity, or gender. Over the past several months, Debbie has been training extensively and doing a lot of thinking and preparation for the fund-raising trip. Debbie always dreamed of cycling for a good cause, not only to help others in need but also to form friendships along the ride and achieve a sense of pride in completing a tour for charities she feels strongly about.

Debbie has been Primary Chinese Team Leader for the past three years at Discovery College. While the job is challenging, she continually dedicates herself to finding interesting and innovative ways to motivate students and cultivate in them a lifelong commitment to language learning. As the field of Chinese language teaching and learning continues to expand and develop, Debbie feels it will be ever more important to develop all students’ capacity to become effective language learners and to be able to recognise patterns in language and culture. Nothing gives Debbie a higher degree of satisfaction than seeing students improve their Chinese language proactively and take a keen interest in Chinese culture.

Debbie majored in Radio and Television when she went to University. She worked as a journalist, public relations trainee and marketing manager before becoming a teacher. Initially Debbie taught English in kindergarten before ultimately settling on teaching Chinese as a foreign language. Currently, she is doing her Master’s degree in this field. Debbie’s thesis will be on various ways to develop Chinese programmes in a PYP/International school setting. Debbie would love to learn other languages like Japanese, German, and Cantonese.

Ultimately, Debbie’s lifelong aim is to make a positive impact on other people’s lives.

watch this space As we go to print, Years 10, 11 and 12 students with accompanying staff are all off on their No Boundaries experiences. With the widest selection of choices yet, students will surly return with some fantastic stories to tell. You can read about some of their adventures in the next issue of

視 界 (Shi Jie).

Year 10-11

Yunnan, China - Jason Yee, Yvonne de Jesus Thailand - Natalie Kunst, Joe Jasina,

Sean Healey Vietnam - Matt Davis, Emma Neuprez Laos - Gillian Whittaker, Andrew Dove, Peter Lasscock Malaysia - Cheryl Osborne, Tony Dura, Truth Omole India - Jason McKimmon, Kirsten Anderson, Flora Mather Year 12

Yangshan, China - Michael Fraser, Gabbie Belcher Cambodia - Dan Wallace, Tracey Chitty Kenya - Peter Muir, Debbie Gohl Combined Years 10/11/12

Hong Kong/Macao - Dianne McKenzie, Matt Plummer

Bruce Taylor, Matt Barker DEBBIE TAI

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Dragon boat, Salsa and Family Fun

DCPTA

In June 2012, for the first time, the PTA Dragon Boat Team had students paddling alongside parents and teachers to form a truly inclusive school team. This is a perfect example of what is fast becoming a strong partnership between the PTA and the students we strive to support.

Our first event of the 2012/13 school year was Salsa Night, an enjoyable evening for parents and teachers. The event was special because the food was prepared, cooked and served by students.

Students also made the decorations in the dance studio, and the College’s amazing Stage Band performed the opening music.

Family Fun Day this year was a great success raising over HK$100,000.

Through the generous donation by parents and teachers of time and skills, we had wonderful food stalls. The Primary Class Parent Reps ran the ever-popular craft stalls, and commercial stalls provided great shopping opportunities. The best part of the day for many children were the games and activities designed and run by students with the guidance of parents and teachers. These included the highly successful hamper raffle, the scavenger hunt, the obstacle course, football and basketball games and the hugely popular Sponge the

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DRAGON BOAT, SALSA AND FAMILY FUN

Teacher! All run by students! Students were also seen in the primary gym working on the craft stalls, face painting, helping at some of the food stalls, assisting with the popcorn stand, and providing the musical entertainment.

The PTA helps to support students in their fundraising initiatives. The popcorn machine has already been used this term to raise money for World Food Day and by the students going on the No Boundaries trip to Kenya. Last Christmas the PTA donated candles to students who sold them to raise money to build toilets in Laos following their No Boundaries trip.

The Discovery College Arts Fest will take place from 4 to 8 February 2013. This week-long event, financially supported by the PTA, allows students to learn more about the Arts through dance, music, drama, photography and art. The Arts Fest also gives the students the opportunity to share their artistic talents with others though student performances, busking, and workshops.

Every year the PTA works to raise money to support the school. Our aim is to improve the learning and social environment of the students.

Together, in partnership with the students this objective will become more effective and meaningful. Elspeth Shaw, DCPTA Chair

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Happenings

Fit4life The Year 8 Fit4Life Expo was the culmination of the Year 8 interdisciplinary unit about what it is to be ‘fit for life’, and how to make informed choices for the sake of their and others’ well-being. The students displayed and discussed their learning with staff, students and parents.

They challenged everyone to participate in the fitness tests they devised, and to taste the healthy food products they created.

The collaboration and purposeful engagement by the students throughout the day was to be commended.

Sing out The DC Show Choir held its premier concert on 21 and 22 November 2012. Students from Year 5 to Year 12 rehearsed for twelve intense weeks, singing and dancing their way to a fantastic concert. Their performance included small group performances as well as large group numbers, with a variety of solo singers and dancers. Congratulations to all students involved for a magnificent show.

FIT4LIFE

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Classroom

personal expression

Year 11 students give us a sample of their Personal Projects Isabella Dia-Tsi-Tay Isabella’s Personal Project has grown from a desire to retell the stories of her great grandfather who travelled across Asia and Europe. The stories encompass historical change, family relationship and show the negotiation of memory across generations. Experimental in form and narrative perspective, This is a Story of Borscht, is a beautifully crafted series of vignettes that sensitively capture a range of rich experiences.

Isabella Dia-Tsi-Tay 8 July 2012 This is where I come in.

I find myself in a car just as it parks outside the cemetery. I have no idea where we are or how we drove here, and, finding this somewhat symbolic, smile a little to myself. Granddad and Birgitta wait for us outside the gates in their elderly Mitsubishi, a rusty red car that’s nearing the end of its adventurous lifespan. She flashes the duct taped taillights at us in greeting; he greets us by sticking his hand out of the window and waves. I am just about to unfasten my seat belt and climb out of the vehicle when our car lurches forward, and we are then abruptly following them in through the cemetery’s decorative iron gates. Slightly confused, the seat belt slips from my grasp and instead I turn my attention to the scenery that hurries past on the opposite side of the curved window.

The trees outside have grown miles high and I almost get the sense that we are making our way through someone’s enormous personal garden. The sun is blocked out completely by the towering oak branches and the trimmed green grass is dotted with polished headstones. It’s oddly pleasant, being here.

Through a right, a left, a straight, another left and some more, I have successfully managed to lose track of whatever navigation the car is seeking to follow. Soon we pass an empty green park bench with a bus stop sign next to it.

My mind begins to wander as the car makes a couple more turns, and I wonder how many people have sat on that bench, waiting. A widower, an orphan, a mother no more. I quickly stop wondering.

Granddad parks the car and slowly gets out. “Why Isabella, you’ve grown so much since last time,” he exclaims, wrapping his arms into a warm embrace. I walk out from behind the car, confused, and find my Mum returning his hug, very flattered.

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PERSONAL EXPRESSION

“Oh, what a funny place this is to meet once again. But nevertheless, it’s wonderful to see you again!” It’s been two years, and I return Birgitta’s enthusiastic hug with a little one of my own. My step-Grandma has a wonderful smile on her face when she draws back.

We make our way to the shared gravestone, very small and simple with only an Orthodox cross engraved into the stone. Birgitta begins to swiftly sweep off some of the stray moss and leaves surrounding the monument and Granddad places down the potted plant and begins to light the matching twin candles they brought along with them. They fall into a familiar ritual, yet all I can do is regard Vera’s incorrectly inscribed birth date and Jia’s backward ordered name. It seems odd, but it suddenly strikes me that they are no longer simply characters that have been mulling about in my mind; in front of me lies my great-Grandfather and great-Grandmother.

Together in death. They were real.

The seven of us that stand together in front of the headstone stand back to just view the stone in front of us, maybe to imagine the stories that to this day remain untold, or perhaps to not mess up the significant atmosphere for the others. We begin to solely experience the moment. As we do, a sense of contentment falls slowly from the leafy treetops towering above us.

Twirling with the stray raindrops that fall from the bright sky and finally intertwining with the slight breeze that dances between us, my expression softens. Even the omnipresent mosquitoes can’t compete with it. I feel at peace here.

We all fall back into lighthearted conversation: discussing the weather, the ridiculous humidity, and Granddad’s upcoming 80th birthday. The chatter continues as we begin to make our way back to the cars, and my Mum joins my side, trying to start our own discussion. I turn around one last time, my attempt to take one last look at the great-grandparents that I know so much about but was never able to meet, and I see my Granddad linger for a second. He gives a warm nod towards the headstone, his parents from a long time ago, then slowly catches up to the rest of us. He puts his hands in his pockets and effortlessly slips into the ongoing stream of conversation. I smile.

AUTUMN 2012

Vera Dia-Tsi-Tay 15 October 1957 Statistically it takes 1/5th of a second to fall in love But for her, it takes much longer.

It takes her chancing upon him, crying on a chilly autumn bench, gaining the courage to go up and sit with him, to listen as he sobs his heart out onto her lap. It takes her encountering him in the hallways of the Chinese embassy, then inviting each other to a small coffee break after their shifts ended, reoccurring events that she always immediately afterwards played down to strokes of luck. It takes her finally accepting to go and accompany him to dinner in the City Square, and him showing up at her doorstep with an odd number a flowers wrapped in a piece of newspaper he took from yesterday’s issue. It takes her passing holds of the hands and fleeting kisses on the cheek. It takes her nights of getting drunk in each others company, both of them throwing out foreign and treasured drinking games from their home countries up onto the table, laughing as they drown more and more shots of vodka. It takes her nights when it is just the two of them, and it feels like nobody else in the world mattered apart from them. It takes her weeks of fearing, of knowing that she is expecting his child. It takes her parents disowning her, throwing her out from their lives. It takes her nights when she should be sleeping, but is instead sitting curled up in the corner of the bed, miniscule infant fingers curling around her slender one, glancing at the face of the father who sleeps across from her. It takes him vanishing, something she dreaded ever since he told her that day on the park bench, leaving her truly alone for the first time in her life; Michael’s soft snoring in the cot next to her being her only source of solace. It takes her receiving a letter stamped from Norway on a summer morning, asking for her to join him there. It takes her running away from her past once again, but this time knowing that she has no other choice as men in uniform burst into their quaint apartment in Oslo, barking at her family in harsh German. It takes her stepping off the train onto yet another foreign piece of soil, crestfallen and distressed knowing that she has to rebuild her life yet again. It takes her nights of bitter resentment and breaking to pieces, cursing the man who has ruined her life so much.

But it also takes her seeing her son dressed in a suit on his wedding day, tall and proud, beaming at his charming fiancée who stands next to him under an arch of brightly coloured flowers. It takes her watching him as he holds her white-gloved hand, whispering something into her ear, and placing a kiss on her glowing cheek. It takes her knowing that he’s about to take a step into the future that she was never even given the option to have, the future she worked so hard to let him have. Feeling the emotions starting to climb up her throat, she turns her head to face the man she’s spent the past 25 years of her life with. Who’s been there with her through almost everything, whether she knew it at the time or not.

The person who has seen absolutely everything of her, every single range of emotion that is able to be coaxed from behind her mask. And, most importantly, the man who still stands next to her even today, even after everything they’ve both been through.

He notices her gazing up at him, and smiling, he takes her hand in his.

Sharing a brief moment, they both turn back to watch as their son this time plants a kiss straight on their daughter-in-law’s lips.

Tra My Hickin As an aspiring writer, Tra My chose poetry as the focus of her Personal Project. Her goal was to collect together a range of poems from a range of genre, styles, and traditions to create an anthology.

After analyzing each of the poems selected for her anthology in terms of genre and stylistic features, she used them as inspiration for writing her own collection of original poems. What has emerged is a range of exciting and dynamic poems that use and blend various genre conventions, traditions and styles. Sometimes playful and at other times more introspective, Tra My’s collection show that she is finding her voice as a poet.

Safety and Security Security is the ambience of the sleepy household, the forgotten television, whispering, lonely downstairs, each clink of the dishes, being bathed and prepared.

Tired eyes, bodies wrapped in cosy duvet yielding to sleep, thoughts of nightmares far away.

Yelp ‘Yelp!’ called the dog because he had a peculiar lisp.

His tongue could not quite reach the thin of his lips.

Stuttering, stumbling, just to howl at the moon.

While the malignant cat idly laughed at the stupid fool.

The least she could call this was love.

PERSONAL EXPRESSION

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AUTUMN 2012

Outdoors

Take a Hike Year 5 camps in Cheung Chau

Year 5 had a successful camp at Cheung Chau Island from 17-19 October.

Students were excited, nervous, sad and curious as they assembled in the Primary Sports Hall in the morning. As parents and children said their final goodbyes in the foyer, it was almost like being at the airport watching families as they separate. After packing all of their bags onto the ferry, it was time to settle in for a 45-minute cruise. Now, all thoughts of home were replaced with boat spotting, socializing with friends and looking ahead at the days to come.

The first challenge was a sand castle competition, a task that would test cooperative skills and creativity. A photo of each castle was uploaded to Ding! where parents voted on the best ones. Filling their stomachs with a packed lunch fueled the students for the first hike up the hill to Bradbury Youth Camp. This would be the first of MANY hikes up the hill!

Once at Camp, everyone settled into their dorms before heading off for the first round of activity rotations. Each activity group completed four rotations over the course of the Camp. These activities included bouldering, biking, hiking on the coast, team building games, island scavenger hunting, shopping, a temple study and beach games. The surveys done after Camp showed that the most popular activities were shopping, hiking and biking.

Throughout all of the activities, students displayed tremendous commitment, showing perseverance with every challenge. They also made new friends and got to know their classmates in new ways. One student wrote, “I am now more confident in approaching others.

I am also more comfortable working with people I don’t know very well”.

Students also spent time each day with their classes reflecting and sharing their experiences. At night, they conquered their fears on the night hike and ran out their last bits of energy playing the popular ‘Survivor’ game. On the last night, everyone got to cook their own food over the barbeque, topping it all off with marshmallows.

On the ferry back to Discovery Bay, the Year 5s got one last treat as the teachers and parent volunteers sang songs and played the ukulele. At the end of our three days, everyone returned safely, each with stories and new experiences to take with them on a well-earned mid-term break.

Marshall Hudson, Year 5 Team Leader

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TAKE A HIKE

AUTUMN 2012

ALUMNI

where are they now Amanda Baillie Where do you live now?

We live in Wokingham, England. We moved here last year in September.

What brought you there?

The timing was right for a change, as we had just sold our flat in Hong Kong and because we left then, I went into Year 7 in England where I wouldn’t be ‘The New Girl’ because technically everyone was new to the school, if not to England. We also wanted to be closer to friends and family, especially my paternal grandparents.

Where do you go to school?

I go to Luckley-Oakfield School where I’m in Year 8. My Dad is doing IT with an oil company and my Mum is running her own business selling Fifth Avenue Collection Jewellery.

What are some differences between your school and Discovery College?

Well, to start with, DC is an IB school whereas Luckley is British Curriculum. There are also a lot less people in my class and year, now I’m one of 23 in the whole of Year 8! Our uniform has lots of layers because England gets a lot colder than Hong Kong in the winter.

Another difference is the lessons; we learn German, French and Spanish as opposed to Mandarin and Spanish and we also do Religious Studies, Geography, History. We did Classical Civilisations in Year 7 and I’m also doing Latin this year.

Luckley also has a field, where we play hockey, and woods that are part of the grounds.

What types of activities are you involved in?

I’m in Junior Choir, and I volunteer for events that happen in my House, Jellicoe (Yellow House).

My Mum is part of Glee Club and really enjoys singing (even in public)! My Dad is enjoying having a huge workshop all for himself!

What do you like best about living in your new home, how is it different to living in Hong Kong?

I love that it almost always snows at some point in the year, as it doesn’t ever in Hong Kong. We live in a house with a big garden, which in Hong Kong is pretty rare. Also, England is home to some of the most world-renowned universities, giving me the opportunity for further education without moving abroad.

London is one of the major cities in the world, and we live less than 1 hour away, so can visit famous landmarks and go to the theatre. It’s very different in that in England, helpers are not commonplace so we (especially my mum) miss Josie very much.

Last month I was one of the speakers for Public Speaking, and my house won that, which I’m quite proud of. I’m also having piano lessons at school, which I’m enjoying.

I do Tap and Modern dance classes, and LAMDA Musical Theatre.

WHERE ARE THEY NOW - THE BAILLIES

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AUTUMN 2012

Students

Surviving the dp Hard work necessary. Sleepless nights likely.

Impeccable organisation required.

The life of an IB Diploma student doesn’t sound much fun when you’re being told about it. But it takes experience to really understand something, and I reckon the DP is no different. For us, it started almost a year ago, with the flurry of indecision known as Subject Selection, along with the anticipation of our soon-to-come new privileges as seniors.

The cheerful cloud lasted through summer, even through the arrival of daunting new textbooks, and other DP students saying how difficult it was.

First day back we received the best welcome yet: everyone else forced to wear uniforms, with us all in casual clothes. The good feeling didn’t last long. For the next week or so, we were bombarded with speech after speech about how difficult the DP was, how much content needed covering, how little time there was, how important organisation was, etc., etc., etc. Everyone was absolutely terrified (but still bored of all the speeches … the phrase ‘broken record’ comes to mind).

The constant reminders of how hard the DP was, made it seem an impossible task. The beginning the DB was a bit of a shock, having to deal with the increased workload, new classes, new system, but as time went by it got better. Whereas at the beginning everyone was very studious, working straight through free blocks, now it’s just as common to see people procrastinating as working - in other words, normal!

The class work can be challenging, but interesting as well (if you like the subject). Probably the worst part is knowing that it still needs to be memorised in two years time – practically impossible, since everything is forgotten over the summer. A lot of it, however, continues from last year, so even though it’s different, parts of it are refreshingly familiar.

Even with the increased workload, once you’re well organised, you’re all set. The best part of Year 12 has got to be the free blocks. While not always used efficiently, the option to rest then and work at home later is brilliant – a chance to finish last-minute homework or occasionally catch up on some sleep. The best surprises are always unexpected free blocks, or a chance to go home early. That would traditionally mean a chance to go out with friends, but in the DP it means a chance to go home and have longer to work, before the intense urge to procrastinate is fulfilled.

The DP is a mixed bag: a lot more work than last year, but not nearly as bad as we were led to believe it would be. In the end, it’s different for everyone: a nightmare for some, a bearable challenge for others.

Strange as it may sound, it still manages to be kind of fun, although in a pressurised, hard-work sort of way. But then again, we’re only at the beginning, and I have a strange sense that in a few months I’ll be saying something completely different.

Claire Holubowskyj, Diploma Student

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SURVIVING THE DP

AUTUMN 2012

Senior Style One of the privileges of being a Diploma Student at Discovery College is that students get to show their own style.

While they may look back nostalgically on their days of red and beige stripes, DC’s Diploma Students have enjoyed their new found freedoms - not without some growing pains. A few summertime styles looked to be more beachwear than school appropriated, but students have now settled into their new looks and are having fun with their senior style choices.

SENIOR STYLE

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AUTUMN 2012

House rules Discovery College holds events that combine House competition and athletics to build school spirit, focus on the importance of physical fitness and to ultimately have a great time. Held in Term 1, the Primary Swimming Carnival and Secondary Athletics Day are two examples of these energetic and spirited events.

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Primary Swimming Carnival Congratulations to all students from Years 4-6 who participated in the Swimming Carnival on Friday 5 October. The carnival was a fantastic way for the students to celebrate the learning in their PE swimming lessons. Students competed in different events such as freestyle, backstroke, breaststroke, noodle races and butterfly. The cheering and chants from the crowd added to the spirit of the day. Overall points were collated from swimming performances, House spirit and House chants.

Secondary Athletics Day Under hot sunny skies, the Secondary Athletics Day was one of our closest ever sporting events. With the lead changing several times among three Houses in both participation and competition, it was too close to call until the last minute.

Congratulations to Re Tu (Yellow) House which won the competition. Lie Huo (Red) came second with Qing Mu (Green) a few points behind. Jin Shu (Purple) came 4th followed by Liu Shui (Blue).

Congratulations to Jin Shu (Purple) who took first place in the sporting competition and Re Tu (Yellow) who captured first place in participation.

HOUSE RULES

Unfortunately, several relays were cancelled due to lack of time, but it was a major achievement to complete more events than ever before with Year 12s on the programme for the first time.

AUTUMN 2012

Cobra Sports Swimming Junior Squad - U12 & U14 divisions Winning the first swim meet at ICS was a dream start to the season.

The junior team went on to consistently place among the top 5 schools at each subsequent weekly swim meet. Throughout the season we were helped along by some standout performances from Gaia, Ryan, Pierre, Alice, Hera, Luc, Jacques, Tony and Alex. Our success was due to the strength of the whole team, where every swimmer achieved PBs and managed to get a top 8 placing.

Senior Squad - U16 & U20 divisions The senior team of just eleven swimmers in the under 16 division, and one Under 20 (Natalie Tse), had a great season. Although the DC team had considerably smaller numbers than many of the schools they competed against, all swimmers still achieved great personal results, and consistent top 8 placings.

ISSFHK Championships All divisions (U12, U14, U16 and U20) competed at the ISSFHK Championships. Seventeen schools attended the meet that was held at Sun Yat Sen Memorial Park, a huge 50m pool complex. DC placed 11th overall, against some real powerhouse swimming schools. The following age groups had a top 12 finish: U12 boys - 12th U14 girls – 6th, U14 boys - 12th, U16 girls - 8th , U16 boys 6th and our team of one in the U20 girls, Natalie Tse impressive to be 10th. DC won three bronze medals, congratulations to Gaia Moon – Bronze in the U14 girls 100m Backstroke, and Cameron Smith –bronze in U16 100m Freestyle and the U16 50m Butterfly.

U12 Boys Football Although as a squad this was one of the youngest in the league, this season the Discovery College U12 team can be very proud of the fact that they not only managed to hold their own in all games, but they managed to win games against tough opposition. Never giving less than 100% commitment, this young team was victorious over a strong CDNIS side that fielded a number of talented young players (4-3) and achieved their best result of the season (5-0) against ICHK. Heartbreakingly close on both occasions, they were unlucky to lose great end-to-end matches against AISHK and DBIS. The latter game in particular evidenced the very real potential the team has.

So all in all a season that had its highs and lows, but one from which the DC under 12s can take a lot of encouragement as they return wiser and stronger, to the league next year.

U12 Girls Football The U12 Girls football team had a lot of fun and gained lots of experience from playing in the league this year. It was the first time that we had ever played together and we were by far the youngest team in the league with most players being 9 or 10 years old, playing mostly against 11 year olds.

Being the youngest team made us more determined to prove ourselves every time we went out on the pitch. We had 3 wins, 1 loss and 1 draw, but sadly we just missed out on the play-offs. We all had a great time playing together and learning new skills from our coaches. We can’t wait to start back next year. We will be older and more experienced and we aim to make it to the finals!

Cross Country The DC Cobra cross-country team enjoyed their most successful season to date, with many individual and team successes. Over 90 students from Year 6-12 made up the squad, a record number for the college. For the first time we also had students old enough to enter the Under 20 Boys and Girls competitions.

The ISSFHK events were more competitive than ever, with DC participating in a number of races prior to the Championships in Aberdeen on 31 October. DC won our first ever team award at this event, with a first place in the U12 Boys.

The HKSSF Championships at Shing Mun Reservoir on 12 November completed the season. A select group of 40 runners competed against students from local and international schools from the NW New Territories and Lantau Island.

In the team events, we won the Division C Boys and came second in both the Division B Boys and Division B Girls events. This year we introduced a student co-coaching model, whereby older students worked with a group of 2-5 junior runners throughout the season. This was particularly successful, and we thank Chris Dann, Andreas Thorsen, Evelina Alex, Branwen Bindra, Claire Holubowskyj, Cameron Smith, Shinya Mizuno, Sie Rossiter, Galen Law-Kun and Alex Dupey for the amazing contribution they made to this.

U14 Boys Football Our U14 Boys football team had a very successful season this year, winning the Kowloon division of the ISSFHK competition. This first place finish meant that DC qualified for the ISSFHK play-offs, which were held in King’s Park, Kowloon.

In the semi final, DC lost a thrilling game to French International School by two goals to one, with the winning goal coming in the last minute. In the third/fourth place play off, DC prevailed over YCIS by three goals to two, securing third place overall. This year’s squad showed a huge amount of commitment and no little skill and fully merited winning their third Kowloon U14 division title in a row. A special mention must go to Ben, Toby and Shakoor who have been a part of all three Kowloon division-winning teams. Squad - James Rice, Jacob Panons, Cyrus Tze, Shakoor Abdullah, Sean Taylor, Joshua Gordon, Che Van Raad, Toby Mathers, Charlie Kennedy, Noah Cooper, Ben Blazeby (captain), Rusty Burke, William Tiller, Mikaeel Malhotra.

U14 Girls football The U14 Girls team this year was a very young side with almost half of the squad being eligible for the U12 team. Despite a heavy defeat in our first game, we managed to turn the season around by winning the rest of our league matches, which let us qualify for the semi-finals. We were drawn against HKIS who came top in the HK Island group and were unlucky to lose 2-1 to a late goal in a game that could have gone either way. This meant we played CDNIS in the 3rd/4th place playoff and we comfortably won 5-0 against a team that was considerably bigger than us. Overall it was an excellent season and it all bodes well for next year, as we only lose 2 players from the squad.

U16 Girls Volleyball The 2012 Cobra Volleyball season has been both challenging and successful.

Record numbers of players turning up for pre-season training and continuing this enthusiasm on through the season itself, helped to record the 2012 season in the record books as the most successful yet. Of particular note was the Under 16 Girls A squad. The core of this group has been training together for two years and reaped the rewards of all the hard-work and perseverance through dominating pool play in this years ISSFHK competition, and narrowly losing a third set thriller to ICS in the Championship final. This team was captained by Martina Lo and consisted of Ashley Brooks, Chania Baldwin, Erin Sang, Jessica Sang, Meena Hwang, Chloe Chan, Koharu Urawa, Livvy King, Stephanie Cameron and Emma Yong. Special mention needs to be made to the Development Group who consistently turned up to training and practices in order to learn and refine their skills. Cobra volleyball looks forward to another successful season next year and encourages all those interested in playing to come along and join in.

COBRA SPORTS

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AUTUMN 2012

Events

College bound DC was fortunate to host many university visitors from various world regions this term, both as individuals and in groups and including the Council of International Schools and Linden fairs. In addition, several Year 12 students attended the UK Roadshow at KGV School and various other public fairs in Hong Kong.

College fairs are an opportunity for students to connect with representatives from universities in Hong Kong and around the world. Students get the opportunity to interact with professionals who know their universities best to find out the latest information about courses/ majors, campus life, admissions and finances. This is not only a way to gather information, but to practice communication skills, often with people who will be at the front lines of application processing and reading.

All Year 12s will attend the first fair of next term, the ESF Fair held at Island School on 23 January. The fair will include university representatives from Australia, Canada, Europe, Hong Kong, Japan, UK, and USA. Paula Myers, Higher Education Counsellor

Just Peachy After his parents are killed by a rhinoceros, James Trotter lives in a wretched house on top of a hill by the sea with his two cruel aunts, Sponge and Spiker, until, one day, a strange man gives the boy a bag of magical crocodile tongues. After having dropped the bag, James discovers that a gigantic peach has grown on the desiccated tree by his aunts’ house and that it is inhabited by giant, speaking invertebrates, including a centipede, an earthworm, a grasshopper, a ladybug, a spider, and a glow worm. James finds friendship and adventures via magic – yes, fantastical, wonderful magic! Soon thereafter, the hollow peach rolls down the hill into the sea, and James and the fruit’s other denizens escape from the dreary hill and set out for New York City.

This dramatisation of Roald Dahl’s beloved book by Richard George, is to be performed at Discovery College by Year 5 and 6 students. The production process for James and the Giant Peach” is designed to layer the complexity of live performance into manageable steps. The concept of layers in the actual stage play, set design, lighting, sound and of course the performance of the actors are the focus of this process.

All the resources provided by the Discovery College Theatre will be utilised to ensure that the experience for the students, teachers and parents is nothing less than a full one.

The show will run for two consecutive nights 20-21 March 2013.

Frank Donnoli, Primary Drama Teacher

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COLLEGE BOUND

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AUTUMN 2012

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