Photo credit: Esol Education’s Deira International School, Dubai
INSPIRING TEACHERS ENGAGED LEARNERS New American School Opening in 2016 American School Hong Kong (ASHK) is a non-profit, college preparatory school offering a holistic American education taught by qualified North American teachers who inspire, motivate and challenge students to achieve excellence. ASHK is operated by Esol Education, a premium international education organization with 40 years of expertise in operating international American schools worldwide. Currently, 11,000 students attend Esol’s nine schools across three continents. Graduates from the Class of 2015 at Esol schools are now attending leading universities, including Stanford, MIT, Yale, Columbia and the London School of Economics. ASHK’s features include: • US Common Core Curriculum with an IB Diploma option in Grades 11 and 12 • STEAM (Science, Technology, Engineering, Arts and Mathematics) Focus • Daily Chinese Program with Traditional/Simplified Chinese Writing • Sports and Extra-curricular Activities • Student Leadership and Social Responsibility Programs • Stanford Academic Summer Program • Global Program partnering with ASHK’s sister schools in Esol Education Now accepting applications for Kindergarten to Grade 6 (ages 5-11). To learn more, visit www.ashk.edu.hk, or contact admissions@ashk.edu.hk to make an appointment. Admissions Office 1503C, Hong Kong Club Building 3A Chater Road, Central www.ashk.edu.hk 2
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ASHK Campus 6 Ma Chung Road Tai Po, New Territories
T: +852 3974 8554 T: +852 3919 4111 (August 1st onward) E: admissions@ashk.edu.hk SOUTH CHINA MORNING POST
CONTENTS
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FEATURE Tech revolution in class The dizzying speed of change in technology and innovation is transforming the way students learn — Rebecca Simpson
EXPERTS Rules for tools Technology can benefit young learners, but its use should be monitored — John Cremer
TECH WORLD Applying the know-how AppJamming Summit reveals children to be more than passive users of technology — Rebecca Simpson
SCHOOL VISIT All-round excellence A new school has plans to offer IB programmes with a regional twist — Ginn Fung
CHANGING SCHOOL Change of pace Shifting from a local to an international school presents opportunities as well as challenges — Rebecca Simpson
CURRICULUM Making a wise choice An IB has a broad curriculum, while A-levels allow students to focus on their strengths — Caroline Drewett
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DISCUSSION Are suicides preventable? Personal support from parents and teachers will help to stop students taking their own lives — Andrea Zavadszky
SPECIAL NEEDS Dyslexia dilemma Expert says teachers should not see a dyslexic brain as something to fix, but rather as something to explore— Ginn Fung
ALUMNI School of life High school students can build lifelong connections through alumni associations — Rebecca Simpson
LANGUAGE Ready, steady, read If children enjoy learning to read, their skills will develop faster — Bipasha Minocha
EVENT Creating a better world Students at Victoria Shanghai Academy are researching the benefits of positive action — Andrea Zavadszky
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FEATURE
Tech revolution in class The dizzying speed of change in technology and innovation is transforming the way students learn, writes Rebecca Simpson
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FEATURE
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here is no escaping tech nolog y. Even the latest consumer-facing technologies are constantly being innovated. We are living in an ever-changing world that is equal parts awe-inspiring and frightening for parents. For educators, t ha n k s to technology, the game has significantly changed in less than a generation. Students today have a unique experience of the world, with vast amounts of its knowledge just a click away. While much of student life remains constant, our children now must to learn to master the sort of planet we have created – and, let’s face it, help us remedy those aspects of it that we have harmed. Enter technology and innovation – what some would call the new cornerstone of education. With Hong Kong’s view of the future
more populated with thinkers than bankers, it’s fair to argue this is a career hot seat for a new generation. TEACHING INNOVATION There is no denying that education needs to evolve, to equip our children with the skills they will need to survive and thrive in the brave new world of the future. What, exactly, will they need to know? That is the million dollar question. “We can’t look at children today and know for sure what they’ll need to know 20 years from now, because we simply don’t know,” says Jadis Blurton, head of school at The Harbour School (THS). “Technolog y is changing daily. There’s more and more evidence that they don’t need to know a lot of unrelated little facts, because they can look them up on their phone or watch. If I want to know what the capital of
Exploring colours in an EtonHouse Light Studio.
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Russia is, I’ll just ask Siri,” Blurton says. One change the city’s leading educators agree on is that inquiry-based learning is the best approach. “An i nqu i r y-ba s e d a ppr oa c h is derived from an understanding of how young children learn, and their natural desire to learn through exploration and discovery. It is also a reflection of the ‘knowledge society’ we live in today, where the meaning of ‘knowing’ has shifted from being able to remember and repeat information, to being able to find and use it,” says Bipasha Minocha,
Hi-tech fun with physics at GSIS.
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All aboard The Black Dolphin for a THS marine chemistry citizen science project studying water properties off Shek Kwu Chau Island.
group brand director, EtonHouse International Education Group.
Twenty-first century learning is moving away from content, moving away from just teaching them what we already know. IAN CLAYTON
Ian Clayton, head of international stream at French International School, (FIS) says: “Twenty-first century learning is moving away from content, moving away from just teaching them what we already know. When you think about it, it’s kind of ridiculous that we teach kids what we already know. We need to get them into creative problem-solving, because there are some real problems out there that need some thought.” Schools are the breeding ground for innovators. It seems we all agree on the need to teach our children how to think, not what to think. “These are the people that are going to get things done, these are going to be the movers and shakers — they’re going to make things happen,” adds Clayton.
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“Back in the day, all knowledge resided with the teacher, or with the books in the library,” he says. “Once that started to come online, you have the democratisation of knowledge on levels we can only dream of. With the click of a button on something the size of a chocolate bar, you have almost every piece of knowledge known to man. There are masses of information, but some of that is wrong. Kids need to be taught that information, but also about provenance of sources and origins – that what you read on the net isn’t always true,” says Clayton. LIGHT THE SPARK EARLY You are never too young to learn. Young children have a natural curiosity, and a desire to learn through exploration and discovery. “We strongly believe that children are innately curious and born scientists with a desire to explore, form hypotheses,
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FEATURE
experiment, observe, and develop conclusions,” says Minocha, adding: “Exploration and scientific discoveries challenge and motivate children to develop more complex thinking skills and abstract representations.” One way EtonHouse engages the curious minds of their youngest students is through the use of light. The Light Studio, or Art Atelier, in EtonHouse schools offers a world of discovery and possibilities to encourage scientific thinking in children as young as pre-nursery. The children explore light by using pipettes to squeeze food colouring into a large beaker of water, and then set it on top of a light table to observe the colours that swirl and mix around. As the colours mix, interesting marbling patterns form and the children can watch as they blend to become new colours. This is an intriguing
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and powerful way of introducing the concept of primary and secondary colours and the possibilities that emerge from mixing them. “We believe in supporting children in their scientific journey by providing provocations to stimulate their thinking and resources to refine their hypotheses,” Minocha says. “We encourage the process of discovery, where children apply their knowledge and skills to find their own answers.” CITIZEN SCIENTISTS Technology aids the study of science in countless ways. The two converge for good when it comes to modern day citizen science. “Citizen science is a way for your average Jane or Joe to help experts with their research projects in really hands-on and useful ways, from collecting data to analysing it, to sometimes even collab-
orating to publish papers,” says Hank Green, creator of the YouTube science channel, SciShow. “It’s like crowdsourced research, where you gain some expertise along the way.” Citizen science may sound like a modern day initiative, but interestingly it is a facet of science that’s come full circle — science used to be a hobby, studied by enthusiasts, rather than a professional vocation. In Hong Kong, students and teachers are embracing the citizen science trend. One of those teachers is Cesar Harada, founder and director at MakerBay and a teacher at THS, who has worked with students on citizen science ecology projects. For the past few years, Harada has worked with students aged six to 16 to transform their Hong Kong classroom into a workshop where they have executed some very innova-
tive science projects, including ideating and building a floating robot that monitors plastics in the ocean. Harada’s TED Talk about their efforts, “How I teach kids to love science”, has garnered over 1.3 million views online and counting. BLACK DOLPHIN STUDIES Most recently, students at THS have been working on another marine chemistry citizen science project, a longitudinal study of water properties off Shek Kwu Chau Island, completed on the school’s yacht The Black Dolphin. Blurton says: “We got The Black Dolphin originally because we thought it would be terrific for science. It serves as a great mechanism for doing ecology experiments and science explorations — it’s our outdoor classroom for this.”
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FEATURE
FIS students get to work creating a wind turbine.
The Shek Kwu Chau Island project was crafted in response to THS fifth grade student Harrison O’Kane, who shared his thoughts on the incinerator development at Shek Kwu Chau at the school’s Global Issues conference. After researching the incinerator’s location, and the wildlife known to inhabit the island, O’Kane raised his call to action. “I am trying to spread the word about how the incinerator is bad and how we should care about nature and not destroy it,” he says. His classmates made a connection to their current science unit, marine chemistry, and together crafted a question for investigation: how might this development af-
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fect water quality around the island, specifically ocean temperature, acidification and dissolved ox ygen?
action through their citizen science efforts.
During April and June, students have conducted a series of four water-sampling trips on The Black Dolphin to collect data for the longitudinal study. Grade five THS students will continue this study for the duration of the incinerator development. As well as creating their own study, the students will offer their data to the Living Island Movement and Swire through a citizen science framework.
“Some teachers like to bury their heads in the sand and say ‘not in my lifetime, it won’t happen’. They want to leave technology alone,” says Ian Clayton, of French International School. “But with that attitude we’re not equipping kids properly. We have a moral obligation to make sure our kids are ready for this.”
The project will continue and presents an ongoing opportunity for THS students to see scientific methods in
TECH’S ROLE IN THE CLASS
Technology is embedded into the way of working at THS. “We use technology all the way through the school,” explains Blurton. It is used as a tool to teach and a platform to communicate with
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students. The teaching body regularly communicate with students via social media platforms like Snapchat. In the classroom, THS’ learning support and learning extension departments use technology to make sure each child is learning at their optimum level. “This is really where technology comes into its own,” Blurton says. “We can differentiate and we can personalise learning. With technology, that’s very easy to do.” Technology also has a role to keep teachers and parents connected. At EtonHouse, observational data of children’s learning is shared through digital portfolios and via newsletters and documentation panels in the classroom. This single repository allows teachers to share data easily with parents. “It also allows parents to share their feedback on the child’s learning — adding more depth to the documentat ion,” ex pla ins Minocha. “Teachers ca n a lso sha re dig ita l documentation in the form of video and audio files that are essential for documenting a child’s progress in language development, physical and social development. This platform
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(available on a mobile app) also enhances communication with parents and increases the efficiency of our educators, thus enabling the learning to be richer and more meaningful for the children.” 3D PHYSICS IMPRINT Three students at German Swiss International School (GSIS) used their own ingenuity to evolve a traditional piece of science apparatus using the school’s 3D printer. “One of the regular Year 8 Physics practicals involves comparing the magnetic fields produced when electric current flows in coils with different turn spacing,” explains John Shearman, head of physics at GSIS. “The students have to tape three rulers together to make a former, then wrap the coils around this, taping the turns in place at the correct positions — a tedious, time-consuming and imprecise procedure.”
We can differentiate and we can personalise learning. With technology, that’s very easy to do JADIS BLURTON
ing some advice from the school’s IT department head, t he t h ree (Niga m, Sea n Li and Katie Chung) mastered Google SketchUp after watching an online tutorial and began their design work. Two prototypes later, Shearman was able to green-light their design and his former became a reality. “We will now use the CAD file to produce a class set, and future Year 8 physicists will benefit from Nitya, Sean and Katie’s
ingenuity,” he enthuses. Nigam is currently mulling her future. “I don’t have a definite idea of what I want to be when I leave school, but I’m sure that I want to be doing something to do with science and technology. Physics and ICT are my two favourite subjects at school, so I’ve been thinking about maybe exploring robotics as a career option.”
Shearman told his class that a 3D printed former might speed up the process. To his delight, a team of three students led by Nitya Nigam took up the challenge and began the process of creating the former. After seek-
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FEATURE
Immersive educational experiences powered by virtual reality (VR) may become the new frontier for education A THINKING ECONOMY It is no secret that Hong Kong is pivoting towards a new future. The Innovation and Technology Bureau says the government is determined to develop the SAR into a knowledge-based economy and an innovation hub for technology and its application in the region. It seems we are pitching ourselves as the Silicon Valley of Asia. The Hong Kong Science and Technology Parks Corporation say that according to the 2016 Policy Address, the Hong Kong government will progressively promote the development of a smart city. The territory is seeing the emergence of three technology-based application platforms which provide numerous career and entrepreneurship opportunities to the city’s youth – robotics, healthy ageing and smart city.
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This is a potentially exciting future for our territory and our students. Instead of a city of bustling bankers, we could be facing a future of creators. Hong Kong could be the incubator that generates cutting-edge technologies to help solve the world’s environmental woes and health challenges, as well as the food security crisis. RENEWABLE ENERGY Students at the FIS turned into makers when they were g iven a br ief to c reate a non-polluting energy source. The students created a wind turbine in a five-week project led by Nicolas Konefal from MakerBay. The project involved scoping the problem, brainstorming, mixing ideas to create a prototype, assembling the wind turbine, testing and reporting on their conclusions.
“After we designed our wind turbine we used cardboard, sticks, plastic squares (with holes in the middle) and some polystyrene to make our prototype for our future wind turbine,” says the class project report. Once the prototype was approved and built, the wind turbine was installed on the roof of the FIS Chai Wan campus. A BRIGHT FUTURE Interact ive wh iteboa rds, curricula on the cloud, parent information portals, 3D pr int ing a nd student laptops are sure to be old news before we know it. So what’s in store in the classroom of the future? Immersive educational experiences powered by virtual reality (VR) may become the new frontier for education. This 4D technology will allow students to actively experience historical events and explore foreign countries or environments. VR has historically been used
for video games and military training, but the growth of the education industry has birthed companies such as Immersive V R Education, dedicated to building educational VR experiences. VR is also more easily accessible using technologies like Goog le Ca rdboa rd a nd a regular smartphone — putting the technology closer within reach than ever before. The big question is will artificial intelligence (AI) ever replace humans at the front of our classrooms? “What’s really interesting is there are now artificial intelligences that can read your body language and your eyes way better than a human being,” says Clayton. “It knows when you’ve understood something or not. In an education context, traditionally a teacher will ask their class if they understand the lesson. And it is likely some students that won’t understand may say they do. With AI, students won’t be able to lie. It’s a game changer.” However, Clayton does not think that this will replace traditional teachers. “It is blended in its application,” he says. “You’d use it in certain circumstances.”
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EXPERTS
Rules for tools Technology can benefit young learners, but its use should be monitored, writes John Cremer
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echnology now touches every aspect of day-today life, and that means teachers and principals need to develop a clear strategy to use it in early childhood education. Few question the need to introduce children to the basic tools of the modern world as early as possible. But many parents are still wary of schools which use iPads in class, feeling that information technology is not always best suited to their child’s educational needs. Ginny Humpage, head of curriculum at Bebegarten Education Centre, says she keeps such views in mind. “The implementation of technology in the classroom is not a substitute for creativity or faceto-face communication,” she notes. “Technology is simply an additional tool used to
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support learning where it’s appropriate.” Classes for those aged six months to one year make use of non-functioning IT devices as role-play items, and also watch projections to stimulate visual experiences. There is a deliberate policy of limiting the types of such activities, and the time spent on them, says Humpage.
The concern [as kids get older] is that it can hinder communication, creative and social skills, interfere with sleep, and affect behaviour GINNY HUMPAGE
The school recognises that technology is now so embedded in children’s everyday lives, it is easy for them to become “dependent” on it, even from a very young age. The long-term consequences can only be guessed at, but Humpage thinks they are unlikely to be positive. “The concern [as kids get older] is that it can hinder communication, creative and social skills, interfere with
sleep, and affect behaviour,” Humpage says. “Some children don’t have the chance to become bored, and that is actually a worry. It is healthy to experience boredom, as it makes us learn creative ways to occupy our time, without relying on text messaging or playing computer games.” Humpage adds that hi-tech devices respond so quickly during use that children be-
come more impatient in “real life”. They expect instant results and lose the capacity to wait. But when used in moderation, technology in the classroom can enhance, support, and deepen a child’s education. Its advantages are clearly seen in fact-finding activities, problem-solving exercises, the visual arts, documentation, and science projects.
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EXPERTS
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EXPERTS
“Even so, it is important for teachers to carefully plan the use of IT tools in the curriculum, and explain the expectations, functions, and boundaries to children,” Humpage says. “Teachers should also monitor the amount of time kids use the tools, and note how they engage with them.” Parents have a part to play in ensuring technology is not used outside school hours to simply “fill time”, Humpage notes. Research recommends that for every minute of “screen time”, children should spend five minutes
on other activities. Children should spend no more than 30 minutes on a single device, and should not see the blue light of a screen for at least three hours before bed. “It’s also up to schools to take on the challenge of providing technology-free time during the day,” Humpage says. “Teachers have to keep up with new technology, but they must also understand the latest research, and its implications for child development. It is keeping us on our toes.”
There must be learning objectives to ensure that these technologies are used ... for educational purposes MAGGIE KOONG
Maggie Koong, chief principal of the Victoria Educational Organisation (VEO), says many children are “digital natives”. They are growing up in a society where the tools of technology are ubiquitous, and schools have to recognise and respond to what is happening all around them. “Our students experience multimedia technology from the earliest levels,” Koong says. “For example, there are smart boards in most classrooms, and children are taught to take pictures and videos with digital cameras and iPads. They use these tools to document their learning experiences.” VEO classes use e-learning platforms such as Education City and Mathletics, along with multimedia print read-
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ing (mpr) pens, which allow pupils to practise lesson-related material in school and at home. “Exercises must be designed in a way that result in successful experiences for each child,” Koong says. “A great deal of time can be wasted if tools and training are not carefully thought out, and planned. “Effective supervision is essential. There must be learning objectives to ensure that these technologies are used in the classroom at specific times, and for educational purposes, not only for entertainment. We hope that parents support us in this, and see themselves as co-learners alongside their children,” Koong says.
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TECH WORLD
Applying the know-how AppJamming Summit reveals children to be more than passive users of technology, reports Rebecca Simpson
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he amount of time children spend in front of devices like iPads, smartphones, computers, and televisions, is a much-debated subject among parents. In late 2015, the American Academy of Pediatrics announced it would revise its guidelines for children’s screen time. This revision was driven by an acknowledgement that children’s screen time encompassed creation and communication, even from an early age. That is, children can be more than passive consumers.
Here in Hong Kong, our bright young minds reflect this evolving behaviour. Screen time is starting to look very different in some of our smartest households, where inventors and designers, some as young as eight, have been busy using computer technology to solve everyday problems for a regional initiative called AppJamming Summit. AppJamming Summit is an annual event where young people come together to share their app creations, and work to solve commu-
Photos: Steward Chan
Anna Desfretier
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TECH WORLD
Coding empowers them [children] to ... move beyond the level of a customer to that of a creator JERIC ADRIANO
Bobby Li
nity problems using technology. The event began in 2014, and has grown as more Asian students embrace coding. Students aged eight to 16 design and build apps using their own ideas at the event. The theme for 2016 was My Dream Home and young people were asked to create an app inspired by this theme. The organisers are specific about what they are looking for: “An application, or app, is an interactive software designed by a developer to fulfil a specific purpose. We’re usually referring to software operating in mobile devices when we talk about apps,” says Jeric Adriano from First Code Academy, the organiser of AppJamming Summit. FRIDAY, JUNE 24, 2016
AppJamming aims to introduce children to the world of computer programming, and also to provide a platform for young coders to show their creativity, and meet other coding enthusiasts. In 2016, over 50 apps were submitted for consideration, and 25 were chosen as finalists. The entries were almost evenly split between male and female hopefuls. The finalists were invited to present their apps at the 2016 AppJamming Summit final on April 17 at InnoCentre in Kowloon Tong. Anna Desfretier won Best Presenter for her App Homework Organiser, an app that helps students and parents
manage homework times. Desfretier, who attends weekly coding classes at First Code Academy, was inspired by her own struggle to manage homework. “When I do homework, I sometimes feel that I don’t have enough time. I also want to watch YouTube and play with my friends outside,” she says. Desfretier has been coding for over a year, and says she became interested in it through her best friend. She attended a coding Easter camp, and has maintained her interest ever since. Her ability to code has proved handy for school projects, too, and she created an app for her school exhibition which explored the theme of gender stereotypes. She GOOD SCHOOLS GUIDE 21
TECH WORLD
Does he want to work for a famous company like Apple? “I’ll be a developer but not at Apple. I’ll make my own company,” he says.
also created a game called Who am I? that shows our tendency to make gender assumptions. The game presents personas, and asks the player to pick if a persona is a boy or girl. Aadi Anand, a 10-year-old student from Hong Kong International School, created an app called Evermemory, which won the Best Primary category. Mulling over the My Dream Home theme, Anand became inspired to help his mother overcome a common frustration: “Mums get frustrated when organising their children’s artwork and stuff, and it makes them angry sometimes,” Anand explains.
Bobby Li, 11, and Magnus Harvey, 10, have already formed a celebrated working partnership after attending First Code Academy. Their app, Brick Clicker, won the Most Creative award at this year’s AppJamming Summit final. Like all great partnerships, these two young innovators have found a way to play to their strengths and successfully split the tasks required to complete their app development. Brick Clicker is a fun game
where players can accrue points and purchase virtual real estate – a sure-fire hit for a city like Hong Kong. “You can buy a house, an apartment, or a hotel and it tells you how many you have already,” explains Harvey. This is the duo’s second project, and it’s their first time participating in the AppJamming Summit.
Adriano says that learning to code will open doors for young people. “At First Code, we believe coding is the next form of literacy. It’s the third language everyone needs to learn how to speak, like learning Putonghua to do business in China. Coding is a new language, not just for business, but for life in our society,” Adriano notes.
What’s next for these budding young innovators? Desfretier and Anand will represent Asia at the MIT App Inventor Summit 2016, held in Boston, in the US, later in June. Learning to code is just the beginning of their adventures.
“Children are interacting with multiple screens like smartphones, computers, and tablets, in their daily lives. Coding empowers them to master the computing devices around them, and move beyond the level of a customer to that of a creator,” says Adriano.
Aadi Anand
Evermemory, inspired by the popular note-taking app Evernote, helps mums catalogue their children’s artwork, certificates, photo memories and keepsakes. Anand has been coding for four years, and has his sights set on becoming a developer.
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SCHOOL VISIT
All-round Excellence A new school has plans to offer IB programmes with a regional twist, reports Ginn Fung
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hen it opens in September 2018, Malvern College Hong Kong will operate as a co-educational day school for students from diverse international and cultural backgrounds. Located in Tai Po, close to the Science Park and the Chinese University of Hong Kong (CUHK), the school plans to follow the IB (International Baccalaureate) curriculum. It promises to combine academic rigour with an ethos that fully recognises the value of an allround education. The school’s aim is to develop inquisitive, responsible, well-balanced, and happy individuals who have the range of skills and attributes to achieve personal fulfilment at university and
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in their careers. The school hopes its students will go on to make a meaningful contribution to society. “We are known for producing people with an interest in academia and co-curricular activities, who can also think outside the box,” says Antony Clark, headmaster of Malvern College UK. “Music, art, drama and sports are very strong, and the vast majority of our students go on to the best universities around the world,” he says. Originally founded in Britain in 1865, Malvern College has a reputation for pioneering innovative educational practices. It opened an international school in Qingdao in 2012, and one in Chengdu in September 2015. “The latest addition to the ‘family’ will open in Cairo
in a few months’ time. In the future, students in Hong Kong will have opportunities to take part in ongoing academic and residential programmes involving the other schools,” says Jacqueline So, co-founder and chief executive of Malvern College Hong Kong. While the IB curriculum provides the essential framework for learning and qualifications, the best Asian teaching methods will be incorporated for subjects like mathematics, science, and Chinese language and culture. For instance, the school intends to work with Beijing Normal University to establish suitable methodologies and tap into the latter’s network of high-quality teachers and exchange opportunities for learning Putonghua. A planned partnership with
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SCHOOL VISIT
Antony Clark, headmaster of Malvern College UK, and Jacqueline So, co-founder and chief executive of Malvern College Hong Kong, are confident of delivering quality education for students in Hong Kong.
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SCHOOL VISIT
A model of Malvern College Hong Kong at the Science Park.
Chief Secretary Carrie Lam Cheng Yuet-ngor officiates at the foundation stone laying ceremony of Malvern College Hong Kong in April.
the Hong Kong Institute of Education will allow engagement with local schools to set up joint activities and teacher outreach programmes. Students will benefit from outside expertise in a wide range of extracurricular programmes. For example, volunteers from consultancy firm McKinsey & Company will coach participants in a debating “boot camp”. CUHK undergraduates will be asked to lend a hand with activities for the various science clubs expected to spring up once the school is fully operational.
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In addition, employees working for start-up enterprises in the Science Park may also want to get involved with the clubs. Leading sports coaches from Britain and elsewhere will be invited to pass on their insights about training for competitions. “We see a need for this type of quality education in Hong Kong,” Clark says. Malvern has been offering the IB in Britain since 1991. The school intends to offer all three IB levels in Hong Kong: PYP (Primary Years Programme), MYP (Middle Years Programme) and the
two-year DP (Diploma Programme). This will provide a “through train” up to university entrance level for those who require it. The school feels this is the best way to cater to international students whose parents are mobile in terms of job postings. The school is also working to understand the expectations of “tiger” parents, and it hopes to accommodate their involvement in decisions about schooling. There will be a special focus on the area of parent-teacher collaboration, which will include
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SCHOOL VISIT
regular briefing sessions and discussion forums designed to share information about plans, progress and results. The school says there will be room for parental input and constructive criticism. Malvern’s basic philosophy is to give students the chance to develop all-round interests and a love of learning. Tests, homework and exams all have their place, but too much emphasis on these aspects of education can turn out to be counterproductive in the long run, So notes. “The IB programme has by nature an international di-
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mension, so its students are encouraged to think globally,” Clark says. “This is something that makes it particularly appropriate for Hong Kong, where there are so many internationally minded people.
We are known for producing people with an interest in academia and co-curricular activities, who can also think outside the box ANTONY CLARK
“The IB prepares a student to be ‘transferred’ to any society – the US, Europe, Australia, or Africa. It’s a very transportable qualification. At Malvern, in the UK, where we draw pupils from all round the world, we have seen the benefits and advantages [of the IB]. We now want to transfer our ethos and qualities to Hong Kong,” says Clark.
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CHANGING SCHOOL
Change of pace Shifting from a local to an international school presents opportunities as well as challenges, reports Rebecca Simpson
C
hanging from a local Hong Kong school to an international one is a very significant transition. Local and international schools are often described as being as different as chalk and cheese. They offer different teaching languages, different learning structures, different curriculums, and they can have different approaches to homework. So why do parents choose to move their children from one type of school to the other? Chris Binge, principal of Island School, an English Schools Foundation (ESF) international school, sees many families make the move from local to international. “There are a wide variety of reasons why parents choose to move,” he says. “Parents are looking more for the extras they’ll get at an international school. Extras like
28 GOOD SCHOOLS GUIDE
being taught in English, a broader, internationally recognised curriculum like the International Baccalaureate (IB), established connections with universities, an emphasis on critical thinking, and an international environment.” Some parents like their children to achieve strong written and verbal Chinese-language skills in the local system before they make the switch to an international school. A father whose child moved from Wei Lun Primary School, a local school, to Discovery Bay International School, explains: “Our son is half Chinese, so we wanted him to get a good foundation in reading and writing Chinese first. After that, we moved him to an international school so he could learn to think outside the box. We also want him to have more time to play, and
SOUTH CHINA MORNING POST
CHANGING SCHOOL
Photo: Felix Wong
FRIDAY, JUNE 24, 2016
GOOD SCHOOLS GUIDE 29
CHANGING SCHOOL
Photo: Edmond So
have less pressure and stress about school.” Some feel that local schools aid integration into Hong Kong society. “My plan was for our daughter to learn Chinese, to be part of the Chinese community through immersion,” says a parent called Kate. “As we are both western, we knew we weren’t going to be able to help her with her Chinese.” But some Hong Kong families are moving their children in the opposite direction, at
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least in the early years. One mother of three moved her triplets from an international school to the Catholic Mission School (CMS). “My husband and I thought it would be a terrible shame for the children to live in Hong Kong for an extended period, and not pick up the local language. But I was frustrated at the slow pace of Chinese learning at the previous school. At seven years old, they were at the upper age range for effective language acquisition. They came to Hong Kong with zero
Chinese, and at the rate Chinese was taught at school, I felt that they would never achieve any level of fluency in the language.” Parents need to prepare well for the initial change. For instance, moving from a local to an international school requires language support if the child is a non-native English speaker. But once the switch is made, ongoing parental support becomes less necessary, because international schools will support the child within the class-
SOUTH CHINA MORNING POST
CHANGING SCHOOL
Typically, those transferring from local schools are likely to be of a higher standard in Chinese, but their written use of English may be lower CHRIS DURBIN
Photo: David Wong
room. “About a year before they make the move, parents might look to engage some extra tuition to ready their child for the ESF entry test. If the child’s English is good enough to get into an ESF school, then the school will be able to support that child. It’s very rare that parents need to find additional tutoring,” says Binge. Moving from a local to an ESF school is an established path, so ESF schools have established policies to support non-native English speakers.
FRIDAY, JUNE 24, 2016
“Typically, those transferring from local schools are likely to be of a higher standard in Chinese, but their written use of English may be lower,” says Chris Durbin, senior school development officer, ESF Secondary. Parents play a special role during this transition, Durbin adds: “Parents should reassure their children throughout this process, as new students typically learn very quickly.” There are some struggles, Binge notes, but they vary
Photo: Xinhua
from student to student: “I’ve seen children move from local schools, and be star communicators from day one. But some students find it difficult to think independently, or express themselves. They find themselves in an environment that is noisier, very expressive, and full of confident students. This can make learning a language more challenging.” Kate says her daughter’s transition to the first year of an international high school
proved more of a challenge than she expected. “It’s taking a long time. I thought it would be very easy for her. But it’s a very different mind-set,” she says. “I don’t think her English is up to the standard of her peers. “Making friends is a challenge as well, as she entered the school midterm. Many of her peers have been together from primary school. She was very settled at her old school, and very much part of the community there. She was very involved in the
GOOD SCHOOLS GUIDE 31
CHANGING SCHOOL
Parents who make adequate preparations for their children’s move from a Hong Kong school to an international one will help them achieve both academic success and personal happiness. Chris Binge (centre)
band, and had a lot of extracurricular activities [at her last school], so she really misses that. That’s all been a challenge for her even though she’s quite an outgoing kid. “Academically, the big challenge that she faced was that all her subjects were previously taught in Chinese. So all her maths terminology, biology, geography is in Chinese. But she doesn’t know it in English. It’s going to take quite a while for her to adjust, and for that transition to happen she has to widen her English vocabulary,” Kate explains. Is it a move parents are happy to make, in hindsight? “She’s getting to love her new school, although it’s come with its challenges,” Kate says. “She has more freedom to do the things that she loves – dancing, playing her saxophone, and listening to music. I would prefer she was in a more academically demanding environment, but there is
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Photo: Jonathan Wong
time for that as she gets closer to her IB. “She needs structure and this is obviously less structured than her local school. I think it will be good for her in the long run, as she is a creative kid and this may have been inhibited [at her past school]. I’m hoping now she will improve her English, enjoy having more free time, and perhaps one day get into a university of her choice,” says Kate.
I’m hoping now she will improve her English, enjoy having more free time, and perhaps one day get into a university of her choice PARENT KATE
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GOOD SCHOOLS GUIDE 33
CURRICULUM
Making a wise choice An IB has a broad curriculum, while A-levels allow students to focus on their strengths, writes Caroline Drewett
F
inding the right school often seems like an impossible task, especially for those new to Hong Kong. Places are as competitive as ever, and there’s rarely much time to decide which school, and which style of education, will suit your child before the academic year starts. A decision that could affect your child’s engagement with the curriculum, as well as his or her university life and early employability, is whether to select the traditional GCSE and A-level system, or choose the International Baccalaureate Diploma Programme (IBDP). The differences between the two systems seem vast. The IB has a core of six compulsory subjects as a minimum, including a language and an essay-based field, while A-levels require candidates to study a minimum of three ones, with no restriction on which subjects can be taken.
When it was first introduced, the IB received mixed reactions from parents in Hong Kong. Many acknowledged that it allowed for a wider selection of subjects, fostered a broader range of skills, and placed considerable focus on independent thought. But even so, top students were losing out on university places to rival A-level candidates. But increasing global recognition for the qualification has prompted some schools in Hong Kong and in the UK to switch to the IB. Even though the A-level continues to be successful, some feel that the IB provides the best pathway through secondary education.
One example is the English Schools Foundation (ESF), which switched to the IB in 2009. ESF follows an IB curriculum from Year Five. Chris Durbin, senior school development officer, ESF Secondary, believes it benefits students throughout their schooling years, and prepares them for life beyond the classroom and in their first job. University acceptance rates are important, but how students fare after university also needs to be considered. Durbin believes starting salaries are much higher for IB students than for A-level students, something he puts down to “preparation through independent thought which students develop through the theory of knowledge”.
Dr Judith Guy, head of academy at Victoria Shanghai Academy
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CURRICULUM
Every year, Hong Kong produces a number of students who receive the maximum 45 points in the IB diploma. The curriculum has become increasingly popular with local parents.
Photo: May Tse
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CURRICULUM
Independence and creativity have become crucial to university applications, and top universities now look for how you learn and how you think, rather than what you know. The idea is that anyone can regurgitate information, so this had led to critical thinking becoming a more desirable attribute. Such qualities are fostered by the IB, Durbin says. Dr Judith Guy, head of academy at Victoria Shanghai Academy, stresses the benefits that arise from the IB’s focus on time management, research techniques, and analytical writing. The IB Diploma is a “strong predictor of success at university enabling students to develop the key cognitive strategies, content knowledge and academic behaviours that are necessary for success at university”, Guy says. For instance, first year essays will not daunt students who have practised writing within the supportive environment of their school. Being taught to “question and doubt the current boundaries of knowledge” is
what university is all about, whether studying maths, philosophy, or French poetry. So the earlier that students can begin to engage with these principles, the better. Guy believes that the IB’s success lies with the programme’s “holistic development as well as academic rigour”. Practically speaking, there is no grade inflation, either: “Pass rates are consistent year on year, and they are understood all around the world,” comments Guy. In spite of the increased interest in the IB, many parents still prefer the A-level system. James Martin, director of studies at Harrow International School Hong Kong, notes that A-levels are “established qualifications” and have been used by universities and employers as “a benchmark to judge student ability for more than 60 years”. They are especially well understood by those in tertiary education and beyond. At AS-level, students can still select four subjects, and the more able students can take
James Martin, director of studies, Harrow International School
five through to their final A-level year, if they choose. The key strength of A-levels is that students can specialise, and therefore study subjects in depth. They do not have to continue working on subjects they prove weak at. The three subjects taken at A-levels are specific and related, and there is no doubt that A-level courses examine subjects in more detail, which, as Martin says, “is a definite advantage prior to studying specialist academic subjects at university”. Achieving the breadth of study that an IB offers can be achieved in A-level schools by complementing the qualification with other academic opportunities and pursuits. Harrow, for instance, offers the Extended Project Qualification, a separate International Perspectives course, and a very comprehensive extra curricular programme, to ensure “students have a very broad and well-rounded education”. The changing world of work makes it critical for students
to develop holistically, and cultivate skills beyond their academic abilities. Today’s employers want their workforce to be open-minded, socially responsible, and willing to take risks, and they must have an ability for critical thinking. Both A-levels and IB can offer these qualities in theory, so much depends on the actual teaching that takes place. Remember that schools will have a staff body that specialises in the system they offer, so the quality of an institution should not be judged on whether it offers an IB or A-levels. An excellent school should deliver an excellent curriculum, regardless of the exam board. The IB and A-levels will suit different people differently at different times. If your child is entering a new school with the immediate task of facing public exams, the closeness to their future education or career choice may make one option stand out. Ultimately, it’s a personal choice.
Chris Durbin, senior school development officer, ESF secondary
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CURRICULUM
IB updates John Brennan
T
he programmes that make up the International Baccalaureate (IB), which was founded in 1968, were originally designed to support educational continuity for students who were moving between countries.
Beyond this enhanced “portability”, the IB system has also aimed to place a greater emphasis on critical thinking, cross-cultural understanding, and the exposure to a variety of points of view, than traditional curricula. So in today’s fast-moving world, where families are becoming more mobile and outward-looking, the growing popularity of the IB curriculum in schools across the globe is probably not surprising. According to the International Baccalaureate’s latest figures, 102 schools on the mainland now follow one or more of the four IB programmes for students aged from three to 19. Eightythree of that 102 are private, and 19 are state schools. Here in Hong Kong, the 38 GOOD SCHOOLS GUIDE
number of schools adopting IB programmes has grown to 56, made up of 51 private schools and five government schools. “The [popularity of the] IB continues to grow very quickly in China and Hong Kong,” explains Stella Jiang, IB schools development manager, China. “In 2015, we received 55 applications for candidacy for one of the four IB programmes. This year it will be more than that, particularly for the Primary Years Programme (PYP). As a result of this, we will see the authorisation of schools in the coming years in China and Hong Kong continue to grow,” Jiang says. The PYP is for students aged between three and 12, the Middle Years Programme for those aged 11 to 16, and the Diploma Programme (DP) and the Career-related Programme are for students aged 16 to 19. “The IBDP is the IB programme most widely used in schools in China. However, we are seeing a lot of de-
mand for the PYP, and that is our fastest growing programme,” Jiang says, adding that the IB system is better able to support the development of the skills needed in the 21st-century when compared to other curricula. More educators, and more parents, realise the impor-
tance of whole-person education. This type of education is holistic in nature, with the whole person in mind, and is concerned with cognitive development, along with social, emotional, and physical well-being. This is reflected in the IB mission and IB Learner Profile.
IB at a glance Primary Years Programme Education in authorised schools for students aged three to 12. Cross-disciplinary curriculum covers both local and world issues, and challenges students to examine six connected themes, such as who we are, where we are in place and time, and how the world works. Middle Years Programme Covers students aged 11 to 16 and consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. Diploma Programme For ages 16 to 19. There are six subject groups: language and literature, language acquisition, individuals and societies, experimental sciences, mathematics, and arts. Career-related Programme Same years as Diploma. Focus does not rule out college.
SOUTH CHINA MORNING POST
FRIDAY, JUNE 24, 2016
GOOD SCHOOLS GUIDE 39
DISCUSSION
Are suicides preventable? Personal support from parents and teachers will help to stop students taking their own lives, writes Andrea Zavadszky
Photo: May Tse
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SOUTH CHINA MORNING POST
DISCUSSION
Data from the past two years shows the reasons [for suicide] were adjustment and relationship problems, and mental illness DR PAUL YIP
E
very suicide has a unique background story. But educators believe that, generally speaking, the reason for the recent spate of student suicides is down to more than the pressure put on them by our competitive education system. The main reason is the lack of support from parents, who push their children to achieve more without building a loving, trusting and supportive relationship with them. In western countries, the suicides of young people are usually related to substance abuse, drinking, and sex, according to Dr Paul Yip, director, Centre for Suicide Research and Prevention, University of Hong Kong. But suicides in Hong Kong related to these problems are few, and in the last two years, none have been reported. “Data from the past two years shows the reasons [for suicide] were adjustment and relationship problems, and mental illness,” says Yip, who has researched suicide for over 20 years. “More than 50 per cent of the cases result from family and relationship problems. These exist in di-
FRIDAY, JUNE 24, 2016
vorced or single-parent families, and remarried households with a step-parent,” says Yip.
ly affect mental well-being. We cannot ignore poverty, especially in families with young children,” he says.
All Hong Kong parents have to work long hours, regardless of their economic standing. Children also work 12-hour days, taking into account school, cram school, and their extracurricular activities. At the end of a long working day, parents may have one or two hours to spend with their children, during which time they focus on helping with their homework, rather than building an intimate and trusting relationship.
The Hong Kong Institute of Family Education (HKIFE) hosts workshops and seminars which help parents understand their parenting responsibilities. The workshops take place in around 100 kindergartens. It’s good to start early, as once a relationship with a child has been set, parents may feel it’s too late to do anything about it, says Dr Tik Chiyuen, the institute’s chief executive. Parents of small children have not yet lost the motivation to learn.
In lower-income families, these problems are more pronounced. The suicide rate is 2.5 times higher in the bottom 20 per cent of households, says Yip, who is also the head of the recently formed Committee on Prevention of Student Suicides. “We read suicide notes which tell the parents, ‘I have not talked to you for a long time.’ Poverty in Hong Kong is real. Parents have to work long hours to sustain income, and long working hours do not promote good relationships. They adverse-
Tik says a major problem is that parents and teachers are too busy to take care of a child’s personal growth. Students become anxious because of the pressure to get great results, and parents and teachers are not available to talk through problems with them when this pressure becomes unbearable. “They are under pressure, and the relationship with their parents is not very good. So the support is not there. That’s the root of the
problem. If the students had an opportunity to share their feelings, they could release stress. But there is no protective system,” Tik says. In the HKIFE workshop, parents are asked what they say to their children when they get home from school. Usually, they don’t ask about what happened in school, or how their children feel. They just talk about their homework. “They behave more like bosses than caring parents,” says Tik. “The problem comes from the adults. They need to change their way of thinking. You shouldn’t let a school assignment determine your relationship with your child. In theory, parents understand this, but in practice, it’s hard.” In many cases, the students at risk have “helicopter parents”, who hover over them, and do everything to give them more time to study. These children lack any experience of life beyond the walls of their school, and are not able to care for themselves. Such high parental expectations can have a negative effect. Parents should acGOOD SCHOOLS GUIDE 41
DISCUSSION
They are under pressure, and the relationship with their parents is not very good. So the support is not there DR TIK CHI-YUEN
cept that not all children are capable of getting into Stanford or Harvard, says Dr Michael Thompson, psychologist, author, and visiting consultant at the Hong Kong International School. Such parents, who tend to be highly educated themselves, can cause children to think their lives will be worthless unless they are accepted by a top university. “Not all children can be tutored into elite students,” Thompson says. “But you can drive them crazy trying to do it, and you can make them feel awful about themselves. Super-scholarly parents think they can nag their children into being brilliant students, but they are wrong. Unrealistically ambitious parents can completely demoralise a child.” To give students self-confidence, schools should celebrate all forms of talent,
42 GOOD SCHOOLS GUIDE
even if they are not academic. They should make a big deal of those who are good at sport, dance, theatre, art, music, and extracurricular activities. Children should be given more opportunities to discover their talents, and school should celebrate a broad spectrum of achievements, not only good test results, says Thompson. As for stress, teachers can keep track of stress levels by asking students how much sleep they are getting. It’s a good measure, because stressed children do not sleep well. Parents and teachers should be aware of other warning signs, such as anxiety, despair, sadness, fighting and bad behaviour, a sense of futility, crying before exams, and a bleak assessment of the future. Statements like “I’ll never please my parents” should not be ignored.
The concept of face also plays a part: “Parents often don’t want to hear about problems, because it’s a loss of face. But schools should be more forceful in telling parents if their child is an anxious and demoralised learner,” says Thompson. The problem is compounded by a vicious circle. Schools are under pressure from parents to keep the curriculum heavy, and test frequently, to compete with other schools. This puts a heavy workload on teachers. With more than 30 students in a class, teachers don’t have time to give individual attention to any of their charges, so it’s difficult to build a trusting relationship with any of them.
ality, and interpersonal relationships. Good results in this area have been achieved with programmes such as hiking and cooking, which bring students and parents together. But there is little follow-up activity. Tik says about 20 per cent of students have emotional, behavioural, or learning problems. There are about 800 to 1,000 students in a school on average, so this adds up to a large number, and more support needs to be available for them. Yip also cautions: “The problem is that those people who need help may not be able to come, because the event is organised at a time when they work. Those who come may not be the neediest.”
A broader perspective is needed. Currently, students are only assessed by the marks they achieve examinations, and no attention is paid to their health, person-
SOUTH CHINA MORNING POST
DISCUSSION
FRIDAY, JUNE 24, 2016
GOOD SCHOOLS GUIDE 43
SPECIAL NEEDS
Dyslexia dilemma Expert says teachers should not see a dyslexic brain as something to fix, but rather as something to explore, writes Ginn Fung
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SPECIAL NEEDS
A dyslexic child could conceivably become a great inventor, or play a key role in achieving sustainable development AGGELIKI PAPPA
A
workshop on dyslexia conducted by Aggeliki Pappa, the founder and CEO of the ‘i love dyslexia’ organisation, was a highlight of the Global Education & Skills Forum held earlier this year in Dubai. The workshop offered valuable ideas and practical advice to teachers and parents. Pappa also emphasised that more can, and should, be done to offer assistance to dyslexia sufferers. According to Pappa, there are millions of smart people with dyslexia. Like others, they have a right to succeed, she noted. “But they are effectively excluded from learning some of the most important life skills, like learning a second language. Dyslexic students should
FRIDAY, JUNE 24, 2016
have the chance to learn English as well as their native or local language,” Pappa said. This way, they can achieve a “global voice”. Some educational leaders and commentators regard this idea as unrealistic, but their position borders on being “unethical”, said Pappa. “It implies that children who have failed to read and write in their native language might not be able to achieve fluency in English in the future. But there is no reason why they should not learn to express their emotions and their thoughts in another language, however difficult learning that skill might initially appear.” Pappa pointed out that our dealings with dyslexia relate to our wider attitude towards
GOOD SCHOOLS GUIDE 45
SPECIAL NEEDS
Aggeliki Pappa
differences. We should be brave enough to see the opportunities that exist for every child. “Teachers must look past the word ‘dyslexia’ and try to understand the workings of dyslexic children’s brains, which are amazing in their own way.”
Albert Einstein, Thomas Edison and Pablo Picasso had learning difficulties ... but didn’t succeed in school, where they were judged by conventional standards
46 GOOD SCHOOLS GUIDE
The expert said that teachers should not see a dyslexic brain as something to fix, but rather as something to explore. “Dyslexic students are simply learning in a different way,” she said. “Everybody is different, and listening to each other, and helping each other grow as human beings, is what counts, and that should apply to those with dyslexia.” Teachers, therefore, should recognise that all students
receive information in unique ways, and each one perceives the world differently. Students in a class do not act and react in same way, and there is nothing wrong with that, Pappa said. The “magic” of being a teacher is that it presents an opportunity to experiment, explore, and discover. Albert Einstein, Thomas Edison and Pablo Picasso had learning difficulties, she noted. “They had brilliant brains, but didn’t succeed in school, where they were judged by conventional standards. In spite of their lacklustre schooldays, all three ultimately found ways to move human knowledge and creativity forward.” Referring to these examples, Pappa said teachers should
SOUTH CHINA MORNING POST
SPECIAL NEEDS
focus on the potential of children with dyslexia, and not view them as disadvantaged. A dyslexic child could conceivably become a great inventor, or play a key role in achieving sustainable development, she explained. Teachers have a responsibility to “make it happen” by ensuring each and every student is given the chance to flourish. “It’s certainly important to ensure students have literacy and mathematical skills, but it’s also important to develop their emotional qualities, and cultivate their social well-being. Dyslexic students should feel
cherished, useful, and just as good as everybody else,” Pappa said. To some extent, this requires reinventing educational practice. It also takes a certain amount of bravery for a teacher to stand up and say dyslexia is not a “disorder”. But it is actually more accurate to describe dyslexia as an enigma, rather than a disorder, Pappa said. Researchers have found that reading and writing is not a “natural brain ability”, and the skills use circuits and systems that exist for other purposes and processes, such as recognising objects.
“Regardless of what dyslexia will ultimately be proved to be, it is definitely not a disorder,” Pappa said. Mind mapping is a useful way to help those with dyslexia to learn, Pappa said. This technique translates reading and writing into shapes and mnemonics, which encourage a synthetic, rather than analytical, way of learning. “It supports a more visual way of thinking, and gives students the big picture before getting down to the details,” she concluded.
The Global Education & Skills Forum brought together educators and teachers worldwide in Dubai earlier this year.
FRIDAY, JUNE 24, 2016
GOOD SCHOOLS GUIDE 47
ALUMNI
School of life High school students can build lifelong connections through alumni associations, writes Rebecca Simpson
S
ome say it’s not what you know, but who you know. So it makes sense for learning institutions with strong reputations to create formal structures to keep past students connected. Such clubs for former students are called alumni groups, and some have been around for centuries. Two of the most famous, and most influential, are Stanford University’s Alum-
ni Association and Harvard’s Alumni Association. Both are firmly established, and offer students a lifelong connection to their university and peers.
the way to Hong Kong. These high school alumni associations host social events for ex-students now based in Hong Kong and across the APAC region.
High schools also have some famous alumni clubs. Old boy and old girl networks connected to prestigious private schools such as Eton College in the UK and the likes of Barker College and Abbotsleigh in Australia, reach all
Many of Hong Kong’s international schools now have alumni organisations. Some of these are formalised, such as those connected to the Hong Kong International School (HKIS), or the English Schools Foundation (ESF).
Less formal, but equally popular clubs originate from schools like the German Swiss International School (GSIS). High school may seem too early for students to be thinking about networking. But alumni organisations are very real considerations for parents who are choosing a school. Alumni initiatives can provide a professional and personal
Photos: Shutterstock
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ALUMNI
network for young adults to seek work opportunities. As students mature into professionals, these organisations can identify relevant business contacts. So what kind of opportunities do these clubs afford to students, past and present? “The purpose of our alumni associations is to provide a point of connection for former students and their families to the school,” says Terri Appel, ESF director of advancement. “They also offer social opportunities for former students to reconnect with past teachers and classmates, something which is useful for professionals. Some of our schools have set up a mentor and internship programme through the alumni associations, in which opportunities like internships are offered to ESF graduates.” In 2015, the Island School Alumni Association (ISAA) launched the Island School Intern and Mentorship Programme (ISIMP), a joint collaboration with the school’s Higher Education Depart-
ment. “The ISIMP links Year 12 and Year 13 students, university students, and graduates, with alumni working in the professions, or companies,” Appel says. “The school has secured intern and mentorship programmes with law firms, barristers’ chambers, and engineering and hospitality firms.”
Students and their families become part of our community when they enter the school, and the alumni association works to ensure that connection exists for life MAZIAR SABET
HKIS has a structured intern and mentoring programme in place. Maziar Sabet, chief advancement officer at HKIS, says: “We have a formal internship programme. It offers networking and work opportunities for existing students. This exchange works both ways, and that provides great value. It also provides mentoring opportunities for HKIS alumni; many of our alumni find the experience of mentoring very rewarding.” Alumni associations aren’t just about networking. They provide a sense of belonging and community, too. Sabet believes this brings value to students. “The HKIS alumni association works to create a sense of continuity, of be-
HKIS has an intern and mentoring programme that brings alumni and current students together, providing highly rewarding opportunities for both.
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GOOD SCHOOLS GUIDE 49
ALUMNI
longing to the HKIS family. Students and their families become part of our community when they enter the school, and the alumni association works to ensure that connection exists for life. “Our aim is to build communities beyond school in Hong Kong,” Sabet says. “We have critical masses of former students all over the world, and we work to establish the HKIS community in those places. This provides our alumni with a community they can tap into when they relocate. We have groups in Hong Kong, Vancouver, San Francisco, Seattle, Los Angeles, Washington, Boston, New York, London, Toronto, and beyond. Each of these cities has HKIS alumni groups with regular updates and events.” Appel says ESF has a similar ethos. “ESF’s alumni initiative aims to enhance the relationship between our alumni and their alma mater. We connect past students by means of reunions, career fairs, talks, and internship opportunities. Some of them have returned to help us with things like school IT projects, dance choreography for musicals, and song compositions for concerts. Some have even become teachers in ESF schools.” Those still studying at the school also benefit from the activities of alumni asso-
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ciations. Alumni are often involved in fundraising activities which benefit the current student body. “Some ESF schools do organise fundraising activities, but most focus on the value of connecting students from different generations, and engaging them in their school life,” Appel notes. “Connections between alumni and current ESF students are also strong. Our students can benefit from the advice and opportunities offered by our alumni through networking. Alumni often share the experience of being third-culture children, and they offer encouragement and advice to students planning to study abroad,” Appel says.
Alumni often share the experience of being thirdculture children, and they offer encouragement and advice to students planning to study abroad TERRI APPEL
Current students at HKIS also benefit from alumni activity. “We have scholarships that were started by alumni, and they also contribute to annual fundraisers like the annual ball. We’re always grateful for the support they offer, but our efforts are less focused on fundraising than creating a sense of belonging,” says Sabet. “An education at HKIS is a lifelong investment. It adds opens doors, and it creates a network that lasts through adulthood. I hope other international schools in Hong Kong also embrace this invaluable element of their community,” Sabet adds.
ESF’s alumni initiative enables former students to help their alma maters in various ways such as fundraising, dance choreography and composing for concerts.
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FRIDAY, JUNE 24, 2016
GOOD SCHOOLS GUIDE 51
LANGUAGE
Ready, steady, read If children enjoy learning to read, their skills will develop faster, writes Bipasha Minocha
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LANGUAGE
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iteracy goals and outcomes for toddlers a nd pre-schoolers have changed dramatically over the years. There is an expectation today that children should be able to read and write earlier than is developmentally appropriate. The aim is now to make the literacy outcomes associated with formal schooling occur in the early years. So we have seen the emergence of flash cards for babies, and spelling lists for pre-schoolers, as part of an effort to rush children into becoming “literate”. This is a shame, as there is plenty of evidence to show that if children are pushed into reading, they lose int er e s t , b e c ome s t r e s s e d, and rebel; they are “put off” reading (Curtis & Carter, 2003, p.149, Designs for Living and Learning. St. Paul, MN: Redleaf Press.) Time and again, we are told to nurture a genuine love for
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reading in children. We are asked to encourage children to think of books as their friends. But can we expect them to befriend books if their experience of them is forced, or unpleasant? Will they develop a love of books if they are told to copy letters, memorise word lists, and jump from one book to another in reading schemes? Instead, we should create happy and memorable experiences around books, and encourage children to become part of the world of imagination that they reveal to us. That way, we will be laying the foundation for lifelong learning, and conveying a positive attitude towards reading. In the early years, literacy skills develop from a child’s k n o w l e d g e a n d u n d e rstanding of oral language. Phonolog ica l awa reness, understanding that sounds that are associated with the letters, the recognition of familiar words, and a knowl-
edge of the alphabetic principle are all involved. The development of these skills does not happen in isolation. It is a process that includes experiences which create a positive association with literacy, and a willingness to face the challenges of developing literacy skills. These experiences include watching adult role models read specific types of text for specific ends, like a newspaper to discover news, or recipes to make meals. If children are exposed to print media which serve a purpose, they start to appreciate the relevance of print in their daily lives. E x posure to labels, road signs, packaging, brand logos, and other forms of text in t he sur rounding env ironment, is also useful, as it helps children to understand that the letter shapes they see can translate into something meaningful. Children begin to understand the
purpose of reading a nd w r it ing to communicate with others. During inquiry projects and play-based provocations, children engage in a range of literacy experiences, such as recording data, writing a shopping list, creating a food menu, interpreting data through symbols and graphs, and writing journals. These experiences strengthen their understanding of the purpose of print, and show them the different forms that print can take. It challenges them to develop their reading and writing skills in a meaningful way that involves their everyday experiences. Introducing children to experiences like this is a more effective way to encourage the development of literacy skills than making them fill in worksheets and memorise spelling lists. It’s also a lot more fun for the child.
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Creating a better world Students at Victoria Shanghai Academy are researching the benefits of positive action, reports Andrea Zavadszky
Photos: XXXXXXX
W
e live in a global village, and can quickly find out about war, inequality, health problems, environmental degradation, animal cruelty, and student problems like bullying and depression.
tors – who were all graduating from the PYP – to explain the details of the research they had undertaken in a small team on a chosen topic. It also gave students the chance to polish their presentation and communication skills.
This year, the Victoria Shanghai Academy’s graduating International Baccalaureate Primary Years Programme (IBPYP) students decided to see what they could do to make a difference in the world.
“This is the end of the PYP programme, so it’s like a graduation [thesis]. The central idea is that action makes a difference. Students present ideas on how they can take action, and have an impact in the world,” says Bonnie Kwok Wai-kuen, head of year, and Y5A1 teacher.
The results of their in-depth inquiry were presented as part of a two-day exhibition in May on the school premises in Aberdeen. Schoolmates, parents and students from other schools came to find out what the students had discovered. Questions from the audience allowed the young exhibi-
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The central idea is that action makes a difference. Students present ideas on how they can take action, and have an impact in the world BONNIE KWOK WAI-KUEN
Each team consisted of three or four participants who shared an interest in the subject under investigation. The school has 160 students in six classes, and the students were divided into 48 groups; each group had a booth at the exhibition. There were some duplicate subjects, but
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partment to give a talk to the school’s finalists, an action they thought would make a difference.
the approach of each team’s research was different, says Kwok. “Their interest in the topic comes first and foremost,” she adds. Students were responsible for the development of their material, along with their schedules, although they had to fulfil some requirements. The students were initially given some direct questions to inspire them, like “What would you like to change?”, “What frustrates or annoys you?” and “What inspires you?” Students watched videos that showed them how taking action could make a difference, and then discussed them in groups. When their ideas crystallised, they got together with those with similar interests to start work. Their personal “process journals” gradually filled with notes, drawings, and stickers, recording what they had learned, and illustrating how their thought processes were changing. Walter
Kwong
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chose the topic of smoking because he was “really mad” with his father for being a smoker. “It’s an unhealthy habit, and second-hand smoke is also unhealthy. That motivated me to take on this topic,” says Kwong, who wrote a song about quitting smoking. He performed it at a “performance corner” several times during the day, and posted it on YouTube. Kwong’s father appreciated his concern, and gave up smoking as a result. Another team drew attention to their project with the cleverly worded title “A Pack of Lies”, which referred to a pack of cigarettes. Research material obtained from the health department showed that most people start smoking before the age of 18. The group invited the health de-
The subject of unhappiness was addressed by Yoyo Yip Pik-yiu, Layla Kwok Heilaam, Sally Doong Min-ni, and Wong Kwan-hon. They collected heart-warming stories about good deeds, such as a man helping a poor student and his grandmother buy a cake for his grandfather’s birthday. The team also designed special T-shirts with positive messages such as “Together we can change the world”, and posted a cheerful performance on YouTube to remind people that “Happiness is a huge issue”. To highlight the personal nature of their discoveries, the team exhibited a box with the heading “R. I. P. Mr Trouble, Mr Anger, Mr Sadness, Mr Stress”, and suggested that students write down what bothered them on a piece of paper, crumple it up,
and throw it into the box. Food waste was addressed by a couple of teams, who suggested co-operating with agencies such as Food Angel, Foodlink, and Feeding Hong Kong, who distribute food to the needy. Food recycling, and the possibility of ordering portions in different sizes, was also mentioned. The teams documented how they tried to reduce food waste in their process journal. Other teams addressed animal cruelty, bullying, gender equality, and political protest. Lessons at Victoria Shanghai Academy are taught in Putonghua and English, so the exhibition materials, and the student presentations at the opening ceremony, were in both languages. Projects were marked firstly by self-assessment, and then by peer assessment. There was a presentation to mark the students’ graduation from primary school.
Chen-jun
SOUTH CHINA MORNING POST
FRIDAY, JUNE 24, 2016
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Building strong foundations, from one generation to the next.
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For 30 years, Generations Christian Education has ignited a love of learning in our students. We’re excited about the next 30 years, cultivating individuals of character, compassion, courage and competence.
One shared vision, three unique schools in Sheung Wan, Tai Po, and Mid-Levels. Find out more at www.generations.edu.hk
Loving for Today | Learning for Tomorrow | Living for Eternity FRIDAY, JUNE 24, 2016
office@generations.edu.hk | +852 2537 2552 | www.generations.edu.hk
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