PSI Life Fall Issue 2014 by Pechersk School International

Contents

PSI Accrediting Bodies and Service Organisations (by John Burns, Director)

The Secondary Arts Department Introduces our Team of Teachers for this Year (Secondary Arts Department Team)

PSI Board - Annual Goals - 2014 / 2015 (By the PSI Board of Directors)

-28 Grade 6 - 12 Fall Trips

Why do we have the Learner Profile? (By Tatiana Lopukhin, Primary Principal)

PSI Life Quarterly Magazine www.psi.kiev.ua PSI Life Chief Editor - Emma Zelenina (emmaz@psi.kiev.ua) Copy Editor - Patricia Puia (patriciap@psi.kiev.ua) Layout Design - Olga Rusnak (magazine@psi.kiev.ua)

Primary EAL (By Kimberly Shannon)

Founder Pechersk School International, Kyiv 7a Victora Zabily Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.ua www.psi.kiev.ua PSI in Social Media: PSI Facebook Page (https:// www.facebook.com/PSIKiev) PSI Twitter (@PSIKiev, https:// twitter.com/PSIKiev) PSI LinkedIn Page (look for Pechersk School International in LinkedIn) Fall 2014. Page 2

Our Fulfilling Experience (By Sofia, Grade 12 Student)

My First CAS Experience (By Maria, Grade 11 Student)

Music in PYP (By Leslie Malsow Jauhiainen)

Counsellor's Corner (By Felina Heart, Primary Counselor)

Printed by: Ukrdruk LLC Publishing Company PSI Life is published quarterly by Marketing and Communications Department of Pechersk School International, Kyiv for students, alumni, parents, and friends of the school.

A Project That Unites (By Tatiana Isakova, CAS Coordinator)

An Exclusive Interview with Current Bentley University Student (By Emma Zelenina, Marketing Manager)

Primary Bookshelf (By Pam York, Primary Librarian)

What is the PYP all About? (By Michael Palmer, PYP Coordinator/ Deputy Primary Principal)

'Circle' Interview with the New Staff (By Olga Rusnak, Marketing and Communications Specialist)

Message from the Secondary Principal (By Patricia Puia, Secondary Principal)

Mathematics at PSI: Becoming a Creative, Critical and Reflective Thinker (By Nina Golodnikova, Secondary Math Teacher)

PTA News (By Tamara Jaspers, PTA Secretary)

PSI Events Calendar

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Editor’s Letter Dear Readers: Welcome to our first-ever PSI Quarterly Magazine - PSI Life! Autumn is a season when everything changes its appearance, getting brighter and more mature. It’s a time for anticipating something new and unknown here at the school - a season that brings us new families and staff, annual renovations and upkeep of the school campus, and, of course, new results, success stories and remarkable events. In the spirit of autumn and the new school year, we too, are changing the format of our magazine, as just one more way to showcase our remarkable community. This first issue focuses on the International Baccalaureate (IB) Learner Profile. More than a list of standards for student performance and achievement, the Learner Profile is at the heart of the IB and of the school - a description of the kinds of students we want to work with and the kinds of adults we hope they will become. As you look through the articles in our first issue, you’ll see what we mean. In every class and at every grade level, our students are working hard to be inquirers, thinkers and communicators who are knowledgeable, principled, open-minded, caring, balanced and willing to take risks. Please enjoy our first issue and join us in applauding the students, staff and parents who are working together to teach and reinforce these very important attributes in all of our students. By Emma Zelenina, Marketing Manager

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PSI Accrediting Bodies and Service Organisations Dear Parents, Students and School Community Members: We often talk at PSI about our many accreditations as an international school. We also speak about professional networks, training for our staff and where we recruit our teachers from. There are important organisations that provide schools like PSI services to help them achieve high standards and results. Listed below are the organisations that we are accredited by and the companies that we network closely with. Kind regards, John Burns Director Pechersk School International, Kyiv

International Accreditations PSI is the only school in Ukraine that holds dual international school accreditation. Since 2003, our school has received accredited member status from two premier accreditation organisations. The accreditation was renewed in 2013 for 5 years (through 2017) - the longest period of accreditation granted. Those organisations are: Council of International Schools (CIS) in Europe (http://www.cois.org/) New England Association of Schools and Colleges (NEASC) in the United States (http://www. neasc.org/).

IB World School Status PSI holds the prestigious IB World School status. We are the only school in Kyiv fully authorised to teach all three IB programmes: Primary Years Programme, Middle Years Programme and Diploma Programme. International Baccalaureate (http://www.ibo.org/)

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International Organisations The European Council of International Schools (ECIS) provides schools with a range of professional services to include; leadership and governance training, educational consultancy services, insurance, legal advice and professional development. European Council of International Schools (http://www.ecis.org) The Central and Easter European Schools Association (CEESA), which includes 26 International Schools, provides us with regional events for students (sporting and academic) as well as professional services, networking meetings and professional development / conferences. Central East Europe Schools Association (http://www.ceesa.org/)

External Assessment Programme PSI is the only school in Kyiv and Ukraine to offer four international (external) assessment programmes. Results and improvement rates for each grade level can be examined alongside students from many other countries. Students in Grades 3 to 8 participate in MAP (Measure of Academic Progress) (http://www. nwea.org/) Students in Grade 4 to 8 participate in ISA (International School Assessments) (http://www. acer.edu.au/) Grade 10 students take the Prelimenary Scholastic Aptitude Test (PSAT) (http://www. collegeboard.org/psat-nmsqt) Grade 12 students undertake the IB Diploma Examinations (http://www.ibo.org/informationfor/parents/)

International Recruitment Search Associates is the leading international school recruitment agency. Currently just under 70% of our teachers are Search candidates. Job Fairs (where we meet and interview teachers) are held annually in London, Toronto, Boston and San Francisco Search Associates (http://www.searchassociates.com/) International Schools Servies (ISS) is a smaller but growing international school recruitment agency. We have several teachers from this company. Job Fairs are often held in the same cities as Search Associates at similar dates to allow schools to attend both Fairs. International School Services (https://www.iss.edu/)

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PSI Board - Annual Goals - 2014 / 2015

The School Board is part of overall school governance. Key areas of development for the Board include: (i) ensuring fiscal and legal requirements are followed; (ii) formulating and dealing with strategic challenges and choices for the school; (iii) Ensuring resources are used wisely and that policies are formulated to control this; and (iv) Supporting the Director in his role.

This year, the Board is focusing on Governance Strategies, Communication, Financial Planning, Risk Management, Crisis Management and finalising the Phase 2 Building Project.

In August and September each year, the Board sets its goals. There is also an opportunity to connect with other international schools through our European Council of International Schools (ECIS) consultant, Adele Hodgson, as we strive for ‘best practices’ and on-going improvement.

Once again this year, we will publish our ‘dashboard tool’, allowing us to track our progress throughout the year. We look forward to sharing with the PSI community our achievements through the PSI Quarterly Magazine. Andreas Bork - Board Chairperson and John Burns - School Director

Each Board Committee has now set its goals and Key Performance Indicators (KPIs) and monthly project development meetings are taking place.

Board / Committee Annual Goals & 2014 / 2015 Goal A - Governance and Strategy Committee - Develop board and governance best practices A.1: Seek out ‘best practices' by collecting examples from international schools recognised for good Board and Governance structures in the areas of: (i) School Management Framework / Dashboard, (ii) Annual Report , (iii) Board Policy Manual and review of Policies and Procedures. A.2: The relevant Board Committees review the Strategic Action Plan areas quarterly. The Board provides feedback / input to the Action Plan areas with a focus on moving these from ‘good to great’. A.3: The Dashboard, Opinion Surveys and Annual Report indicate a high level of development, achievement and success. Goal B - Governance and Strategy Committee - Design, evaluate and deliver academic greatness B.1: Academic Results and testing data are reviewed and evaluated by the Board with an aim to collaborate with and support the Director based on clear roles and common goals towards ‘academic greatness’. B.2: The Board engages in ongoing education about ‘academic greatness’ in the form of curriculum presentations, reviews of testing data, and ‘best practice’ presentations designed to support the Board's understanding and communicating of the School’s 'story.’ B.3: The Board will actively support the Marketing Manager (and action plan) with networking and introductions within local community organisations and the Kyiv business community. B.4: The Board will actively support the Director and Principals by providing a competitive Salary & Benefits Package and by implementing best practices strategies for retention of 'achieving' staff as well as the recruitment of new talent to PSI. Goal C. - Finance and Risk Committee - Ensure a strong and compliant legal financial and legal position C.1: The 2015 / 2016 budget is developed and approved by the Board to include realistic estimates of student numbers and relevant expenditure and capital fund adjustments. C.2: The Finance & Risk Committee maintains the financial viability of the school throughout this ‘Ukraine Crisis’ by producing a range of budget models for a decrease in student numbers in multiples of 10%. C.3: The Finance & Risk Committee monitors the ongoing ‘crisis’ and our financial position (viability) to ensure that a realistic 2015 / 2016 construction budget exists and that it allows for possible adjustments to our construction timelines. C:4 Alternative sources of revenue will diversify our income as well as strengthen the PSI brand in the community. C.4: The 2014 Price Waterhouse Cooper (PWC) Audit is conducted with a focus on our procurement policies and practices. All ‘matters to be addressed’ are then completed. Goal D - Facilities and Building Committee - Define and launch Phase 2 of the building project D.1: Development of a comprehensive, ‘crisis risk to contingency matrix’ will be used in expanding, organising and communicating the current Crisis Management Plan. Policies and procedures would then be clearly documented. D.2: The results of a campus-wide risk assessment matrix are activated and distributed to all Committees, business departments and school leaders. The process steps and review cycle will be developed by the F&B Committee and will be presented to the Board. Those risk issues belonging to this Committee will be actioned accordingly. D.3: A defined and documented Phase 2 ‘Go Plan’ for the building project includes a timeline decision. ‘Danger points data’ is included (e.g., student population, budget forecast, Ukraine Crisis. etc). D.4: A cost reduction strategy for Phase 2 is in line with the project research from 2014 / 2015 and the experts’ recommendations for design / materials changes. Also in light of crisis development, it factors in areas to include labour costs, market contraction, currency exchange, etc. Fall 2014. Page 6

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Primary School News

Why do we have the Learner Profile? In 1968, the IB organisation began with a philosophy rooted in developing internationally minded people. The Mission Statement of the IB says: ‘The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.’

he Learner Profile words were specifically chosen because they are characteristics that develop the ability to see our ‘common humanity and shared guardianship of the planet, and help to create a better and more peaceful world.’ Students’ understanding of the ten Learner Profile words develops over time and in a variety of contexts, some of which you will read about in the pages of this magazine. As a mother and an educator, one of the first aspects that drew me to the IB was how the Learner Profile (and the Attitudes) brings character education to the forefront. The ten Profile words are integrated into units of inquiry; they are discussed in a variety of contexts, are used to resolve conflicts and are applied to our lives. This allows character education to be embedded in all we do, rather than a subject that is studied in an isolated manner once or twice a year. This allows students to see the depth of what each word means, adding to the meaning over time. It frames conversations with a shared understanding. Some of my favorite moments are when I hear the students using these words spontaneously, to acknowledge a peaceful act or to define a positive behaviour.

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Whenever students are sent to the office for a discipline reason, I also use the Learner Profile words to frame our conversations. We focus on how we could have resolved this situation differently. In this context, the definition of some of the Learner Profile words has a different focus. For example, the word ‘balanced’ focuses on playing with a variety of students. ‘Communicator’ focuses on solving problems with words. Being ‘knowledgeable’ focuses on learning from mistakes. Being an ‘inquirer’ focuses on asking questions to better understand a situation. ‘Principled’ students focus on doing the right thing even if no one is looking and accepting responsibility for their actions. Here at PSI, we are surrounded by happy, optimistic children who love the world and each other. We strive to keep this sense of kindness and understanding through the years so that when our students grow up, they can contribute to our world in peaceful and open-minded ways. By Tatiana Lopukhin, Primary Principal

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Primary EAL

he learner profile is an important aspect of the English as an Additional Language program here at PSI. Our learners are developing their English acquisition skills and it is our goal to create a classroom environment that allows for risk taking and reflection. We believe in both a push in and pull out method of instruction. During pull out lessons, learners are taught various strategies and skills that support literacy, units of inquiry, listening, and speaking. Our objective is to provide a foundation of understanding that learners will carry into their classroom work. In Grades Three, Four, and Five, we are currently working on writing narratives. Through minilessons and 'anchor' charts, learners are taking risks as writers by including various writing techniques to their stories. From adding descriptive details to hooking their readers, learners are attempting higher level writing skills and sharing their applied strategies. Taking risks in their writing also allows learners to

be reflective practitioners. Determining what works in their writing and what areas to improve, instills the belief that learning is a proactive process.

In Kindergarten/First and Second Grades, our existing focus is to support the current Unit of Inquiry (UOI). Understanding essential vocabulary lays the ground'Understanding essential vocabulary lays the work for groundwork for building learners that are active building learners that are in the process of inquiry'. active in the process of inquiry. Through hands on activities, 'anchor' papers, and role-playing, learners understand important concepts and apply them to their classroom discussions.

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By Kimberly Shannon, Primary EAL Teacher

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Music in PYP Unit One in Music has been about singing, under the Central Idea of: Creating and Responding to Music Develops an Understanding of Ourselves and the World Around Us. In Early Childhood, we sing and move weekly, enjoying many songs and playing rhythm instruments together. We are communicators!

In Kindergarten/Grade 1 classes, we have been mostly singing, using our voices to express ourselves. We use the rhythm instruments to accompany ourselves and help with the beat. In Grade Two and Three classes, we have We are communicators and been singing, learning about melodies, inquirers! matching pitches and using the 'do re mi' hand signals. Our singing repertoire includes songs with an expanding range, adding more challenging melodies. We are becoming knowledgeable about singing, as well as communicating and being risk-takers in trying new songs.

In Grade Five we are researching singers and singing styles. What makes a good singer? A good voice? What style do we enjoy and why? Students are also playing melodies on their recorders and singing the songs to help learn them with the correct notation. We are becoming knowledgeable about singers/styles and what we personally enjoy, and communicators in sharing that knowledge.

In Grade Four we have started learning the basics of soprano recorder playing and are also starting to sing and learn songs along with the recorder and xylophones/glockenspiels. Students are sharing their favorite songs! We are thinkers, and knowledgeable about melodies, and communicating as well as reflecting on our opinions.

Music is a subject that works naturally with the learner profiles. We are risk-takers as we try new instruments and songs, and often volunteer to perform alone or with others. We are principled in learning and improving our instrumental and singing skills. We are open-minded in listening to music from other cultures. We communicate daily in music, often non-verbally. We are knowledgeable about different musical skills and ideas, as we compose and interpret Fall 2014. Page 10

music that we perform. Parents often ask how they can support music at home if they themselves are not particularly musical. Listen to music! Go to concerts, watch a musical program together with your child and reflect on what you enjoyed. Spending time together in a musical way is an excellent way to support your child. By Leslie Maslow-Jauhiainen, PYP Music Teacher 'A Place Where We Belong'

Counsellor's Corner Another year has started here at PSI and everyone is settling into their school routines. Often in school, the number one topic that I seem to address with parents, staff and students is behaviours. As parents, we are often unsure of how to address poor behaviours in school. Here at PSI, we do have the benefit of being able to address behaviours through positive interactions on a daily basis through using the Learner Profile. The Learner Profile provides a great basis for developing attributes and attitudes within our students. These concepts help students to learn proper behaviours and even conflict management. At the Primary level, we have the Panther’s Choices (Grades k-2) and the Win-Win strategies (Grades 3-5) that help give students the power of choice when dealing with difficult situations. My job as a counsellor is to provide support activities and classroom guidance lessons to help address the variety of behaviours and topics surrounding behaviours that might arise. This year I have already provided assemblies and several classroom guidance activities. Even with great systems in place, poor behaviour sometimes occurs. So what can be done? What can you as a parent do to help your child in these situations? The keys are communication and knowledge. Communication between the school and family will help children through situations that may occur. If your child speaks of issues concerning stereotyping, poor playground behaviour, etc., it is important that communication is made with the principal or me. This allows us to meet and put a plan of strategies in place to address the situation head on and helps to formulate the types of guidance lessons that are appropriate at any given moment. Some basic attributes to tackle at home include teaching empathy, sensitivity and self-control by: • Discussing with your children about their daily behaviours • When watching TV, discuss any bullying scenes 'A Place Where We Belong'

or scenes of poor behaviour and what could be done differently • Always teach your child to say 'I’m sorry' or 'Please forgive me' and to be kind to others • Teach children about being assertive in a positive manner through use of proper body language and saying 'no.' At the school level, the Learner Profile is discussed and taught through the Unit of Inquiry and the additional classroom guidance lessons. Examples of some of the guidance lessons completed thus far include a three-day workshop with Fourth Grade on empathy, tolerance, and conflict resolution. Furthermore, a lesson with each grade level on conflict resolution has been completed, which included a great lesson on adult-sized and kid-sized problems at the Second Grade level. In the same class, we also read the book Don’t Squeal Unless It’s a Big Deal. The students identified kid-sized problems and adult-sized problems by writing them on 'little pig' templates and placing the template in the correct corral. For the kid-sized problems, students discussed the Panther Choices that could be used to solve that problem. On the K/1 level, there have been weekly lessons on caring, cooperation, empathy, respect, and conflict resolution. The K/1 lessons have included a variety of stories and activities to actively engage the students in understanding these attitudes and attributes of the Learner Profile. In Fifth Grade, we recently addressed stereotypes and open-mindedness. Students had to come up with stereotypes that they have dealt with in their lives. We attached the stereotypes to balloons. We discussed the stereotypes and once we dispelled them, we were able to pop the balloons. This will help the students to be more empathetic and openminded when dealing with their peers and others in their community. Between the open communication and the knowledge we are providing both at home and school, the attributes and attitudes of the Learner Profile will become an active part of our students' learning. Student behaviours will never be perfect, but with all of us working together, we can help the students to learn and grow in the face of poor behaviours or poor situations. By Felina Heart, Primary Counsellor Fall 2014. Page 11

Primary Bookshelf

This quarter, Primary School teachers and staff recommend their favourite books for students.

Hatchet by Gary Paulsen

Maniac Magee by Jerry Spinelli

It's a thrilling page-turner, and a great way for kids to appreciate the comforts of modern life and the value of confidence and independence. (Roger Armistead, G4 teacher)

This is the story of a boy who runs for a year and a day and ends up becoming a hero in his new hometown. It's a tall tale with lessons to learn for everyone. I love this story. (Michael Palmer, PYP Coordinator)

Charlie and the Chocolate Factory by Roald Dahl This was my favourite book in Primary School and still is a favourite today. It has been great to introduce it to Indy and Isha. The movie is also a favourite of mine. It is my favourite, as we all would like to own a chocolate river and candy room. (John Burns, Director)

Shiloh by Phyllis Reynolds Naylor This book is about an elevenyear-old boy, Marty, who comes across a young beagle in the hills behind his home. It's love at first sight and also big trouble. It turns out the dog, which Marty names Shiloh, belongs to Judd Travers, who abuses his dogs. So when Shiloh runs away from Judd to Marty, Marty just has to hide him and protect him from Judd. But Marty's secret becomes too big for him to keep to himself and he lets his family know. What will they do? Will his family return Shiloh to this mean person? Read to see what Marty is ready to do to save Shiloh! (Sasha Bodnarchuk, SEN support teacher) Fall 2014. Page 12

Where the Mountain Meets the Moon by Grace Lin In this book, the main character, Minli, goes on an adventure to change her family's fortune. Along the way, she meets a friendly dragon and other helpful new friends. Minli's journey is inspired by Chinese folktales that Lin remembers her father telling her. This book is beautifully written; you will find yourself rooting for Minli and the dragon and hoping their dreams come true. (Valeria Laitinen, G3 teacher)

The Garden of Abdul Gasazi by Chris Van Allsburg Is it true or is it fantasy?? This book by Chris Van Allsburg makes you wonder.... (Ms Tatz, Primary School Principal)

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The Keeping Quilt by Patricia Polacco I love this book because family is very important to me, and I love how the Polacco family has a very important quilt that they've shared from generation to generation. I also love how the quilt tells about the history of their family. (Jessie Stoll, G3 Teacher)

Mr. Tiger Goes Wild by Peter Brown In the book, Mr. Tiger decides that he is tired of city living, and that he needs to explore being wild for a bit. Mr. Tiger then goes to the jungle and all of a sudden realises that.... he is lonely. This book is beautifully illustrated and helps us to remember that we all need to respect each other and that we are all a part of a community. And - oh! - We all need to get a little wild, every now and then. :0) (Clare Cannon, ECU teacher)

Penguin by Polly Dunbar I love this story about a boy named Ben who opens a present to find a penguin inside but when Ben talks to the penguin, the penguin says nothing. We see all the different ways that Ben tries to make the penguin speak and what happens to Ben when a lion joins the story. (Pam York, Primary School Librarian)

Where the Sidewalk Ends by Shel Silverstein I love this collection of poems. They are whimsical and interesting and they show that a poem can be anything - not just rhyming lines. I like how he really makes the pictures pop into your mind when you are reading his lines! (Kailyn Fullerton, K/1 teacher)

The Miraculous Journey of Edward Tulane by Kate DiCamillo It is absolutely one of my favorite books! (Kimberly Shannon, EAL teacher)

Measle and the Wrathmonk by Ian Ogilvy A magical adventure story about an orphan called Measle who lives with his horrible guardian, Basil Tramplebone. Basil is a Wrathmonk - the worst kind of wizard - and when he finds Measle playing with his beloved train set, he zaps him with an evil spell. Now Measle's only a few centimeters tall and trapped in the world of the train set. I love this book and have read it several times to my 3rd and 4th Grade classes. It is exciting and a little bit scary but there are also some funny bits. It's a great read for both boys and girls aged 8-12 who like adventure books and think giant cockroaches could be cool. There is a whole series - 5 books in all. (Sarah Browne, G5 teacher) Answers collected by Pam York, Primary School Librarian

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What is the PYP all about? The short answer to this question: the student

entral to the PYP curriculum model is the learner, as shown in the IB PYP curriculum model graphic. Our learners give us our purpose. From curriculum development to teaching and learning and assessment, PSI learners are central to everything we do. The PYP framework is made up of five essential elements, key components that create a balanced learning experience. Knowledge, Skills, Concepts, Attitudes and Action are the five essential elements the PYP uses to frame the programme. Parents often ask, what knowledge and skills are important for my child to know? The PYP has identified knowledge and skills within each of the traditional subject areas of language; mathematics; science; social studies; arts; and personal, social and physical education. The PYPs’ subject specific curriculum documents are used by our teachers and leadership to plan learning that incorporates knowledge and skills that are transferable

and relevant for students in an international educational setting. The PYP recognises that while it is important for learners to acquire a body of subject specific knowledge, it is equally important to learn transferable skills and conceptual understandings that 'transcend the boundaries of the of the traditional subjects' (IBO 2009). Ernest Boyer (1995), whose work has been central in the development of the PYP, stated, 'To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life.' From Boyer’s work, the PYP developed six transdisciplinary themes that address what Boyer refers to as core commonalities.' The six themes of Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organise Ourselves, and Sharing the Planet have a global significance for learners in all cultures. These themes 'offer students the opportunity to explore the commonalities of the human experience' and are supported by the traditional subject areas’ skills and knowledge. From each of these themes, teachers develop transdisciplinary units of inquiry for students to explore specific skills and knowledge within the context of relevant and meaningful issues from local and global perspectives.

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In addition to knowledge, skills and concepts, the PYP has identified a set of attitudes to support students to become internationally minded. The development of the PYP attitudes allows students to focus on their own personal attitudes toward others, their learning, the environment and the overall 'well-being of the individual and the group' (IBO 2009). These pro-social attitudes support student learning beyond the walls of the classroom and the gates of the school. The PYP believes the result of meaningful inquiry is appropriate and responsible action. The PYP defines action as 'service in the broadest sense of the word' (IBO 2009). Action can be the simplest gesture or a more sophisticated endeavour. Student initiated action extends their learning and may lead to a significant social impact. Action, then, is a demonstration of the student’s commitment to the PYP attitudes and the IB Learner Profile. Again, it’s all about the learner, our PSI students. The PYP is undoubtedly a framework for developing internationally minded, global citizens. PSI supports this fully as our mission statement indicates: “We strive to develop successful global citizens committed to taking positive action on behalf of their school, their community and their world”. By Michael Palmer, PYP Coordinator/Deputy Primary Principal

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Secondary School News

From the Secondary Principal In the past six months, PSI students have once again demonstrated that PSI offers a strong programme that gets good results.

n June, the Secondary School held its annual Honours Assembly for students in Grades 6 - 11. The School celebrated students in four categories:

- 55 students earned Honour Roll status, with only 5s, 6s and 7s on their semester report card and all As, Bs and Cs in Attitude. -24 students made the High Honour Roll, earning only 6s and 7s in academics and only As and Bs in Attitude - 27 students did not make the Honour Roll but received Attitude Awards for only As and Bs in Attitude. - 27 students earned Departmental Awards for being outstanding examples of one or more the IB Learner Profile. In a student population of 177, we were able to acknowledge the hard work and achievement of 75

percent of our Secondary student body! In July, we also received our IB Diploma results, which once again put us above international norms. Nineteen students graduated from PSI in May, with seventeen attempting the full IB Diploma. This means that those students took six subjects - three at Standard Level and three at Higher Level. They completed a 4,000 word original research paper (the Extended Essay), completed a course called Theory of Knowledge and submitted an original essay on that course, and completed approximately 150 hours of Creativity, Action and Service (CAS) beyond their school day. For all of those courses and outside requirements, students could earn up to 45 points (although less than 2% of the international population ever gets full marks!).

Hereâ&#x20AC;&#x2122;s how our students did: Category

PSI Results

IB Results

Pass Rate

16/17=94%

Average Overall Score

29.77 (as of 2012 - last data from IB)

Average individual test score (out of 7 possible)

5.11

4.67 (as of 2012 - last data from IB)

As a result of these excellent results, our 19 students were offered places in 58 universities around the world. Among those, the class of 2014 will attend: Stanford University (USA) James Mason University (USA) McGill University (Canada) Glasgow School of Art (Scotland) Delft University of Technology (Netherlands) Les Roches Marbella (Spain) Our congratulations to all of our graduates and our other award winners in 2013-14. Weâ&#x20AC;&#x2122;re looking forward to great things in the year ahead! By Patricia Puia, Secondary Principal 'A Place Where We Belong'

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Mathematics at PSI: Becoming a Creative, Critical and Reflective Thinker It seems that there is no neutrality about Mathematics. Some people admire it, and some dislike it. One’s attitude to this powerful subject often depends on the way it was taught. The IB educational system aims to develop creative, critical and reflective thinkers. This is how Maths teachers do that at PSI. How do we develop students’ natural curiosity? The Math Department realises that it cannot be done if a teacher just lectures. A class becomes successful if a student is engaged in a process of discovery of maths concepts and rules. Inquiry based learning is the milestone for success in Mathematics.

et’s be invisibly present in our Maths classes. Parents want to see enthusiastic students who are challenged to excel in their learning. Students are interested in having a class where their opinion is respected, they’re not afraid to take a risk and offer their solution to a problem, where they feel supported and inspired. A teacher’s dream is to foster balanced, long-term learners who are well prepared for further endeavors at universities and beyond.

For example, in Grade 6, students study number systems. Students are encouraged to explore this new area, find information, make a poster and share the information with their classmates.

PSI is proud of its students’ successes. The International ACER test results indicate that in Maths, PSI students usually score higher than the world average. We also have PSI graduates who successfully study Mathematics at the University of Oxford and The University of Edinburgh, Aircraft Engineering at the University of Cambridge, Business at the London School of Economics and Math Modelling at Rotterdam University.

In 2014, the IB offered a new MYP curriculum that smoothed the transitions between PYP, MYP and DP. This program pays a lot of attention to educating knowledgeable students who become capable of exploring ideas of greater complexity. In the Diploma years, students develop their independence in learning . In Grades 11 and 12, they must be good problem solvers and look at maths from a Theory of Knowledge (TOK) perspective,

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where they explore philosophical questions about Maths. A presentation on TOK aspects on Set Theory helped students learn maths in its historical context. Another approach to learning in a DP class is to take risks in unfamiliar situations. The Grade 11 HL class made a presentation on a new topic. This independent learning and discussion helped them grow from a new experience.

Mathematics a subject in which communication is extremely important. The students become confident and open-minded communicators using a variety of 'A Place Where We Belong'

forms to express their ideas and results. For example, in a Grade 6 class,

they reviewed maths terms, and then communicated their vocabulary by writing a mini-essay: 'How I spent my summer.' In another class, the students were encouraged to solve problems and write their answers on mini-boards. These approaches are reinforced in different classes. â&#x20AC;&#x2DC;Doingâ&#x20AC;&#x2122; Mathematics is far more than finding a numerical answer. It involves real life problem solving ( a new objective of the MYP programme). For example, the Grade 7 Maths class completed a project called Scale my Room, which improved their understanding of proportions in a practical way.

It is not a secret that class spirit plays a significant role in learning efficiency. The Maths department aims to

create an atmosphere where the students may express their ideas without the fear of making a mistake, where individual progress

is valued and mutual support is encouraged. An excellent example of a caring student in action was observed in a Grade 7 class. During an introductory class, one student naturally started helping a classmate and this made a great difference in class atmosphere. The Maths department sees its role as challenging students at an appropriate level, creating a community of learners who enjoy the process of problem solving, and appreciating the power of Mathematics in describing and improving the world. By Nina Golodnikova, Secondary Maths Teacher

All of the above examples show how Maths activities help a student become a reflective, open-minded learner.

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The Secondary Arts Department Introduces our Team of Teachers for This Year Name: Mica Gaard MYP Music (6-10), MYP Drama (6)

I'm originally from: Davis, California I've also lived in: Los Angeles and Guyana, South America Why I think arts education is important: I think the arts in general have the capacity to broaden our minds, to connect us to people from all walks of life, and to give us a medium of expressing thoughts and emotions in a powerful and captivating manner. Time and time again, studies prove the power of arts education, but I see it on a daily basis inside the classroom

as my students build teamwork, leadership, and global citizenship skills while playing Mozart, listening to Will.i.am, and analysing Copland. It is my goal, as an arts educator, to inspire students not just to become accomplished musicians, but to set them on a life-long path of music appreciation, whether they eventually perform professionally or sing at home to their children. What I love most about working in the arts: The moment backstage right before an opening night performance, watching my students realise that hard work and dedication pay off, and seeing their excitement to share their skills and talents with those around them.

Name: Malina Patel MYP Drama (7, 9-10), DP Theatre, HOD I'm originally from: Toronto, Canada I've also lived in: London, England and Bangalore, India Why I think arts education is important: The arts teach creativity, which is the key to coming up with new ideas and solutions to problems. Creativity is essential to our personal expression and it also teaches us empathy and open-mindedness. The arts unify us by offering us opportunities to celebrate diversity, originality, and most importantly – each other. What I love most about working in the arts: When students take risks; when they stop thinking about it, and they just do it. It’s so difficult to do, but it makes us better artists! Name: Anush Agamyan Drama Teaching Assistant I'm originally from: Kyiv I've also lived in: Armenia Why I think arts education is important: I think that arts education is important because it’s the best way to find answers to the question, 'Who am I?' The arts also help to give students cultural roots. Fall 2014. Page 20

Because the arts are such a large part of culture, they also have a large influence in many other areas of study. What I love most about working in the arts: I love to observe how our students change as they study the arts. 'A Place Where We Belong'

Name: Sara Jacobs MYP Visual Art (6-10), DP Visual Art I'm originally from: Santa Barbara, California I've also lived in: London, England

They also help students to develop creative thinking and problem solving skills necessary in all areas of study.

Why I think arts education is important: I think the arts are important because they provide another way of looking at and making meaning of the world around us. The arts give students an opportunity to respond to things they find important and meaningful in their lives.

What I love most about working in the arts: I love the diversity present in art. It never gets boring, as each student brings new ideas, perspectives, and questions to the class.

Name: Nastya Spirina Visual Art Teaching Assistant I'm originally from: Ukraine Why I think arts education is important: Because I agree with Pablo Picasso when he says that 'the purpose of art is washing the dust of daily life off our souls.' What I love most about working in the arts: Observing and helping children to express their own emotions and creativity, their ideas, their own style and uniqueness. Name: Paul Christopher MYP Drama (8) I'm originally from: Madison, Wisconsin I've also lived in: Beirut, Lebanon Why I think arts education is important: I think education is important because it provides opportunities for personal growth, giving the perspective necessary to take the fullest possible advantage of those soul and to expose the truth of the world, both personopportunities. ally and for society as a whole, and working with them What I love most about working in the arts: I love allows teachers and students to expand their mutual working in the arts because of the unbridled creativity awareness beyond what would normally be possible on that comes with it. The arts exist to elevate the human an individual basis.

In the Arts Spotlight… ISTA Festival trips are back! International Schools Theatre Association (ISTA) runs theatre festivals around the world, where students from different international schools get to experience drama workshops and create a performance together. This year there will be two trips to ISTA Festivals, and there are only ten spots for each trip. 'A Place Where We Belong'

MS students - 5-8 February in Bucharest, Romania HS students - 19-22 February in Munich, Germany If you're interested, please email Ms. Patel for the information package – malinap@ psi.kiev.ua.

The Importance of Being Earnest – 4-6 December The first drama production of the year has begun rehearsals and students are working hard to bring Oscar Wilde’s witty comedy of manners to life. You won’t want to miss this performance, so be sure to save the dates! Fall 2014. Page 21

Grade 6 Fall Trip to the Carpathians The 6th Grade went to Ukraine's Carpathian region on their Fall Trip. The theme of the trip related to the students' current PE health and fitness uint. Some of the trip highlights were not sleeping on the overnight train, building farm style hay stacks, preparing, cooking and eating healthy camp food and hiking 22 kilometres through the beautiful Carpathian forests. Special thanks to the trip leaders Mr. Anatoliy, Ms. Lefebvre, Mr. Fontes and Ms. Karg. By Grade 6 Fall Trip Team

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Grade 7 Fall Trip to Lviv For the first time in more than a decade, a group of PSI students visited Lviv, Ukraine, one of the most charming cities on the European continent. The group worked with a central question: How do art and architecture help us understand how people from different cultures and eras lived? To answer that question, students visited the Outdoor Museum (on foot), three castles on the outskirts of town (by bus), the city centre and the parks of Lviv (by bicycle). We even attended a traditional puppet show! Students had a great time exploring this beautiful part of the country and learning about the rich and colourful history of the region and its people. By Patricia Puia, Fall Trip Leader

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This year, the Grade 8 students went to an outdoor adventure camp in England, where they focused on learning good teamwork skills, such as communication, cooperation, and leadership. In practicing these skills, they did obstacle courses, built rafts and towers, climbed rocks, and solved puzzles, among numerous other activities. All in all, it was full of fun and a great experience for everyone!

Grade 8 Fall Trip: PGL Adventure Camp, England

Principled 'Often trust goes hand in hand with responsibility, honesty and fairness. One of the activities that required all of those characteristics was the Sensory Trail, which was done blindfolded. While going through the trail, we had to hang on to each other. Whether or not we would accidentally walk into a tree was the leader’s responsibility. Everyone had to trust that the leader was principled about what he or she was doing.' (Kvitka & Alejandro) Open-Minded 'To be an open-minded person, someone must think about and include other people’s ideas when useful. When an idea is not perfect, an open-minded person does not judge unfairly, but gives constructive criticism to add on to ideas and make them better. To be a good leader in activities, such as the raft-building, and fixing the rocket, he or she would consider all ideas and which would be the most useful to give a final decision.' (Chrystyna & Ted) Communicators 'Good communicators must be open towards others’ ideas and make sure that everyone's ideas are included in a project. Communicators let people believe in their ideas and add to it, so that it grows into something more refined and polished. Communicators must speak loudly and clearly so everyone will understand, in addition to cooperating in a group. We practiced this many times, including playing a game called "Robot" where one person used hand movements to let the speaker tell the robot where to go to collect cones, and in trying to accomplish tasks like building a raft.' (Diana & Andrew) Thinkers 'We were thinkers during the raft-building activity by brainstorming ideas for the raft design. This helped us push our minds to the limit, and helped us practice good communication in groups.' (Max & Ilinca) Risk-Takers

Reflective

'In general, we had to be risk-takers in all activities because there was a lot of climbing and heights involved. Many of our classmates were afraid of heights. For example, the trapeze and giant swing both involved heights, and you had to be courageous enough to take the risk to fall or jump on your own. We had to overcome our fear and complete our goal. If you don’t take the risk, you don’t overcome your fears.' (Agata & Javad)

'After we built our first raft and it fell apart, we had to reflect upon where we made it insecure or where we left loopholes. We then had to think: How can we make improvements?’ (Sonya, Shon, & Kristian) By Christina Levyssohn-Silvla, Fall Trip Leader

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Grade 9 Fall Trip: Lithuania

The grade 9 class had a whirlwind tour of Lithuania during their Fall Trip. After a quick rainy evening and overnight in Vilnius, we traveled to Trakai National Park the next day to take part in some team-building exercises. After an orienteering exercise in town, we moved to a nearby resort for more orienteering and teamwork exercises. The next day, we took up our Physical Education activity with a ropes course. Students climbed on four different courses and ziplined back down through the beautiful forest. We then rounded out our trip with a visit to a 19th century Lithuanian village that was taken care of by former political prisoners from the USSR, as well as a visit and walking tour in Kaunas. Upon our return to Vilnius, we had dinner in the old town before returning to Kyiv. It was a wonderful experience for everyone - students and chaperones alike. By Melissa Vogel and Jane Ellys, Fall Trip Leaders

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Grade 10 Fall Trip to Krakow, Poland Grade 10 students visited Krakow, Poland during their Fall Trips week. The curriculum links of this trip were Individuals & Societies and English. The group studied history, nature and the consequences of the holocaust in this part of Europe (Individuals & Societies link). As part of English Language curriculum link, the students worked on the major question: What divides communities? In order to be able to understand the history and answer the question, Grade 10 students visited Auschwitz and Birkenau concentration camps. It was a

'once in a life time' and difficult experience. For the first time in the history of this Fall Trip, our students had a chance to meet with a survivor of Auschwitz! To deepen their knowledge, students also visited Schindler’s Factory museum, Eagle Pharmacy museum, Galicia Jewish museum and had a tour to Nowa Huta, a 'utopic' Soviet city. Students had a great time exploring this beautiful city! By Iryna Sydoruk, Fall Trip Leader

Here are a couple of reflections from Grade 10 students about their feelings and experiences while in Auschwitz and the Fall trip in general: This fall trip was probably the most shocking and touching in my life. Even though I wasn’t happy about the fact that we had to go there, I do not regret this experience. For me it was something very edifying. At one moment, I received the unforgettable feeling that I am alive. For me, it is something I have experienced for the first time in my life. - Tamila This Fall Trip was interesting because it puts truth in perspective. What actually happened? What evidence do we have? How biased is the story we create from the evidence we find? How is the evidence presented to change the assumptions we make about it? Truth is the aim of assertion. - Luka The most terrifying thing was seeing all the belonging of the Jewish people killed. Their hair, glasses, suitcases and especially hair. I also was shocked by this quote that I read in Schindler's museum: 'If I had to put up a poster for every seven Poles shot, the forests in Poland would not be sufficient to manufacture the paper.' - Eleonora This Fall Trip was the most terrifying yet the most interesting Fall Trip I’ve been to in this school. This trip really helped me to understand what happened during World War II. The most surprising and unbelievable part of the trip was to see what conditions people had to live in in Auschwitz and Birkenau. - Damian Fall 2014. Page 26

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Grade 11 London Fall Trip - Reflections Our second theatre performance 'The 39 Steps' was quite a treat to watch after a day of shopping and exploring. It was quite fascinating to watch a performance that not only entertains you, but also makes you think. Considering the question 'What is art?' brings up the idea of how our way of thinking and our expectations can affect the way we interpret a piece of theatre. I felt that this piece related to how we, as an audience, should expect the unexpected. The excitement and thrill of the chase made the whole performance worth watching. I highly recommend this performance to the 11th Graders next year, and I truly hope that they enjoy it as much as I did. - Rachel

We watched 'Faust', a musical adaptation of a classic play. Surprisingly, it was not painful to watch or listen to. Everyone seemed to enjoy the songs, storyline and the acting was great. The ensemble played multiple roles, just like in the other plays we saw this week. I especially enjoyed the way the actor played the part of the devil - confident, sadistic, conspiring and a strategic kind of character who produced a lot of energy on the stage. - Michael When we talked about Art in TOK, the first words or ideas that came up were about visual art and painting, so going to the Tate was obviously going to be very useful. Before going to the Tate, a few people were not enthusiastic about the 'A Place Where We Belong'

visit, but walking out they could not stop talking about what they had seen. We went to the Kazimir Malevich Exhibition, and it was something that impressed us and made us think. Our tour guide was very interesting. He explained things in such a way that intrigued us and made us ask questions. Before going to the Malevich exhibition, we went to the room where all of the donated paintings of Mark Rothko were exhibited. Rothko and Malevich had the same idea behind their paintings but had a different approach to it. They both wanted people to understand their art and feel something. In my personal opinion, I understood Rothko more and felt something. -Clara We got to go on a remarkable Street Art tour. It was amazing to see how these pieces of art brightened up the streets of East London, however it also brought up the important question, 'What is art?', which we previously talked about in our TOK class. We learned that these street artists, who create this art for free, got put into jail for 'vandalism.' In my opinion, the street art is just as amazing and just as valuable as anything you would find in a museum or an exhibition. Personally, I find it even more valuable because they create this art for free. A lot of the pieces have meaning behind them, which was great and really made you appreciate them even more. Another topic we discussed which I thought was important, was how the East End is developing - and how quickly. Development is good, there is no doubt about it, but that also means they are getting rid of older buildings and the street art which is on them; it is getting rid of the culture. Overall it was very thought provoking, and very interesting. - Karolina We went to see the play 'The Curious Incident Of The Dog In The Night-Time'. This play relied heavily on technology which caused the play to have a different atmosphere than most plays. The stage had many hidden doors that were either filled with props and machinery, or they allowed the characters

to exit and enter the stage quickly. This amount of technology raises the question, 'Does technology help theatre advance?' I think it did in this play because it allowed for quick scene changes and added effects that would be harder to recreate without the same technology. Examples of this would be the recurring smoke or the projections on the back of the stage that helped the audience understand the context of what was happening throughout the play. This play was unlike anything that I had ever seen before, and I think that everyone was surprised at how well the technology was used in the performance. - Oliver After visiting the Tate Modern we got the chance to go to to the Borough Market, which is a food market in Southwark, East London. From about one hundred different food options, it was impossible to get a taste of them all. A group of us decided to make a deal, that each of us would get different dishes in order for us to try them all. The food varied from Arabic to Seafood-Chicken Curry to homemade pasta. When we needed to quench our thirst, we made our way to the juice bar, which used fresh fruits and vegetables to create an extraordinary drink. As we kept exploring, we discovered a second side to this place, filled with delicious sweets such as chocolate fudge and macaroons. As we were enjoying our food, our trip leader Ms. Patel saw Henry Winkler, the actor who played Fonzie in Happy Days, while standing in line for some fresh coffee. After the short few hours we spent there, everyone was satisfied and continued their London Tour. - Oksana

By Malina Patel, Fall Trip Leader

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Grade 12 Fall Trip to Slovenia In September, the Grade 12 students travelled to Slovenia. The purpose of the trip was to explore the Theory of Knowledge (TOK) through various activities that challenged the students. The activities were designed to push the student boundaries of comfort and explore the TOK 'Ways of Knowing.' Some of the specific Ways of Knowing the students explored through the activities of zip- lining, canyoning rafting and hiking, included emotion, reasoning, language, and faith. From their experiences and reflections, the students created presentations that identified knowledge issues. Exploring these knowledge issues will help the students prepare for their final TOK essay and presentation. Thank you to trip leader Mr. Jacob Ortwein for organsing and leading the trip and to Mrs. Olga Berezhna for also being part of the team. By Scott Depooter

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Our Fulfilling Experience Within the Diploma Program CAS requirements, there are several different projects that students have created and contribute to, in order to leave their lasting footprint on our community. Regardless how different each project may be, every person’s contributions is equally important, significant and impacting to others. The CAS project that I’m currently a leader of is the Kindergarten Teaching Project. It is formed by a group of eight IB students and a supportive supervisor, and consists of us going to the neighboring local school on a weekly basis to teach elementary English lessons to kids aged 4-6. As of now, the Kindergarten Teaching Project has been running for over three years and continuously keeps growing. And although our junior and senior years might sometimes be a bit of a struggle and drag, simply being able to see the kids sing along to the nursery rhymes that we teach them, or giggle with the activities we prepare for them, is more than enough to brighten up our days.

CAS

barriers within the project. For example, some of us don’t speak Russian or Ukrainian and have difficulty speaking to the children, whilst others have more difficulty in brainstorming activities for next week’s class. But because we’re a team, we help each other persistently to overcome those barriers, cooperating collectively in the overall process. Overall, simply knowing the fact that we’re helping little kids build up their knowledge for the future, potentially opening more opportunities for themselves, is an incredibly rewarding and heartwarming experience that we all fondly enjoy and appreciate.

By Sofia, Grade 12 Student

Each of us personally has different strong points and

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CAS My First CAS Experience The first month of school is always the hardest because it involves getting the hang of things. For us rising juniors, it is especially difficult because with the first month of school comes CAS, the ‘terra incognita’ of IB. I came into the programme not entirely sure of what to expect. My main two projects would be teaching arts and crafts to children at the Orphanage for the Visually Impaired and participating in the Irpin Military Hospital Project, and frankly I was hesitant about both due to my language barrier.

'teacher'. As I left, one of the girls hugged me goodbye and told me in broken English that her name was Kristina, knowing that I spoke no Russian. We left thoroughly exhausted but happy to have brought the children some joy.

However, I was quite pleasantly surprised to find that they were experiences that completely changed my

I was equally moved after my first time at the Military

outlook on life in Ukraine.

Hospital. I always thought that it was important to support soldiers and help them in times of need, but I never dreamt I could be truly helpful to them. I realised after that day that a little thought goes a long way. Three of us Grade 11 students brought several pizzas and we got to go to each soldier individually and give them a piece of pizza. Some of them were tired and did not want to talk, but others were excited to have some company and shared their stories. One of the soldiers in a wheelchair rolled up to me and gave me a beautiful stork he had made out of white thread and popsicle sticks, telling me that it was the symbol for peace; another gave us all a patch of honor he had received for his service. It was one of the most moving experiences I have ever had, and it is this kind of experience that makes this ‘terra incognita’ of IB worthwhile. By Maria, Grade 11 Student

The first time at the Orphanage for the Visually Impaired, my group arrived with the idea to help the children make little cards for Teacher Appreciation day. We made a template of a flower pot with different colored flowers to wish the teachers a good day. As soon as we walked in the room, the kids jumped up and gathered around us and started asking what seemed like hundreds of questions, all in a language I didn’t understand. After gathering our bearings, we helped the kids get started. They seemed excited to be doing something that was different from their regular routine at the orphanage and to have a more creative outlet. During that hour, there were many, many blunders, varying from flowers that were the wrong size to not enough glue sticks to children trying to write in English and writing 'torcher' instead of Fall 2014. Page 30

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CAS A Project That Unites The Student Store project is one of the oldest CAS projects at PSI. It is a completely studentrun initiative. They organise sales, plan donations, decide on the best ‘economic’ strategy and , what is most important, find charities and make their donations. The Student Store team also works in cooperation with other CAS groups. Let's look more closely at the Student Store’s action on September 30: Students contacted the House for the Elderly and delivered food. This way the Student Store team contributed to the World Day of the Elderly. Student Store also works in cooperation with another project, ‘Children of the World to the Children of Ukraine.’ The students visited a family with eight children from the Donetsk region living now in the Village Schastlive, near Kyiv. PSI students bought supplies, food and some clothes for the children. On this project, MYP and DP students worked together. By Tatiana Isakova, CAS Coordinator

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An Exclusive Interview with Dima, a Former PSI Student, a Current Student of Bentley University Emma: Hello Dima, very nice to meet you. Lets start with a short introduction. My first question would be: how long were you a PSI student and when did you graduate? Dima: Hi Emma, pleasure to meet you, too. I joined PSI at the beginning of 9th Grade and graduated in 2011.

travelling to CEESA competitions.

Emma: Why did you choose Bentley University? What specialisation did you choose? What were other alternatives?

Dima: I applied to Bentley University based on a recommendation from a Bentley alumnus whose son used to attend PSI. That gentleman marketed Bentley as a great business school located near the Emma: What did you like most at PSI? worldâ&#x20AC;&#x2122;s educational mecca, Boston. Even before I Dima: I guess for me it was an opportunity to join an extremely diverse, international community. Attending began my college search, I knew that I wanted to do something business related. Once I got my offers, I classes and socialising with kids from all over the had to decide between Bentley, Northeastern and the world immensely contributed to the broadness of my educational experience. In addition to this, PSI allowed University of British Columbia (UBC). The last option was eliminated because the US appealed to me more me to learn English while staying in Ukraine rather than Canada, and Vancouver was significantly further than studying abroad. Lastly, I very much enjoyed away from home. Due to the fact that Northeastern is Fall 2014. Page 32

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more of a general school (meaning that it does not specialise in business), I picked Bentley knowing that it specialised in accounting, finance and marketing. As a freshman at Bentley, I took a general business class which was an introduction to finance and accounting. At that point, I realised that I was very much interested in finance and decided to major in that subject. I am also minoring in Spanish (which, by the way, I started to learn at PSI). Emma: What is the key feature that makes this university different from others? Dima: As I mentioned earlier, my university concentrates in business. With roughly 5,500 full-time students, Bentley is a relatively small college. Hence, my largest class consists of 25 students. This is important, because professors actually remember your name rather than have a number assigned to you. Therefore, you get significantly more student-professor interaction which is nothing but beneficial to your learning experience. Lastly, Bentley is located on a beautiful campus 20-minutes away from Boston. This way, one can experience a real campus feeling while still remaining close to the city. Emma: What (from the knowledge obtained at PSI) has been helping you today in studying at university? Any particular subjects learned or skills acquired at PSI? Dima: I believe that PSI, in general, prepares its students well to begin their college education. In particular, PSI teaches you how to think critically and constructively. While I worked on those numerous projects in science, math and language classes, I developed a set of skills that now allow me to tackle college-level assignments with ease. Emma: In general, can you explain what advantages does the experience gained at PSI give to a student?

a trading room which provides students with access to real-world finance resources like Bloomberg, Factset, etc. The number of colleges in the US that have similar educational facilities is minimal. Lastly, Bentley has a reputation as a well-regarded accounting school amongst employers. Emma: Is there anything you miss about PSI today? Dima: Definitely. The relationships I had with certain members of the PSI community is what I miss the most. Emma: Please tell us about your post-PSI path. Have there been any surprises along the way? Dima: Although it required perseverance and quite a bit of luck, I was fortunate enough to seize a couple of great opportunities. Last semester, I interned at an investment management firm in Boston. This summer, I interned as an investment banking analyst in the Power Utilities & Renewable Energy group at UBS in NYC. After I graduate, I will return to UBS as a fulltime employee. Emma: What advice would you like to give to the students in Grades 11 and 12? Dima: Thanks to the credits (for HL classes only) I brought from PSI, I have one semester left in college instead of a full year. Thus, I would highly recommend that students pick their higher level classes thoughtfully and make sure to excel in them. Also, I would suggest that students address their university search seriously. The next four years of your life are critical and will be some of the best times of your life! Emma: What are your plans for the future? Dima: Although I am not sure yet, I think one day I want to start an investment fund of some sort (private equity, hedge fund, etc.). Emma: Dima, thank you very much for this interview! I hope that you will be able to fulfill your dreams and reach the highest peak in your professional life.

Dima: One needs to understand that an extremely small percentage of kids get to study in such a diverse environment. PSI not only offers an extraordinary By Emma Zelenina, educational experience but allows one to grow as a Marketning Manager well-rounded individual. Long story short, if you leverage your opportunities at PSI, you can get into any university in the world. Emma: Why should PSI students consider Bentley University as one of the educational establishments worth applying to? Dima: If you are interested in obtaining one of the business-related degrees, I would definitely consider Bentley. My university has all of the necessary resources to succeed in this field. For instance, there is 'A Place Where We Belong'

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Staff

'Circle' Interview with the New Staff

This year, I have found seven brave new teachers who agreed to participate in a â&#x20AC;&#x2DC;circleâ&#x20AC;&#x2122; interview. It was the teachers themselves who asked and answered the questions, though they still do not know who they asked and whose questions they had to answer. By Olga Rusnak, Marketing and Communications Specialist

Question: What are your expectations from this school year at PSI? Question: Why have you chosen to work here in Ukraine?

Question 1: What has been your best professional experience you had? What made you feel happy? Question 2: if you could travel anywhere and do anything what would it be?

Felina Heart, Primary Counsellor Education: Bachelors in Communications with a minor in Psychology from Sam Houston State University, Masters in

would also like to contribute to building a very good sense of community, as well as get to know staff, students and their parents and be able to help them. Answer 2: This is my first overseas teaching experience. When I was looking for a job, I wanted to find a different and unique place in the world, but with a very welcoming feel. I had a few job offers. Nevertheless, my fascination with Eastern Europe and Educational Counselling. good relationships that I managed to establish with the PSI staff during the selection process, helped me to make the choice. Moreover, I think that here in Answer 1: This year I am planning to learn the PSI system and set up a really good counselling curriculum Ukraine, I am witnessing a real history in the making, foundation that can be expanded in future years. I and this is something I value a lot.

Javier Larrauri, Primary Teacher of Spanish Education: Degree in Humanities from University of Alcala de Henares (Madrid region), Masters in Educational Counselling. Answer 1: When I was in Croatia, I was working for the

Embassy of Spain. There was programme of scholarships specially designed for secondary students who studied Spanish. In order to get a scholarship, one had to win the competition. The winner then went to Spain to study for a year. After that, students were sending me postcards with the stories about Spain which made me feel very happy for them. Answer 2: I would like to visit Mongolia and sleep in a yurt, as well as ride a wild horse. I could make a lot of beautiful photos there as well. :)

Question 1: What was your first year like at school? Question 2: Which city have you been living in and which do you recommend us visiting?

David Freeman, Head of the Secondary English Department Education: Doctorate in Educational Leadership, Masters in English Literature, Two Bachelor Degrees in Spanish and Speech (University of Southern Mississippi, Florida Atlantic University and the University of Washington) Answer 1: The first year working at a school was slightly confusing, of course. However, having come to Fall 2014. Page 34

teaching from a completely different professional sphere, the hardest thing was to stay in one place all day long. During my first year at school, I was also amazed by the diversity of students' abilities. Some children were very capable, while others faced more challenges. Most of all, I was impressed with the amount of paperwork needed to be done for planning and marking. That is why in my current job I always stick to one rule: You always need to plan ahead. Answer 2: I had lived in Quito, the capital of Ecuador, for five years. It is a beautiful city with a good mixture of Spanish and native cultures, colonial architecture and lifestyle. I would definitely recommend it for visiting. A Place Where We Belong

Question 1: What was your first teaching experience like? Question 2: What is your favourite activity outside of school? Anna Taraschuk, Primary Ukrainian Teacher Education: Bachelors in Translation (Kyiv National Linguistic University), currently getting Primary School Teacher National Pedagogical University

Answer 1: This job at PSI can be regarded as my first professional teaching experience. There is no doubt

Question 1: When did you know you wanted to be a teacher? Question 2: What is most enjoyable about teaching overseas? Kelli Karg, Secondary English Teacher Education: Bachelors in Education and English (University of Northern Colorado), Masters in Educational Policy (University of Illinois Champaign-Urbana).

Answer 1: I understood that I wanted to be a teacher when I was in Grade 11. At a local job fair, I walked into the wrong room, so instead of attending a presentation by a psychologist or

that every new role one takes on seems to be very difficult at first. However, this job gives me a lot of challenges to face every day and I enjoy working with children. The subject that I teach, Ukrainian language, is my passion and I am happy to be able to share my knowledge with PSI students. Answer 2: My favourite outside of school activity is yoga. I have recently discovered all the advantages of it. I would recommend yoga as one of the best ways to rest and relax, which still includes a workout.

counsellor, I happened to listen to the teacher's one. The speaker was so inspired, he had such a passion for what he was doing. He was honest about saying that teaching is sometimes hard and thankless, but still fun and important, so I made up my mind straight away. Answer 2: I think that a unique combination of social and teaching life make teaching overseas enjoyable. This experience allows you to get to know people with a broader range of views, interact with persons who do different things and have various aims for their life and realise that they can be flexible. Staying in one spot does not always let us see the flexibility of life.

Question 1: What philosophy of education really inspires you? Question 2: If you were an animal, what kind of an animal would you be and why? Valeria Laitinen, Grade 3 Teacher Education: Harvard University - bachelor's degree; Fletcher School of Law and Diplomacy at Tufts University - masters degree; George Mason - teaching degree

teach, in my colleagues, and in my family and friends. I am energised by those moments when my students realise they have learned something new. I enjoy helping students make connections between their classroom learning and the world around them. The PYP inquiry model allows students to explore their interests and learn from each other. Answer 1: I am inspired by wonAnswer 2: I would be an eagle and I would soar above der and curiosity in the students I the world and ride the air currents. Question 1: If you were not a teacher what would you be doing? Question 2: What was your greatest fear when you accepted your job offer and decided to move to Kyiv? Clare Cannon, ECU writing fairy tales, maybe even ballet-related ones, or just different short stories. I am actually in the process 3 Teacher of completing a manuscript of a story I have written Education: Masters and illustrated. Unfortunately, I have no published of Arts in Teaching in Early Childhood works yet. Here is my website: www.clarecannon.com. You may learn more about my drawings there. Education from Belmont University, Answer 2: Moving to Kyiv scared me a little bit Montessori Certified because it was completely unknown to me, meaning that I was not sure what to to expect, as this is my first by the American Montessori Society international teaching experience. However, PSI did a fantastic job of keeping me informed so I felt wellAnswer 1: If I were not a teacher, I would be writing childrenâ&#x20AC;&#x2122;s books and illustrating them. I would be cared for.

'A Place Where We Belong'

Fall 2014. Page 35

Community

PTA News September and October have already seen some great events, like the Wine & Cheese for Newcomers, the Market Tour and just recently, the Quiz Night. Lots of teams signed up, lots of fun questions were answered, as well as games played between the rounds. Let the pictures speak for themselves. In the coming months, there will be more events organised. On 14th November, we will have our annual International Night. This is an all-family celebration of our nations. Families team up by nation (or groups of nations) to showcase the best from their country through a potluck type fair in the PSI gym. (If you are planning on going home for the October break, you might want to bring back some local delicacies for this night.) If you want to be the country coordinator for your country, please let Tamara know, by emailing her at ptasecretary@psi.kiev.ua. All children are invited to join the Parade of Nations, in national costume or colours, to show all the different nationalities we have at PSI. Letâ&#x20AC;&#x2122;s celebrate our differences! On 19th November, the Winter Bazaar will be held. It is a great opportunity to buy lots of Christmas presents from local artists to take or send home. More information to come closer to the date. Save the dates!

By Tamara Jaspers, PTA Secretary

Community

VZSC Gig - November 1 at 7:30pm The VZSC (PSI Staff Band aka Victor Zabily Social Club) are playing a gig at CHE Restaurant & Bar, Verkhnii Val 66A in Podil. The fun starts at 7:30pm and goes until the last person wants to leave! There is no cover charge; however, we'll be passing around the hats for donations to benefit Eastern Ukrainian refugees through our student CAS initiatives. Please note that this is an adults only event.

'A Place Where We Belong'

Fall 2014. Page 37

Events Calendar NOVEMBER 2014 Monday

Tuesday 27

First Day Of School afte5 the Fall Break

ASA Season 2 Starts

Wednesday 28

Thursday

Friday

MS Boys Football CEESA (Sofia) MS Girls Football CEESA (Latvia)

HS Boys Football CEESA (Skopje)

HS Girls Football CEESA (Helsinki)

PTA Meeting followed by Coffee with Primary Principal (8:45am)

Primary Open House (8:30am 10:00am)

HS Boys Football CEESA (Skopje)

HS Girls Football CEESA (Helsinki)

PTA Winter Bazaar and Bake Sale (1:00pm - 5:00pm)

Secondary ParentTeacher Conferences (1:00pm - 5:00pm)

HS Boys Football CEESA (Skopje)

Saturday 31

MS Boys Football CEESA (Sofia) MS Girls Football CEESA (Latvia)

MS Boys Football CEESA (Sofia)

Primary Halloween Trick-or-Treating (5:00pm) HS Boys Football CEESA (Skopje)

MS Girls Football CEESA= (Latvia)

Secondary End of Quarter 1

Sunday

HS Boys Football CEESA (Skopje)

MS Boys Football CEESA (Sofia) MS Girls Football CEESA (Latvia)

HS Boys Football CEESA (Skopje)

HS Girls Football CEESA (Helsinki)

MS/HS Cross Country CEESA (Sofia) Secondary Report Cards Sent Home

MS/HS Cross Country CEESA (Sofia)

MS CEESA Robotics (Warsaw)

Grade 4 and 5 Showcase Concert

PTA International Night

Monthly MYP Assembly (2:15pm 2:55pm)

Staff Professional Development Day - NO School for Students

MS CEESA Robotics (Warsaw)

DECEMBER 2014 1 8

PTA Meeting followed by Coffee with Secondary Principal (8:45am)

Secondary Drama Production

Primary Holiday Celebration (9:00 10:00am)

Secondary Drama Production

MYP Monthly Assembly (2:15pm 2:55pm)

Please do not forget to check our Online School Events Calendar for regular updates (http://bit.ly/1vm0AcP) Fall 2014. Page 38

'A Place Where We Belong'

New PSI Website Goes Live! www.psi.kiev.ua

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