PSI Life Fall Issue 2015 by Pechersk School International

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PECHERSK SCHOOL INTERNATIONAL

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PSI LIFE

LIVING OUR MISSION 1

DIRECTOR’S NEWS

THE BOARD AND THE RELAY-TEAM

FROM THE PRIMARY PRINCIPAL

PSI MISSION ON DISPLAY

KINDERGARTEN: A PLACE WHERE WE BELONG

DOING SMALL BUT SIGNIFICANT THINGS IN GRADE ONE

TEAM BUILDING FOR THE FUTURE

MUSIC MATTERS

THE POWER OF OBSERVATION IN ART

FROM THE SECONDARY PRINCIPAL

GRADE 9 FALL TRIP 2015: BERLIN, GERMANY

DESIGN FOR THE DISADVANTAGED

GRADE 11 FALL TRIP 2015: LONDON, ENGLAND

DO YOU WANT TO BE A GLOBAL CITIZEN? LEARN ANOTHER LANGUAGE!

PE LESSONS: FIRST AID AND MORE

PSI PANTHERS MAKING A NEW HISTORY IN THE 20TH YEAR

students, alumni, parents, and friends of

ARTS: L IVING THE MISSION

the school.

COUNSELING AND SUPPORT FOR THE IB LEARNER

PTA NEWS

ALUMNI INTERVIEW

CAS: THE IMPORTANCE OF A GOOD BEGINNING

CAS: CHANGING THE WORLD FOR OTHERS

LIFELONG LEARNING WITH THE LIBRARY

PARENTS’ AND TEACHERS’ BOOK REVIEWS FALL 2015

PSI LIFE QUARTERLY MAGAZINE WWW.PSI.KIEV.UA CHIEF EDITOR – EMMA ZELENINA EMMAZ@PSI.KIEV.UA

COPY EDITOR - PATRICIA PUIA PATRICIAP@PSI.KIEV.UA

LAYOUT DESIGN - MAX MART

SECONDARY

PRIMARY

PRINTED BY: “UKRDRUK” PUBLISHING COMPANY

PSI Life is published quarterly by Marketing and Communications Department of

FOUNDER PECHERSK SCHOOL INTERNATIONAL, 7A VICTORA ZABILY KYIV, UKRAINE, 03039 PHONE: (380 44) 377 5292 FAX: (380 44) 377 5242 COMMUNICATION@PSI.KIEV.UA WWW.PSI.KIEV.UA

FACEBOOK.COM/PSIKIEV

TWITTER.COM/PSIKIEV

PSI LINKEDIN PAGE

COMUNITY

Pechersk School International, Kyiv for

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WELCOME TO OUR FALL 2015 ISSUE OF PSI QUARTERLY MAGAZINE!

This school year is a very special year for PSI. It is our 20th Anniversary year! Twenty years ago, the school was started by 6 founders: Patricia Shmorhun Hawrylyshyn, Switzerland, founder and partner of the Porcelain Medical Group (Board member, 1995-1998); BY EMMA ZELENINA,

Barbara James, USA, lawyer and current Country Director for IDLO (on the PSI Board 1995-1998);

MARKETING AND

Luis Baqueriza, Argentina, Ambassador to Ukraine

ADMISSIONS MANAGER

Lady Claire Asquith, Britain Vira Nanivska, Ukraine, former Head of the International Policy Centre (IPC)

We thank them for the vision and commitment that started PSI on the path toward becoming the best international school in Ukraine. As you’ll see in this issue, we are continuing their efforts by ‘living our mission statement’. As you look through the articles of this issue, you will see many examples of our students being global citizens with intercultural understanding, participating in global issues and applying their learning in real world contexts. These goals help shape our students today and prepare them to be lifelong learners tomorrow. Please enjoy our first issue of this school year and join us in applauding the students, staff and parents who are working together in their shared commitment to live this important mission and to contribute to the wider global community. Happy 20th Anniversary, PSI!

Dr. Wilfred Vogue, USA, first head of the Mormon Church in Ukraine and former Dean of the German Department at UCLA.

The PSI Mission Statement Pechersk School International is a diverse and welcoming learning community where teachers and parents work together in their shared commitment to enable students to apply their learning in real world contexts and contribute to the wider community. PSI is an IB World School offering a challenging and integrated set of programmes that encourage achievement and a set of values based on the IB Learner Profile. Our teachers inspire students to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective learners. PSI also prepares students for global citizenship by emphasising intercultural understanding and participation in global issues. 3

KIND REGARDS, JOHN BURNS DIRECTOR PECHERSK SCHOOL INTERNATIONAL, KYIV, UKRAINE

DEAR PARENTS, STUDENTS AND PSI COMMUNITY MEMBERS: We often talk proudly of our five ‘international accreditations’ but what are they and who are they with?

IB WORLD SCHOOL STATUS The first three authorisations focus on the School’s philosophy and teaching and learning programmes. PSI holds IB World School status. We are fully authorised to teach all three International Baccalaureate® (IB) programmes. The Primary Years Programme, Middle Years Programme and Diploma Programme encourage students’ academic advancement as well as promoting their development as active community members and global citizens. This is the backbone of the PSI curriculum. As an IB World School, we share a common commitment to the goals, standards and criteria set by the International Baccalaureate. This is reviewed and measured every five years by a visiting team who formally assess us and then determines our authorisation status. 4

INTERNATIONAL ACCREDITATIONS The second two accrediting bodies look at greater areas of school quality and business practice as well as our teaching and learning programmes, too. We hold fully accredited member status from two premier accreditation organisations: the Council of International Schools (CIS) in Europe and the New England Association of Schools and Colleges (NEASC) in the United States. This means that PSI’s philosophy, governance, resourcing, staffing, safety and business structures all meet rigorous standards set by these two international school organisations. Again, an on-site review is held by a ‘visiting team’ of experts, conducted over the period of one week. Both commendations and recommendations are written into a formal report about the School’s performance. As a result of this process in 2013, PSI received a very complimentary report and five-year accreditation (until 2017). This is the longest period of accreditation granted to schools.

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STRATEGIC PLANNING AND DEVELOPMENT As a result of the accreditation process and accreditation report, schools must prepare specific goals, strategies and actions to be undertaken throughout the accredited period (including the recommendations made by the accrediting bodies). Annual operations plans are then developed to identify and timeline projects aimed at school improvement. Both the broad and specific goals that we are currently addressing are listed below for your perusal.

GOAL 1:

Teaching & Learning

Specific Area Goal: We will cultivate inquiry-based learning in meaningful contexts through dynamic and reflective practices.

GOAL 2:

Teaching & Learning (An IT Focus)

Specific Area Goal: We will implement ‘cutting edge’ educational technology tools and programmes to enhance student learning outcomes.

GOAL 3:

Governance & Leadership (Marketing)

Specific Area Goal: We will further develop PSI’s reputation and market position both locally and globally as a progressive and dynamic international school.

GOAL 4:

Access to Teaching & Learning

Specific Area Goal: We will encourage and support all members of the school community to actively participate in learning that leads to empowerment, engagement and personal excellence.

GOAL 5:

School Culture & Learning Partnership

Specific Area Goal: We will cultivate a positive school ethos and active partnership through long-term engagement in the life of the school.

GOAL 6:

Operational Systems (School Services )

Specific Area Goal: We will further develop and sustain a safe, stimulating and nurturing learning environment.

GOAL 7:

Operational Systems (Finance Focus)

Specific Area Goal: We will sustain and strengthen the School’s financial position to ensure that educational plans are matched with financial goals and plans. 5

THE BOARD AND THE RELAY-TEAM

In some ways, being on a Board of Governors is a lot like being in a relay team: you are handed a baton, you run the best lap you can before passing it on to the next runner, and the race continues. In the case of our Board, the baton is a set of goals and the lap is the academic year, but unfortunately that’s where the similarities end. For example, we don’t get to practice together; one third of the Board members are new each year, which means we’ve hardly shaken hands and the race is already on.

S Kind regards, Robert Farrell PSI Board Chairperson 6

o, to ensure that we ‘hit the ground running’, we get outside help. Each year, we bring in a professional coach in the person of Mrs Adele Hodgson. Adele wrote the book on governance in international schools and that is not just a turn of phrase; each board member actually has a copy of her book! Her workshop gets us prepared for the year, with a firm grasp of the annual goals and a clear understanding of the role we play in achieving them. This year, we have also been able to reach out through the Central and Eastern European Schools Association (CEESA) to the boards of other schools in the region. At a weekend workshop in September,

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PSI Board’s Annual Goals - 2015 / 2106

Managed By - Board Committee

GOAL A:

Design, evaluate and deliver academic greatness.

Governance & Strategy Committee

GOAL B:

Develop Board and governance best practices.

Governance & Strategy Committee

GOAL C:

Define and launch Phase 2 of the building progect.

Facilities & Building Committee

GOAL D:

Ensure a strong and compliant financial and legal position.

Finance & Risk Committee

we had a chance to meet with CEESA school directors and board chairs. This was an opportunity for networking, gauging our board’s effectiveness relative to those of other schools in our region, and for sharing best practices. One of PSI’s ‘best practices’ is the use of a tool called a ‘dashboard’ to measure our performance over the course of the year. At the beginning of the year, all of the ‘lights’ are red, because we haven’t started. At the end of the year they will all be green, if we meet our Key Performance Indicators. These KPIs are the things we believe are key to achieving our annual goals. We publish the annual goals and regular updates to the dashboard so that the PSI community can see not just what we are doing, but how we are doing. So, getting back to the relay team analogy: the annual goals are the baton we will carry for this lap and the dashboard is the stopwatch. This year’s annual goals are listed below, the baton has been passed - ‘and we’re off!’ 7

Why IB? FREQUENTLY ASKED QUESTIONS ABOUT THE PRIMARY YEARS PROGRAMME (PYP)

What is the Primary Years Programme? The Primary Years Programme (PYP) is a curriculum framework for young learners aged 3–12 designed by the International Baccalaureate (IB). Founded on a philosophy that recognises a child’s natural curiosity, creativity and ability to reflect, the PYP generates a stimulating, challenging learning environment to nurture those assets and foster a lifelong love of learning in everychild.The PYP, like all International Baccalaureate (IB) programmes, is transdisciplinary, meaning students learn across subject areas while investigating big ideas. Does the PYP have a specific set of standards? In the PYP, students learn about significant concepts through units of inquiry. The six transdisciplinary themes that guide units of inquiry and compose a year of study are: • Who we are • Where we are in place and time • How we express ourselves • How the world works • How we organise ourselves • Sharing the planet Units of inquiry interweave subject areas such as mathematics, language arts, science and social studies. This approach encourages students to make their own connections between what they learn in core subject areas and how it relates to the world around them.

The school outlines its specific knowledge content and academic curriculum, guided by the following five essential elements: • The knowledge content is organised under the transdisciplinary themes. Each school decides which specific topics to study under each theme. • The learning skills aim to help students become independent, well-functioning, self-motivated learners. • The learning attitudes aim to develop a lifelong love of learning and nurture a child’s curiosity and confidence. • The action component emphasises the need to connect the student with his or her own potential and responsibility for using what was learne. • The rigorous guidelines for classroom practices to match the educational philosophy and values of the IB are communicated through professional development and a school’s internal reflection process.

ibo.org 8

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What are the advantages of an IB education? • IB World Schools (the only schools authorised to offer IB programmes) are subject to a strict accreditation process monitored by the IB, ensuring that schools provide a high-quality education. • IB teaching methods and curriculums are re-search-based and draw from the best educational practices from systems around the world. • IB teachers are required to participate in many professional development opportunities to promote their awareness of current educational practices and new thinking. • IB students develop a sense of the world around them and their responsibility to it. (See what is an IB Education?) • IB programmes are recognized internationally and ease the educational transitions of mobile students so that their education is not adversely affected by relocation. Do IB teachers receive special training? All PYP teachers receive professional development in IB’s approaches to teaching and approaches to learning by certified IB workshop leaders. This is a requirement of IB World Schools implementing the PYP. Are IB programmes considered gifted programmes? The Primary Year Programme is implemented schoolwide and adapted by teachers to meet the learning needs of all students. In most cases, the Middle Years Programme (MYP) is also a schoolwide program. All PYP teachers are required to participate in collaborative planning and reflection to make their teaching practices consistent and to foster a holistic approach to education. A growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.

Does implementing an IB programme mean my child’s school will not teach local or national standards? The IB is committed to making sure that students in IB programmes meet and exceed local or national standards. With the implementation of an IB programme, schools are required to examine their curriculum carefully to ensure that there is alignment with local, state or national standards. Have studies been done o n the impact of the PYP? The IB places great value on external validation of its programmes, curriculums and professional development. A recent Global International Schools’ Assessment study found that PYP students outperformed non-IB students in mathematics, reading and writing. Additional studies on programme impact, quality assurance, programme development and assessment research are available at ibo.org/research. When do students start and finish the PYP? When do they transition to the MYP? The PYP is designed for students aged 3–12 (preschool and primary grades). The MYP spans students aged 11–16, and the Diploma Programme (DP) and Career-related Programme (CP) is for the last two years of high school, students aged 16–19. ibo.org/research. How can I learn more about the IB and PYP? • Visit the IB website at www.ibo.org • Attend school meetings and events • Speak with your school’s PYP coordinator • Speak with your child’s PYP classroom teacher

Primary SCHOOL PRIMARY

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FROM THE PRIMARY PRINCIPAL

Part of PSI’s Mission Statement is that ‘teachers and parents work together in their shared commitment to enable students to apply their learning.’ I want to explore what this means and how such collaboration can be most effective.

Sources: +Bokas, Arina. (2015) Not Your Cupcake Sale: Parental Involvement that Drives Learning ** Huffington Post. (2015). Smart Parents Blog . Smart Parents Blog. *Vander Ark, T. (August 18, 2015). 8 Ways Educators Help Parents Promote Powerful Learning.

orking together does not mean parents teach their children or teachers parent their students. It means we complement each other in our roles. While there is a huge amount of information available on line, on our website and on MyPSI, the busy lives of parents does not mean they have to know all the details of what is happening in school to be effective. The most powerful way parents can support learning is by reading to their children. Research study after research study tells us that reading to children really matters. ‘According to the PISA survey [PISA is a highly regarded international assessment], students whose parents had read a book to them “every day or almost every day” or “once or twice a week” during the first year of primary school have substantially higher reading scores than students whose parents read with them “never or almost never” or only “once or twice a month”’*. This same study also tells us that parents can also support student learning in another way. ‘Students whose parents discuss political or social issues with them either weekly or daily

score 28 points higher, on average, than those whose parents discuss these issues less often or not at all.’+ This supports the PSI mission by linking what happens in the classroom with what happens at home. For example, if your child is learning about conflict resolution, talking about a global current events issue can help children make the connection to how adults apply (or don’t apply) these skills. Another example might be if your children are discussing how organisations work, you can share concerns you have at work or how a certain organisation has affected you in your life. The Smart Parents blog** series tries to focus home/school collaboration on four key areas: being informed, involved, intentional and inspirational. Being informed of your child’s goals and supporting them at home is effective. Being involved means taking family outings or reading stories/articles that link to units. Being intentional means knowing the balance between supporting without taking away the independence necessary for children to develop. Being inspirational means limiting screen time and offering alternatives that develop interests and character. On the school’s end, PSI can support collaboration by communicating the key information for you to extend learning at home. PSI can also support the partnership by helping you understand your child’s goals and how you can support him/her at home during parent teacher conferences. If we take these simple steps, we will move a long way towards realising our Mission statement and the goal that ‘teachers and parents work together in their shared commitment to enable students to apply their learning in real world contexts and contribute to a wider community.’ 11

PRIMARY

DISPLAY AS EVID

MICHAEL PALMER PRIMARY ASSISTANT PRINCIPAL/PYP COORDINATOR 12

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Y BOARDS ENCE W

hen teachers assess student learning, they look for three types of evidence: written, articulated and demonstrated. Recently, while on a walk around the corridors of the Primary building, I was pleased to find more than just a few examples of written evidence showing our commitment to our Mission and Vision.

Outside the Additional Languages office, a poster shows the importance PSI places on language learning. Not only are our students learning language, learning about language and learning through language, they are developing the conceptual understanding that fluency in more than one language supports intercultural awareness and international mindedness. In Kiandergarten, students explored what thinking ‘looks like’. Teaching students to become aware of their thinking and supporting them to make their thinking visible is an approach to teaching and learning that is researchbased. The Making Learning Visible project at the Harvard Graduate School of Education has taught educators around the world that when students see how their classmates think, they gain a greater appreciation for diverse perspectives and the value of working with others. In Grade 1, students use the writing process to communicate about themselves. Developing strong and confident communicators prepares students for more challenging learning experiences in later Primary school, through the Middle Years and into the final years of Secondary School. It is evident that PSI’s Mission and Vision are the foundation upon which teachers plan for learning. Take a look at some of the evidence on our display boards the next time you are in the school and you’ll see what I mean.

KINDERGARTEN: 足A PLACE WHERE WE BELONG PRIMARY

By Kailyn Fullerton and Kendall Jackson (Kindergarten Homeroom Teachers)

The beginning of the school year is always fraught with mixed emotions足 mainly a mix of pure joy and a bit of nervousness. This mixture is seen so vividly in kindergarten on the first day of school. Students come into PSI, many of them having never attended school before, excited to make new friends but unsure of what lies ahead.

e have had a wonderful start to the year and are quickly developing our norms and values within our kindergarten community, growing into a place where we all belong. Kindergarten is a magical year of school, where play, imagination, creativity and inquiry frame deep and purposeful learning. We work as a team to explore our interests and discover together. In order to build these experiences, the kindergarten team has been working together to develop our responsibilities and classroom agreements for the year.

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After much brainstorming and conversation, we have agreed upon three simple things to help us all learn in a safe and open environment:

CARE FOR OURSELVES CARE FOR OTHERS CARE FOR MATERIALS

Building upon these simple agreements, we model and role play the school’s Panther’s Choices, which are familiar to our older peers but still new to kindergarten. Students love being silly and acting out some minor indiscretions in order to have a chance to show positive choices in social interactions. We already have students making a deal, walking away to cool off, and using ‘I-messages’ to share their feelings. All of this serious business mixed with a joy of learning and many well placed dance parties are surely making kindergarten a place where we belong! 15

PRIMARY

DOING SMALL BUT SIGNIFICANT THINGS IN GRADE ONE For our first unit of inquiry this year, first grade focused on who we are and how we can do small but significant things to help others and build a community. In first grade, we decided that the Panthersâ&#x20AC;&#x2122; Choices were the best way for us to do small but significant things at school.

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hese Panthers’ Choices include: wait and cool off, tell the person to stop, apologise, ignore it, walk away, choose another game, talk it out, share and take turns, and make a deal. During the first grade ‘Who We Are’ unit, we focused on Panthers’ Choices because we wanted first grade to show respect and to understand how our actions affect others. The students were able to communicate about these choices through role playing, art, and writing. The students in first grade showed their independence and thinking skills when they were able to use these choices without teacher support. These are choices that the students have used on the playground, in the cafeteria, in the classrooms, and can now use at home.

PRIMARY

TEAM BUILDING FOR THE FUTURE

On Wednesday 16th September, the Grade 5 students spent the day at Pirogova Open Air Museum. The intention of this field trip was for the students and teachers to get to know one another better through the use of team building games and activities.

Instead of the teachers planning the activities, we gave the challenge to our students to plan the activities themselves, letting them apply their learning in a real world context. In the future, both as students and as adults, they will need many or all of these skills and this is part of the lifelong learning principle that PSI tries to foster for both staff and students. 18

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WHAT SKILLS AND UNDERSTANDINGS WERE NEEDED?

The activities that they planned meant that they were developing the following skills and understandings, most of them from the IB Learner Profile that underpins most of our teaching and learning at PSI:

* * * * * * * *

the experience of working in teams communicating with other students thinking about the effectiveness of a task organising activities and equipment inquiring into the best types of team building games being the knowledgeable group and passing that knowledge to others taking a risk by sharing your ideas and implementing them for others to try reflecting on how well their group’s activity went and what they would change if they did it again In short, our Grade 5 students were ‘living the mission’ of PSI, just like they do every day.

PRIMARY

MUSIC MATTER Music classes in the Primary Years Programme (PYP) at PSI are full of fun and learning. Music is truly a universal language and connects students from all over the world, regardless of language. The opportunity to share and teach others about their own musical experiences encourages students to become open-minded communicators. Through a studentcentred environment, students inquire into chosen area of ainterest and participate in a unique and valuable learning experience.

long with creative inquiry and exploration, students study the elements of music (rhythm, pitch, form, etc.) as well as music appreciation (world music, personal compositions, popular music, etc.) and musical expression (singing, playing instruments, dancing, etc.). The musical skills and concepts students develop in the PYP are designed to be pieces of a puzzle that allow students to be truly creative and explore the infinite possibilities in music and sound.

We have started the 2015 - 2016 school year focusing on rhythm and note values across grade levels. In Kindergarten and First Grade, students are exploring stick notation (Ta and Titi or quarter notes and eighth notes) and the difference between steady beat and rhythm. They are creating and reading four beat patterns through a variety of exciting games and activities. In Second Grade, students are continuing to develop their rhythm reading skills, including both sounds and silences. They are learning to recognise and write measures of stick notation and are exploring how tempo influences rhythm patterns. The students are also combining their rhythmic knowledge with language and creating fun ostinato patterns. The Grade Three students performed their own ‘cup songs’ at the Primary Assembly on 25th September. The students worked in collaborative groups to develop multiple rhythmic patterns using

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BY GRETCHEN FOSTER, PRIMARY MUSIC TEACHER

RS body percussion and plastic cups to accompany a popular song. Videos of their performances are on the MyPSI music pages. Grades Four and Five have been focusing on note values and reading the pitches of the treble clef in preparation for the recorder. The recorder is a wonderful ‘gateway’ instrument. The skills learnt through playing the recorder will transfer to all other instruments and allow students the ability to apply their musical knowledge into the performance and creation of music. Cheryl Lavender (composer and music educator) said it best when she said, ‘The fact that children can make beautiful music is less significant than the fact that music can make beautiful children.’ I look forward to all the beautiful music and memories we make this year in Music class!

PRIMARY

THE POWER OF OBSERVATION IN ART

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he inspiration to create art comes from everywhere: nature, people, the environment, interesting shapes, forms, colour and even sounds and smells. One of the aspects of inspiring successful drawing is observation. In Grade 2, we learnt about Dutch and Flemish artists who got their inspiration from the abundance of food, leading them to paint their breakfasts, desserts and other still life compositions. Grade 2 Art classes then learnt to draw fruit and vegetables as still lifes, developing their observation skills. They were able to feel the texture and forms of different fruit and vegetables, to observe

the size and a variety of colours and even to smell them. All these aspects helped our young artists successfully depict their compositions on a piece of paper. Students very much enjoyed drawing their still life compositions, playing with colours, using pastels and pencils. They blended and mixed colours to show realistic texture and colours of real objects. These Art classes are only one way that we support the PSI mission by helping students become better thinkers and communicators, as well as balanced and reflective learners.

BY ANNA BELOKON, PRIMARY ART TEACHER 23

Secondary SCHOOL

S E CO N DA RY

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FROM THE SECONDARY PRINCIPAL

There are so many powerful promises that we make in our Mission Statement. We want our students to be global citizens and lifelong learners, committed to serving their community and the world, serving as great examples of the IB Learner Profile. One of the many ways that we do all of those things is by living up to the part of the mission that asks the school to ‘encourage achievement.’

As you look through the pages of the magazine, you’ll see many examples of where this happens -in athletics and community service, in classroom projects and arts presentations. But we also see the results in ‘hard data.’ For example, you should know that: At our June 2015 Honours Assembly for students in Grades 6-11, we gave out 15 Attitude and Application Awards (only As and Bs in attitude), 70 Honours certificates (only 5s, 6s and 7s in all subjects) and 28 High Honours certificates (only 6s and 7s in all subjects) At that same assembly, we recognised 24 students with departmental awards based on the demonstration of one or more aspects of the Learner Profile And we applauded 10 students who had perfect attendance for the year At Grade 12 graduation, we recognised 6 Honours students, 1 High Honours student and 1 Attitude and Application student (in a class with only 13 students!) One graduating senior also won the Council for International Schools Global Citizen Award Our IB Diploma results for 2015 continued our trend of strong performance. Those results tell us that: – 12 of our 13 graduates achieved the full IB Diploma – Our overall average was 33.3 points (out of 45), above the international average of 29 – One student achieved a 41, putting her in the top 1% of students internationally In short, we have a lot to celebrate as our students continue to demonstrate strong academic performance both within and beyond the school. And that’s just some of the many ways that we encourage achievement here at PSI.

S E CO N DA RY

GRADE 9

Grade 9 students spent Fall Trip week enhancing their studies in Individuals and Societies by exploring Cold War Berlin. Students turned their classroom knowledge of the Berlin Wall into a week of discovery.

BY JANE ELLYS, HEAD OF SECONDARY EAL, LANGUAGE ACQUISITION TEACHER, GRADE 9 HOMEROOM

hey visited the Berlin Wall Memorial Museum, an area with a large section of the Wall and the ‘Death Strip’. They were able to walk around and explore this section, giving them a firsthand idea of what Berliners saw during the 28 years that the Wall stood. The museum building offered many stories of escape and deception; then two films topped off the visit, explaining the building of the wall and the role of the Berlin Wall outside of the city.

The Reichstag, the present German Parliament, was also one of the focal points of the trip. The group attended a ‘sound and light’ performance about the history of the building, and had a lecture in the gallery of the Plenary Hall. The visit ended with the students exploring the dome and the roof area of the building. The views of Berlin were excellent! Another day took them on a bike ride along the route of the Wall in the city. Expert guides showed them how to identify if they were in the former East or West Berlin while taking them to Checkpoint Charlie, the East Side Gallery, the Oberbaum Bridge and the Russian War Monument in Treptow. The guides also told the students stories of some very daring escapes from East Germany. The trip culminated with a tour of the Lindenstrasse Memorial, a Stasi (secret police) prison in Potsdam, near Berlin. A former prisoner

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2015

TRIP BERLIN, GERMANY

conducted the tour, explaining how the prison worked and how political prisoners were kept in solitary confinement during their time in this prison. A question and answer period helped the class to expand their knowledge of life in Berlin during the Cold War. All travel was done by public transport, bicycle and on foot; as a result, students began to feel comfortable traveling around the city. Each evening, dinner was in a different area of the city, so the group was able to sample Berlin’s international restaurant scene. There was also time for several visits to Starbucks as well as a trip to the Ritter Sport Store to have chocolate bars made to order. It was an outstanding visit, made even better by the students’ interest in the Berlin Wall and the Cold War. Their ‘real world’ experiences were just one way that the Fall Trip this year supported the School’s mission. 27

S E CO N DA RY

DESIGN FOR THE DISADVANTAGED BY JACOB ORTWEIN, HOD DESIGN DEPARTMENT SECONDARY IT INTEGRATION

Grade 10 students are following the mission statement by learning to ‘...apply their learning in real world contexts and contribute to the wider community’. We encourage students to go outside our scwhool community to make a difference with design.

rade 10 Design’s current unit focuses on those with disadvantages, whether physical, mental, social or economical. Students look at the impact design can have for those people. Projects this year range from emergency shelters to prosthetic limbs. Students are researching the current refugee crisis, the crisis in Ukraine, inequalities, and mental health.

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A crucial part to this is finding the user group or client and developing empathy. To better understand the user and the client, students talk with people, spend time with them, and get to know them better. For practice, students visited the ECU and Kindergarten classes (see pictures). We are also planning to take students to a local centre for children with disabilities. Throughout the process,

we have encouraged students to seek people outside of the school with disadvantages. As always the Design for Disadvantaged project raises students’ awareness of ‘real world’ problems and inspires them to see how their actions can make the world a better place for others. It’s a true extension of the PSI mission.

S E CO N DA RY

GRADE 11

It was a very rainy introduction to London, as Grade 11 experienced planes, boats, trains, buses and the tube to get a ‘feel for the place’. After having a boat ride on the Thames at night, they visited the historic Tower of London, where Mr Mockett gave his insights into the history of the Tower and the city.

BY DANA SERBIN

n the second day in the morning, French artist, Lily Mixe gave Grade 11 a tour of street art in East London. She helped them discover numerous pieces, discussed the working processes of the artists and examined social issues represented in the works. Students also learned that some of the community development projects had damaged the images but this did not stop the art rising in value. The afternoon was spent at Whitechapel Art Gallery and was followed by a wonderful evening performance of Charlie and Chocolate Factory. First thing in the morning on day three, Grade 11 visited the British Museum. They became risk takers and independent learners as they tried to

arrive at destinations using tube maps and a GPS. After arriving at Tower Hill, Mr Mockett began his infamous Jack the Ripper tour. He shared his valuable insights along the way. In the evening, Grade 11 had the pleasure of watching Wicked at the Apollo theatre On Day 4 of the Grade 11 Fall Trip, the students visited the Tate Modern Museum, where the guide highlighted the importance of mathematics in art. He spoke of the importance of symmetry, perspective and scale in artworks. Afterwards, Grade 11 walked to Borough Market, a fantastic food market located in Southwark, East London. It was eye opening to see hundreds of different food options from all over the world. They even sold Kangaroo burgers

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2015

TRIP there. After enjoying a wonderful gourmet lunch, Grade 11 visited the Royal Observatory, where they studied the universe and were privileged to have a discussion with an astronomer, who spoke of the importance of mathematics in her daily life. They watched a show that identified the neighbouring planets and many aspects of the universe. Standing on the Prime Meridian was another highlight of the trip. in another navigation exercise, students had to make their way by various means of transport to Queens Theatre, where they watched the famous musical, Les Miserables. All in all, the fall trip engaged the students in many real life足learning experiences that combined Mathematics, Art, History and TOK.

LONDON, ENGLAND

S E CO N DA RY

DO YOU W TO BE A G CITIZEN? PSI Mission

‘

... PSI prepares students for global citizenship by emphasising intercultural understanding, participation in global issues and lifelong learning.

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WANT GLOBAL ? BY OLGA BEREZHNA

HEAD OF SECONDARY

LANGUAGE ACQUISITION DEPARTMENT

LEARN ANOTHER LANGUAGE! STATEMENT

Teaching and studying in an international school makes learning new languages very important. In the PSI language programme, students are not only introduced to new vocabulary terms and grammar structures, but they also study the culture, learning about the country and the people in it. Learning a modern language in PSI provides an excellent opportunity to develop studentsâ&#x20AC;&#x2122; intercultural understanding and increases their appreciation of their own as well as other cultures. For example, learning about traditional foods, festivals and fashion of the foreign country can raise awareness of cultural diversity and make students more aware of their own community and culture. PSI students move toward becoming globally competent citizens as new languages open a window into other cultures and worldviews.

S E CO N DA RY

OUR IB DIPLOMA PROGRAMME STUDENTS SAY IT EVEN BETTER: ‘The world of information is more connected than ever. Barriers of class were eliminated by near u niversal literacy, those of geography and regime by the Internet. Only one barrier to universal, global communication remains – that of language. This is why learning foreign languages is so important in achieving intercultural understanding and an active participation in global issues; each new language opens up an entire new world of ideas... In our Russian classes, we learn about other languages and cultures, which can help us understand people from different backgrounds and the ideas which come with them.’ Joseph Bistransky, Grade 12

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‘Part of what makes PSI’s programme unique atnd applicable to the outside world is its true embodiment of IB ideals. Beyond repeating the Learner Profile traits and asking for reflective statements, language teachers at PSI take it a step further and incorporate said traits into the syllabus. Studying a foreign language at PSI not only provides us with tools inherently valuable to our future careers, but also with deeper cultural knowledge and a desire to make a difference in the world. For example, in my French class, we discuss and educate ourselves about issues that are essential to a modern, open-minded global education through a francophone lens. This gives us both specific context in these issues and a broader understanding of what’s at stake in our world today. We debate real problems such as the environment, homelessness, and health. Foreign languages at PSI are given the due attention they deserve. We may memorise vocabulary and examine grammar rules, but we also explore tangible situations and develop deeper understanding of other ways of life. In this sense, IB equips students with a desire to contribute to a wider community.’ Maria Turner, Grade 12

‘In French, we have been focusing on learning about issues like global warming, pollution, poverty and homelessness. These issues are very prevalent in the world today, and it was extremely insightful to get to learn about these things in another language; essentially from another perspective. We got to read articles specifically about homelessness in France, and it was truly eye opening. Not only did we get to learn about these issues on a global scale, but also on a cultural scale, as we specifically looked at France, which led to discussions about these issues in other cultures, too. Becoming aware of these global issues will hopefully make us want to stay informed about them, and even take action to make the world a better place.’ Karolina Jensen, Grade 12

S E CO N DA RY

PE LESSONS

FIRST AID AND MORE As Grade 6 and Grade 8 were about to embark on Fall Trip experiences that would have them engaged in many physical activities, PSI staff believed it was important to give the students a basic first aid introduction course. Both classes had guest speakers from the American Medical Centre visit the school and conduct the lessons in in their 80足minute PE sessions, giving students a general understanding of basic first aid and CPR.

he students practised performing CPR on a mannequin and also used bandages on each other to practise how to help people who have injured themselves. Next year, the department will look to further develop the unit to include general well being of themselves and looking at other aspects such as exercising, healthy eating and how to manage time along with an active sporting lifestyle. Teachers who attended the 2015 Fall Trips also had a session to refresh their first aid to help them while travelling on trips with students from PSI.

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AESTHETIC MOVEMENTS After Fall Break, the PE lessons will focus on new units for four weeks These units will focus on Aesthetic Movements and each grade level will have units of work focusing on the following: Martial Arts (Gr 10), Yoga and Fitness Routines (Gr 9), Dancing (Gr 8), Gymnastics (Gr 7) and Jump Rope (Gr 6). The students will prepare assessment routines to be performed for teachers and peers.

TEAM SPORTS Our Grade 6 to 10 students have started their units on football, which covers the Team Sports Component of IB Physical Health Education and also helps with the upcoming CEESA Football Tournaments in Middle School and High School. The students will complete various units on football, covering topics such as team formations and tactics (Gr 10), attacking principles (Gr 9), defensive principles (Gr 8), communication in football (Gr 7) and fundamental skills and rules of football (Gr 6).

S E CO N DA RY

PSI PANTHERS MAKING A NEW HISTORY IN THE 20TH YEAR

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In our 20th anniversary year, PSI Panthers will once again host CEESA Tournaments in Kyiv. After two and a half years of not hosting events with some tough times in Ukraine, the CEESA Athletics Directors and Directors of International Schools have all agreed it is safe enough to travel back to Kyiv for CEESA Tournaments. This year, we will host the CEESA Cross Country Tournament from 12th to 15th November (co hosting with KIS), Middle School Boys Basketball from 3rd to 6th March 2016 and High School Girls Volleyball from 12th to 15th May 2016.

tudents from all over the region will connect with our students and experience the amazing culture and history of Ukraine once again. The PSI Panthers website has been created with a link through the MyPSI start page and offers parents/students information about the Athletics Program at PSI with calendars, photos, results, forms and handbooks relevant to the programme. Season 1 has started and very soon our first team will attend the MS Tennis Tournament in Prague. This is a return for our school after 3 years of having no MS tennis team. We have also started with good numbers in football - MSB 30, MSG 19, HSB 18 and HSG 18. Our cross country team has started training and we will have a team of about 10 students competing in Kyiv in November. PSI Panthers will hopefully add a swim team in Season 2 to attend the CEESA Tournament in

Budapest in March 2016. Coaches and training details will come out in January 2016. The school board and administration are making history by presenting students and coaches with a new PSI Panthers tracksuit for each sporting team in which they represent the school at a CEESA Tournament in 2015/2016. The tracksuits will be hoodie style and will feature the following components to make them personalised. The Ukrainian flag will be on one sleeve with the student’s home flag on the other sleeve. The student’s name will be on the back of the jacket and the name of the sport on the front. The track pants will have the student’s playing number and both the tracksuit top and bottoms will have the PSI Panthers logo and paw. Students will get to keep the tracksuit and be a part of making history, as they try to be selected in multiple sports across the year. This year the KSSL has taken on a new format with friendly games being played for no points during the regular season week days. This will allow the coaches to use a practice and play training format to work on team tactics in preparation for the next game. A new tournament for KSSL will start in Season 1 with a one-day tournament being played on a Saturday. This event will be for points and trophies and will give parents and families a chance to watch the three international schools and one local school compete against each other in a competitive tournament in Kyiv. 39

art S E CO N DA RY

The arts are a very practical subject area. A lot of what we do explores practical experience and investigation by ‘doing’. In fact, it’s very difficult to be involved in the arts and not have a physical, emotional and imaginative experience. So the concept of ‘living the mission’ seems to be a comfortable one for us in the arts.

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LIVING THE MISSION

SIMON FERRY HOD ARTS

ome of the arts experiences the students are engaged in directly reflect the PSI mission statement. For students, the sharing of personal creative work among their peers develops a need for respect and understanding on a daily basis. When students perform or exhibit their own creative work, it can be a challenging and emotional moment. They learn more than subject material; they learn courage, fairness, empathy and above all the value and reward of risk. As our senior students march on towards their finals, they are involved deeply in learning that is rigorous and demanding. We hope that they will take this approach to learning throughout their lives and continue on with their journey in the arts not just for academic pursuit, but to enrich their lives and explore meaning in significant ways. As Picasso once said, ‘Art washes away the dust of everyday life.’

S E CO N DA RY

FELINA HEART AND KATIE KING, PSI COUNSELLORS

COUNSELING AND SUPPORT FOR THE IB LEARNER PSIâ&#x20AC;&#x2122;s mission is to help our students become global citizens through intercultural understanding with an emphasis on the values of the IB learner profile. The Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) are all designed to help incorporate all of these facets into our studentsâ&#x20AC;&#x2122; learning.

s counsellors, we help to support the mission of the school through individual counselling, group counselling, a variety of programmes, and guidance lessons within the classrooms. We subscribe to the International School Counselling Associations (ISCA) model that covers four different domains: academics, career, personal/social, and global perspectives. Following this model helps us to align with the mission of the school and our need to address the learner profile attributes such as caring, communication, principled, thinkers and open mindedness.

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Currently we are working to develop and implement a comprehensive programme that fully meets the needs of our students while supporting the ISCA model, the school mission and IB learner profile. On the Primary level, the current focus is on building relationships and conflict management. Recently there were two assemblies that addressed ‘Panthers Choices’ (Grades K-2) and the ‘Win Win’ strategies (Grades 3-5) for conflict management. Further classroom guidance lessons and conversations have occurred on these topics as well. To help build relationships among students, the Primary counsellor, Felina Heart, has started snack times and friendship lunches. In addition, some team building activities are being prepared for integration with some classes’ units of inquiry. At the Secondary level, college prep has begun for our DP students. The Secondary counsellor, Katie King, is working with students to prepare their applications, request recommendation letters, and write their college essays and personal statements. Furthermore, classroom guidance lessons have started. Students are currently looking at

communication, working together, leadership, and more. Finally, a counsellor attended the Grade 6 Fall Trip to work on teamwork, organisation, leadership, communication, and open mindedness. Through our current work and the programme that we are developing, we aim to help students develop skills that will aid in their sense of confidence, critical thinking, open mindedness, caring for themselves and others, as well as exhibiting principled behaviours with a growth mindset. This allows students to face life with the belief that any problem can be solved and understood with persistence, time, hard work, and determination. We want our students to take these ideals and use them to become global citizens and work towards becoming leaders in global issues. Through the development of all these skills, students will become strong, independent, and well adjusted individuals. As former slave Frederick Douglas once stated, ‘It is easier to build strong children than to repair broken men.’

community

COMMUNITY

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BY MARIA NORBERG, PTA SECRETARY

PTA NEWS Finally we are back to school! This school year, we are happy to see so many new faces and to welcome 50 new families to PSI. After these first busy weeks, we hope that you feel welcome in the PSI Community.

he Parent Teacher Association (PTA) is here for both parents and staff at PSI. Our main function is to keep our PSI community vibrant and contribute to the School’s motto: A Place Where We Belong! We have already seen some wellattended PTA events like the Back to School Picnic, the Market Tour, the Wine & Cheese for Newcomers and last, but not least, the annual International Night. At International Night, almost all nationalities at PSI were represented. The children showed off their national colours in their parade and represented their countries with pride. After that, we all got to taste great food and drinks from all corners of the world from the different countries’ tables. We all had a great time! THANK YOU to each and every student, parent and staff member for coming to the event, bringing all the food and drinks and celebrating our different nations!

PTA meetings take place on the second Tuesday of every month. Come and listen to PTA’s plans and upcoming events. At every meeting, PSI Director John Burns shares the latest news from the School. This year, we will introduce a ‘Special Topic’ at every meeting, where we focus a little extra on a specific issue of interest to the PSI community. 45

COMMUNITY

ALUMNI INTERVIEW BY EMMA ZELENINA , MARKETING AND ADMISSIONS MANAGER

What were your favorite subjects and why? This is a tough question. I enjoyed most subjects at school and in primary school would choose a different profession for the future almost each week. I would always lean towards Mathematics and Physics though. What University do you study at? Currently I’m in my final year at the Erasmus School of Economics of the Erasmus University in Rotterdam (EUR).

What is your name and Nationality? My name is Kateryna Malietina (I prefer Katya), and I am from Ukraine. How long had you been at PSI? I’ve been at PSI for the entire school program, starting in preschool at age 3 and ending in grade 12 with the IB Diploma. What is your first memory about the school? My first memory is from one of my first days at PSI. It was still in the first campus and it was winter. I was just moved to a new class (since I was the only student, I would take classes with students in the previous and the next grade) and my dad was introducing me to Miss. Paula. She asked me what my name was but I was too shy to answer. 46

What is your major? I’m finishing my Bachelor’s in Econometrics and Operations Research, and majoring in Quantitative Logistics. Econometrics is a study based heavily on applying several statistical and mathematical concepts which, with the help of technology, aims to test, predict and establish causal relationship between factors and variables in an environment. This is a very specific field of study, but its applications are very broad even within an economic context. How does PSI experience help you in your current path? If anything, the high-intensivity of the courses in the last couple of years was a very good preparation for my current education. The workload is even more, but I remained well on top of things from the first year and didn’t stress nearly as much as I would have otherwise. At PSI I was also able to meet many people (both students and staff) from many countries which helped me a lot to transition to living abroad.

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What discoveries have you made at your University ,what new skills have you learned? The most drastic thing I learnt was probably that I am in love with computer sciences. It was a subject which vaguely interested me in highschool, but I hadn’t taken the chance to learn it on my own. Having to learn programming from my first year, and later taking a minor in CS in my 3rd year, helped me find out that this interest continues far beyond the simple curiosity it was in school. I was also very successful in both the required courses and the minor, and in the second half of my first year I received an offer for a teaching assistant position in the programming courses provided at the EUR. This job taught me a lot more in the subject as well as allowed me to improve on my communications with others. This year my offer got extended this year to cover the CS minor courses as well. One of the biggest skills I learnt at university was actually asking for help when I need it. In school I would try to take care of all of my own problems and grasped almost any material quickly, and when I got stuck teachers would guide me as needed. This would not be possible with the class sizes and level of the courses I am taking in university. Many people are more than willing to help, but would think that I don’t need any unless I actually ask. This also applies to outside of university, and I think is an important skill to have.

We heard that you successfully participated in the annual literary competition and won an Alexandar Literary Award. Your current area of learning is far from literature. What influenced your decision of a University choice? I always had an interest in the sciences and technical subjects, and wanted to do something that would be directly applicable in the real world, so to speak. Originally I was planning to study Economics and Business in the UK, as I became quite fond of the subject after taking it in IB. The competition to get in was quite tough, and our student councillor suggested taking a look at the Netherlands as it was closer and also had good economics schools. There I found out about the bachelor for Econometrics, which was much more of a technical science than economics, but at the same time very applicable in many real-world scenarios.

What advice can you give to PSI Diploma students? What you’re doing now is a lot more than most other students your age. Take advantage of this opportunity to get a head start on the playing field you’ll be entering after school. But don’t make that the only thing you worry about - remember to take time to just relax and have fun. PSI is approaching its 20th anniversary. If you were a magician, what would you have done for PSI? I don’t know, given all the students and staff a magic show to enjoy for a day? For me PSI is a place of many fond memories. I never thought of changing anything about it, even more so since the school would always work towards becoming a place where we belong. Perhaps the best thing I could do was to make it that PSI would always have all it needs to stay true to their motto. 47

COMMUNITY

CAS: THE

IMPOTANCE

OF A GOOD BEGINNING TATIANA ISAKOVA, CAS COORDINATOR

August is always a new beginning, as students and teachers return to PSI for the new school year. In the IB Diploma Programme (DP), former Grade 10 students are now first year Diploma students, and former Grade 11s are approaching their finish line. All of these students face challenges as they work together on Creativity, Action and Service (CAS), one of the central pieces of the DP.

ecause continuity is such an important part of our school programme each fall, It has become a good tradition that older CAS students share their knowledge, experience and passion with the incoming cohort of the Diploma Programme. This year, the first planning session

was held at the very beginning of the school year. Project leaders introduced their projects, spoke about challenges and feelings, needs and goals. After this, students made their choices and team discussion started. The planning sessions were supported by teachers who have volunteered to supervise CAS projects. This yearâ&#x20AC;&#x2122;s CAS group is relatively small, but the students decided to continue all previous projects. The Student Store team will continue fundraising to support different charities, including the Down Syndrome Centre and Djerela in cooperation with the Djerela group. The Children of the World to the Children of Ukraine team is going to support children from families impacted by the crisis in Eastern

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Ukraine. The Kindergarten building group plans to improve conditions for children in the kindergarten next door to PSI. Two groups will give English classes to children from the kindergarten and orphanage, one more group is planning to support Irpin Hospital and some CAS students decided to assist an animal shelter. Their plans are ambitious, and their implementation will require teamwork, commitment, creativity and a responsible attitude. In their long and successful work at PSI, CAS students have always proved that they are living the mission statement to â&#x20AC;&#x2DC;â&#x20AC;Śenable students to apply their learning in real world contexts and contribute to the wider community.â&#x20AC;&#x2122; I hope that this year will continue that tradition.

COMMUNITY

CAS:

CHANGING

THE WORLD FOR OTHERS

he Djerela CAS project has a long history at PSI. Our students have helped this centre for intellectually impaired children since 2004. Our students organise clothes drive as well as providing PE classes and help in art therapy. Two years ago, our DP students translated a video about Djerela into English, and helped raise awareness about Djerelaâ&#x20AC;&#x2122;s needs to a wider community. That cooperation is being extended this year in a new and very exciting project. Clients under the guidance of one the centreâ&#x20AC;&#x2122;s teachers prepared a play. Initially it was in Ukrainian, but later we worked together on an ambitious idea: translating the text into English and showing it in our school: the first visit of the Djerela clients and Grade 12 Theatre

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students took place at the end of September. It was an absolutely new experience for our students. One student said, â&#x20AC;&#x2DC;I am looking forward to it. It is very touching.â&#x20AC;&#x2122; On 6th October clients and PSI students did rehearsed at PSI. Without the enthusiastic support of our Drama teacher, Mr. Ferry, it would not be possible. Now we are looking forward to the performance, which is planned for 15th October.

COMMUNITY

PAM YORK AND POLINA SPENCER PSI LIBRARIANS

Lifelong with the The libraries at PSI are the hub of learning. You will regularly find students, teachers, staff and parents browsing resources, stopping by with various information needs and inquiry questions and relaxing in our warm and welcoming environment.

e are committed to providing our community with reliable, up-足to足 date and high quality resources. We understand the demands of moving with the times and supporting our students who are truly 21st century learners. We strive to find answers to all information needs, support inquiry based units, teach research processes and information skills, and in doing so, nurture knowledgeable, inquiring, life足long learners. Students have multiple opportunities to put into practice the research skills introduced during

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learning e library timetabled library sessions that are required to be successful in all areas of the curriculum. Across the libraries, we share over 19,500 titles which includes books, audio materials, e-books, DVDs and reference materials. We also subscribe to a number of online and print periodicals and have access to high quality subscription databases. Information regarding all of our databases can be found on our PSI Library Website. Digital access to our full catalogue can be reached via Follett Destiny, also located on our website.

COMMUNITY

PARENTS’ AND TEACHERS’ BOOK REVIEWS FALL 2015 Five Quarters of the Orange by Joanne Harris Joanne Harris’s Five Quarters of the Orange is an entertaining and absorbing novel. Like her most famous work, Chocolat, this book is set in a small village in France and is full of the kinds of well drawn characters for which Harris is famous. The main character, Framboise Simon, is an old woman who has moved back to her hometown after many years away. The book is told in a series of flashbacks to the pivotal years during the Nazi occupation, when Framboise and her family were

swept up in the shadowy world of the war, as well as the challenges of a demanding mother and their own adolescent growing pains. The book is both a well written mystery and a beautiful look at the importance of family and friends, the dangerous allure of our darker nature, and the importance of telling the truth. It’s not a book for children, but it’s a terrific book for adults. Patricia Puia, Secondary Principal

Love for Three Zuckerbrins by Viktor Pelevin Love for Three Zuckerbrins is the latest book written by contemporary Russian postmodernist writer, Viktor Pelevin. Like Matreshka, this book has a number of storylines interconnected within each other. The stories are always on a borderline between dream and reality, present and future, physical and metaphysical. The author presents the present through the future, dominated by the digital computer reality, while the physical body becomes inconsequential. The three gods, the Zuckerbrins (Mark Zuckerberg and Sergey Brin combined) screen through people’s thoughts via the implanted connectors into each person’s brain.

Is there anything that remains from the humans or is their every thought dictated by the powerful Zuckerbrins? Will the angry birds ever destroy the green pig that represents the universal intellect? Will Kiklop be able to change the chain of events that unfolded in Ukraine? Read this antiutopian novel that pushes our imagination 5 km above the Earth’s surface... The book has an age rating of 18+. I also recommend reading Generation Pi, Chapaev and Pustota, S.N.U.F.Fto get a full flavor of this powerful writer. Sophia Lynn, Mother of Nadia Lynn

Where the Red Fern Grows by Wilson Rawls I read Where the Red Fern Grows in fourth grade, and it has stuck with me ever since as one of my alltime favorite books. Written by Wilson Rawls, it tells the story of a young boy who buys two dogs and trains them to become passionate coon hunters. This book has everything — action, adventure, a bit of mystery — but mostly showcases the love and

loyalty that exists between people and their animal companions. Get a box of tissues ready and have fun stepping out into the woods with Billy, Old Dan, and Little Ann. Mica Gaard, MYP, Music Teacher

Into Thin Air by Jon Krakauer Girl in the Woods is the stunning debut memoir by Aspen Matis. Attacked on her second night of college, Matis is emotionally shattered. Leaving school, Matis seeks refuge and redemption on the Pacific Crest Trail (PCT), and braves mountains, snakes, and bears. Beautiful and poetic, Girl in the Woods 54

engages both the reader’s senses and emotions, allowing one to follow Matis as she travels along her winding path stretching from Mexico to Canada. Please note, this book is not for children. Clare Cannon, Early Childhood Teacher

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Nicholas and Kristina by Stephen J. Ziegle I would like to recommend the book by former PSI teacher Stephen J. Ziegler Nicholas and Kristina. I liked this story very much, even though it has teens as its main target group. I must say that the book really keeps you interested, having totally unpredictable turns. And when you think that you know what happens next that moment you are wrong. This very interesting story about two teenagers takes place at an international educational institution. Knowing that the author

spent several years as a PSI teacher, I couldn’t help but place action scenes in different areas of the school (in the cafeteria, on the playground and in the big classrooms on the newly built 3rd floor, even though the author left long before the 3rd floor construction).With little envy to those who have not read it yet, Leo Agamian, Facilities Manager

Girl in the Woods by Aspen Matis The back cover of Jon Krakauer’s Into Thin Air includes a spoiler: the reader findsout, up front, that disaster strikes an expedition to the peak of Mt. Everest in 1996. But the book is not a sensationalist news story puffed up with frivolous detail. Instead, the author, a writer with a passion for mountain climbing, weaves this firsthand account of the catastrophe with rich, relevant information. Krakauer details the history of climbing Everest from the first failed attempts to the modern ‘guided ascent’ industry. He describes the myriad of things that can go wrong, from the effects of altitude on the human body to deadly geographical obstacles. He delves into the culture of

the Sherpas, who play a critical role in the Nepalese mountain climbing industry. This sets the stage for pageturning reading about the disastrous ascent itself. Seemingly minor decisions prove to have life ordeath consequences, as do the personalities of the individuals involved. Even readers who hate cold weather will find this book well worth reading. The events described in the book are now on screen in Kyiv in the movie Everest. The film, however, is no substitute for the book. Best to read the book and watch the film for the visuals. David Lawrence, Father of Nikolai and Catherine Lawrence

Peter O’Toole: The Definitive Biography by Robert Sellers So finally the definitive biography of the great Peter Seamus O’Toole is out, published on 10th September. For those of us die-hard fans who waited in vain for the third instalment of O’Toole’s memoirs which he sadly never got round to writing (and would have included the most exciting years of stardom from ‘Lawrence of Arabia’ onwards), this ‘definitive’ biography would surely be a godsend. Unfortunately, it isn’t. Sellers forms many of his chapters from very few sources, even borrowing heavily from the interviews that all O’Toole fans have seen many times before. There is, therefore, little that is new. In addition to that, Sellers has the annoying habit, like many contemporary

biographies, of writing in a hip and slang style which somehow belittles and demeans the great icon of film that he is writing about. His writing is therefore clumsy in places and lacks the class of the object of the book, particularly with the tired old anecdotes that run out of steam and that make up an alarmingly large proportion of this biography. My advice? You would be better off watching O’Toole interview clips on Youtube where he talks far more eloquently about himself than Sellers ever does and you’ll learn a lot more about him. James Spencer, EAL Teacher

Roa r i n g PSI 2 0 th Annivers ary Year

S BA L L

5th

DECEMBER, Saturday 6:00 pm until late

In t er c o n t in e n t a l H o t e l , B a l l r o o m 2A Velyka Zhytomyrska Street, Kyiv TICKETS AT PSI RECEPTION FROM OCTOBER 1, 2015, 1000 UAH PER PERSON. PRICE INCLUDES: 3 COURSE DINNER, OPEN BAR, LIVE MUSIC, ENTERTAINING PROGRAMME CELEBRATE OUR 20TH ANNIVERSARY WITH A ‘ROARING GOOD’ TIME DRESS CODE ‘ROARING 20S’ THEME AND RELATED ATTIRE