W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
PECHERSK SCHOOL INTERNATIONAL
SPRING 2016
PSI LIFE
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PRIMARY PSI LIFE QUARTERLY MAGAZINE WWW.PSI.KIEV.UA CHIEF EDITOR – EMMA ZELENINA
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LETTER FROM THE EDITOR
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DIRECTOR’S NEWS
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PSI BOARD PROJECT REPORT
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WHY IB?
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FROM THE PRIMARY PRINCIPAL
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EARLY CHILDHOOD — LET’S LEARN THROUGH PLAY!
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GRADE THREE SETS GOALS FOR GROWTH
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PRIMARY MUSIC
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PICTURE BOOKS
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RUSSIAN AS AN ADDITIONAL LANGUAGE
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¡FELIZ CUMPLEAÑOS, PSI!
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FROM THE SECONDARY PRINCIPAL
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WOW: MATHS MAKES SENSE
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GRADE 7 SCIENCE
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SKYPE INTERVIEW WITH ROXANNE RADPOUR
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GRADE 11 HOME ROOM
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SECONDARY ARTS
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CEESA
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PTA NEWS
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FINDING A ‘GOOD FIT’ UNIVERSITY
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CAS: REWARD BEAMING SMILES
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CAS: VISITS TO THOSE WHO DEFEND OUR SMILES
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CAS: CAUGHT IN THE CROSSFIRE
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ALUMNI
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LIBRARY
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PSI Life is published quarterly by Marketing and Communications Department of
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Pechersk School International, Kyiv for students, alumni, parents, and friends of the school.
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
DEAR PSI COMMUNITY:
By Emma Zelenina, Marketing and Admissions Manager
When I was offered an opportunity to work here, I felt very lucky to join Pechersk School International – an IB World School in Kyiv. Since then, I have been so proud of our school community members and our team for all that the school has achieved since its founding 20 years ago. This includes IB authorisation, accreditation from the Council of International Schools in Europe and the New England Association of Schools and Colleges in the US, a new campus, teacher training and certification, student successes, university acceptances, and much, much more. It is a good time now to thank and congratulate everyone for so much success and growth. That’s the theme of this spring issue: Wrapping up the 20th Anniversary Year. Feeling highly inspired by everything that has happened during these 20 years, I invite you to have a look at our Historical Timeline on pages 4-5 – a true testament to PSI’s long and successful path. Please enjoy reading our last issue of this school year and celebrating this very significant moment together. In the meantime, remember that we love to hear from our readers. Check out our social media and as always, give us your feedback, suggestions, and questions, which are much valued.
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PSI is a fully accredited International School with three agencies: — International Baccalaureate (PYP / MYP / DP) — The Council for International Schools in Europe — The New England Association of Schools in the USA
OUR NEXT ACCREDITATION CYCLE
John Burns Director Pechersk School International, Kyiv, Ukraine
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These three organisations ensure that the school meets the highest possible standards in every aspect of its operations, from teaching and learning to business and safety.
Our current accreditation period runs from 2013 to 2017 so we are currently beginning the reaccreditation process. A review of the PSI Mission and Vision Statements is step one. Over the past two months the PSI Board, PTA, staff and Student Council have all been involved in brainstorming ‘key words’ for these new statements. Over 200 staff, students and parents have contributed. Please see some of the words selected throughout this process to be used by the Mission Statement Writing Team shortly.
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Please also see our reaccreditation timeline and the projects ahead. We looking forward to involving the PSI community throughout the many steps in this process.
2015 / 2016 School Year
FEBRUARY TO JUNE 2016
A new PSI Mission & Vision Statement is written.
MAY 2016
Official accreditation surveys are undertaken by the PSI community and the data is reviewed.
MAY 2016
Our current Strategic Plan / Action Plans are completed.
2016 / 2017 School Year
SEPTEMBER TO OCTOBER 2016
A ‘Blue Sky Thinking’ planning process is undertaken to set the school’s future goals and actions.
OCTOBER 2016 TO MAY 2017
Eight PSI community ‘Chapter Teams’ match the accreditation criteria to our policies and practises known as the Self Study. A major report is written and submitted to the accrediting bodies.
2017 / 2018 School Year
FEBRUARY 2018
The Accreditation Team / Visit takes place over a week at PSI.
MAY 2018
The Accreditation Team Reports and accreditation outcome are issued to PSI.
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20: VISION AT PSI
Whatever way you look at it, this school year has been an exciting one. It has been a year for looking back with pride but also for looking forward with optimism. Personally, as we wrap up the 20th Anniversary celebrations, I have three memories in particular that will stay with me.
Robert Farrell Board Chair
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irst there were the old movies of PSI’s early days. These home videos so perfectly evoke the 1990s and show the spirit of the original PSI community. Despite the faded colours, the lack of image stabilisers and editing software, there is a sense of fun and possibility clearly visible for all to see. Perhaps more importantly, they show scenes that could be of PSI today. Next there was the meeting with the school’s founders, hearing them talk of their vision for their school and realising how little that vision has changed in twenty years. But also discovering, for example, that by 2000, PSI had achieved certification in IB PYP, MYP and DP – within five years! There are schools older than twenty that have not achieved this. What a remarkable accomplishment. Finally of course, there was the ‘Roaring 20’s’ ball, which brought so many members of the PSI community together for a fantastic evening. All credit goes to everyone who worked so hard to make it a success. It was an event much like the school itself, insofar as it was very well organised,
unpretentious and really deserved to be bigger. With this year’s celebrations of the past, it would have been easy to lose sight of the present. But happily, that did not happen. There is always a sense of possibility as we move into spring. Whether it is seeing Kindergarteners and first graders who have suddenly begun to read, fifth graders starting to prepare for Middle School or the DP graduating class receiving their university offers, at this time of the school year, the hard work of staff and students starts to come into sharp focus. And again this year, it all looks very promising. Looking forward to 2036, I am sure that PSI’s future students, parents and teachers will enjoy the facilities we are about to build for them and I hope they will see 2016 as a key year in their school’s history. Finally, there are still a few opportunities left in this school year to celebrate the anniversary. Let’s all make the most of them.
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PARENT PACK PARENT PACK Frequently asked questions about the Diploma Programme Frequently asked questions about the Diploma Creativity,Programme activity, service (CAS) What is the Diploma Programme? The Diploma Programme (DP) is a curriculum framework What is the Diploma Programme? designed by the International Baccalaureate (IB) for students in the last twoProgramme years of high school. The Diploma (DP) is a curriculum framework designed by the International Baccalaureate (IB) for students IB graduating with school. the IB diploma are able to study in students the last two years of high at universities all around the world, often with advanced credit. Students report that involvement IB has IB students graduating withtheir the IB diploma arewith ablethe to study given them the tools needed to succeed at college. In parat universities all around the world, often with advanced ticular, students report comment their sense of preparedness, credit. Students thaton their involvement with the IB has self-confidence, research skills and their ability to manage given them the tools needed to succeed at college. In partheir time. Even more important, they have developed a ticular, students comment on their sense of preparedness, sense of the world around them and their responsibility to it. self-confidence, research skills and their ability to manage their time. Even more important, they have developed a Diploma Programme students study subjects (three to it. sense of the world around them and six their responsibility at standard level and three at higher level) over two years and complete three additional requirements: the(three theory of Diploma Programme students study six subjects knowledge (TOK), the extended essay and at least 150 hours at standard level and three at higher level) over two years of CAS—creativity, and requirements: service tasks outside of the and complete threeactivity additional the theory of classroom. In addition to these requirements, students must knowledge (TOK), the extended essay and at least 150 hours earn a minimum ofactivity 24 points of a possible 45 points on of CAS—creativity, andout service tasks outside of the the final assessments which are externally marked and modclassroom. In addition to these requirements, students must erated by the IB, in to receive IB diploma. earn a minimum oforder 24 points out ofan a possible 45 points on the final assessments which are externally marked and modTheory ofthe knowledge erated by IB, in order(TOK) to receive an IB diploma. TOK is an interdisciplinary course designed to help students question understand how they know what they know. Theory ofand knowledge (TOK) Students how individuals varioustodisciplines view TOK is an study interdisciplinary coursefrom designed help students the world in order to develop their own ways of thinking. question and understand how they know what they know. By stimulating of knowledge across disciplines, Students studyanalysis how individuals from various disciplinesTOK view seeks to help students make sense of school and the world. the world in order to develop their own ways of thinking.
CAS is an experiential learning component of the DP. Students complete wide variety of extracurricular, community service Creativity,a activity, service (CAS) and athletic options to fulfill this requirement. CAS is an experiential learning component of the DP. Students complete a wide variety of extracurricular, community service Extended and athleticessay options to fulfill this requirement. The extended essay introduces students to the demands and rewards of independent work. Emphasis is placed on Extended essay doing personal research and communicating effectiveThe extended essay introduces students to theideas demands ly in rewards order to of write a 4,000-word essay in an area of personal and independent work. Emphasis is placed on interest. doing personal research and communicating ideas effectively in order to write a 4,000-word essay in an area of personal How do colleges and universities view the interest.
Diploma Programme? How do colleges and universities view the The DP is internationally recognized as representing one of Diploma Programme?
the highest standards in university preparatory education. More than 1,000 collegesrecognized and universities in North America The DP is internationally as representing one of have recognition policies on how they weigh it in admisthe highest standards in university preparatory education. sions, advanced college credit and scholarships. More than 1,000 standing, colleges and universities in North America have recognition policies on how they weigh it in admisA list of colleges standing, and universities grant scholsions, advanced collegethat credit andcredit, scholarships. arships and/or advanced standing for DP diplomas and certificates is available at www.ibo.org. A list of colleges and universities that grant credit, scholarships and/or advanced standing for DP diplomas and certificates is available at www.ibo.org.
By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world.
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amolpid eht neewteb ecnereffid eht s’tahW rof etadidnac doog a si tneduts fo dnik tahW ?setacfiitrec dna ?PD eht What kind of student is a good candidate for What’s the difference between the diploma
gnidael daol esruoc lluf eht ekat ot esoohc stneduts lla toN .stneduts detWhat avitom kind rof yduof ts fstudent o esruoc sis uoarogood gir a si Pcandidat D ehT What kind of the DP? and certificates? saera ni sesruoc PD wef a ekat emos ,daetsnI .amolpid a ot ytiliba fo rotacidni na ssel si sseccus cimedaca roirp ,dias tstuden ahT the DP? ralimis ,htgnerts ro tseretni ralucitrap a evah yeht erehw od ot noitanimreted s’tneduts a era nahtthe amoDP? lpid eht nrae ot The DP is a rigorous course of study for motivated students. Not all students choose to take the full course load leading setacfiitreC .sessalc tnemecalP decnavdA dna sruonoh ot -moc ot redroThe ni d ezisinaag ro eb ocourse t ssengnistudy lliw ,tsfor ebmotivated reh ro sihstude DP rigorous That said, prior academic success is less an indicator of ability to a diploma. Instead, some take a few DP of courses The DP isinaareas rigorous course ohw s t n e d u t s o t s i s a b e s r u o c y b e s r u o c a n o d e d r a w a e r a g n o r t s a d n a , e f i l d e c n a l a b , l l u f a g n i d a e l e l i h w k r o w ehindicator t etelp That said, priorinterest academic success issimilar less an to earn the diploma than are a student’s determination to do where they have a particular or strength, That said, prior academicofsua -sitahis s oor hw neduwillingness tS .emmarg rp lorganized luf eht odinoorder t ton etosocomohc .moorsand sato lcAdvanced eht dthe noydiploma eb dna than ni g nare inraaestudent’s l ot tnemdetermination timmoc earn herstbest, toobe to honours Placement classes. Certificates to earn the diploma than ar eb yam dnthe a etwork acfiitrwhile ec a nleading rae esrauo c Pbalanced D a etelplife, moand c yliarostrong tcaf her best, willingness in order to ct plete full, are awarded onhisa or course-by-course basis tohisbe students whowillingness ororganized her best, . t i d e r c y t i s r e v i n u r o f e l b i g i l e plete the work while leading a full, balanced and as commitment to learning in and beyond the classroom. choose who -eb gnot nihtotdo ynthe a rfull ofprogramme. emit evaStudents h splete tnethe duwork tsatiss Pwhile Dlife, oD leading
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commitment to learning in commitment and beyond the classroom. factorily complete a DP course earn a certificate and may be tod learning ? s c i m e d a c a noy in eligible for university credit.
Do DP students have time for anything b
stneduts emmargorP amolpiD lufssecDo cus DP tsoMstudents .yletulosbAhave How does the IB DP differ from other uniyond academics? smaet citelhta fo srebmem netfo era yeyond hT .seviacademics? l lluf yrev dael versity-preparatory programs such as tnemeganam emiT .seitivitca fo egnar ediw a ni deAdvlovni dna Absolutely. Most successful Absolutely. Diploma Programme stude lead very full lives. They are often members of athletic teams Most vanced Placement and Cambridge? . s t n e d u t s n i s p o l e v e d B I e h t s l l i k s y e k e r a n o i t a z i n agrosuccessful dna aand htiwinvolved mulucirinruacwide evisnrange eherpof mactivities. oc raey-ow t a s i P D B I e h T lead very full lives. They are often members of They athletic Time management lead very full lives. arete decnaand vdAorganization ,BI .smaxe laare nfi d edskills arg ythe llanIB retdevelops xe fo tes in gnstudents. itanimluc and involved in a wide range of activities. Time manage key and involved The IB DP is a two-year comprehensive curriculum with ain a wide rang and organization are key skills the IBodevelops studen ” d e t f i g “ d e r e d i s n o c s e m m a r g rp BI einrA ekil smulucirruc yrotaraperp-egelloc rehto dna )PA( tnemecalP and organization culminating set of externally graded final exams. IB, Advancedare key ski -rogAre ir yllaIB cimprogrammes edaca ,yrotaraperconsidered p ytisrevinu lla “gifted” era egdirbmaC emmarg orp Placement (AP) and other college-preparatory?s curriculums like ni ,revewoh ,secnereffid tnatropmi era erehT .semmargorp suo Are IB programmes considered “gifted” Cambridge are all university preparatory, academically rigorAre IB programmes programmes? -neherpmoc dna evisehoc a si PD ehT .smaxe dna tnetnoc eht am ous programmes. olp iD rieht eprogrammes? tanThere gisedare sloimportant ohcs wohdifferences, lorprogrammes? tnoc tohowever, n seod BinI ehT eht si sThe a seIB srudoes oc lanot udicontrol vidni fohow noitcschools elloc a designate ton ,emmtheir argorDiploma p evis and ethe tancontent gised oand t esoexams. ohc slThe oohDP cs ,isseaccohesive natsni em oscomprehennI .emmargorP programme, not a collection of individual courses as -nitProgramme. sid tnatropmIni tsome som einstances, hT .tnemschools ecalP dechoose cnavdAtohdesignate tiw esac a sive The IB does not control how schools designate Dip sa ro noitacilppa aiv tnemlorne evitceleThe s saIBedoes mm anot rgisothe rp etheir ht how control case with Advanced Placement. The most important distin,SACthe ( em m a r g o r P a m o l p i D e h t f o e r o c e h t s i r o t c a f g n i h s i u g Programme. In some instances, schools choose to desig programme as selective enrolment via application or as a nepo si emmargorp eht ,sesac rehto nI Programme. .emmargorpIntesome ngaminstan guishing factorthe is the core of theasDiploma Programme (CAS, programme selective enrolment via application o .)yasthe se dprogramme ednetxe dnisa open KOT magnet programme. In other cases, the programme .tneduts yas naselective ot to any student.
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Primary SCHOOL PRIMARY
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
PSI LIFE SPRING 2016
In this issue, we wrap up the year of our 20th anniversary. Anniversaries are always a good time to review what is great and what could be better. As a reflective school, we always strive to think about how we can be better. Next year, the first step in our re-accreditation process, we will undertake a self-study where we will look deeply at all aspects of our school and identify areas for development. Since that is on the books for next year, I want to spend this time celebrating what is good.
By Tatz Lopukhinе
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irst, we have wonderful students who are engaged in learning and enjoy coming to school. Nothing is better than that. Behind those students are parents who care, support and nurture. With those students are teachers who work hard to meet the needs of each child and to ensure that learning is fun and successful. Teaching Assistants are so professional; they work as co-teachers and as a result, students are able to learn more. Supporting all this is a group of support staff who often work without recognition but are equally important: the yards men, the cleaners, the guards, the business office, the nurse, the admissions office, the bus company, the cafeteria, the receptionists and the operations department. It’s often said that ‘it takes a village to raise a child.’ It’s also true that in order to work well, education must work like a village where everyone is equally committed to each child’s success and happiness. I believe that’s at the heart of PSI. This is ‘a place where we belong’ because we deeply believe in working as partners in educating and nurturing our students. That’s been the feeling for the last twenty years of our school’s history and will be the feeling as we move forward together over the next twenty years or more.
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PRIMARY
Early Childh Learn Throug As we conclude our current 2015-2016 school year, we are excited about the many changes that will be taking place here at PSI for the Early Childhood (EC) programme.
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his past year, we have seen the children grow, develop, and learn new and valuable skills through our Play Based Learning Programme here in the EC. Throughout the school year, the children have had different opportunities to learn through play. In the EC, play is the vehicle through which all learning takes place—from our Units of Inquiry to Centre Time in the classroom. Play is the language through which young children communicate their thoughts, feelings, and interests. As noted educator Friedrich Froebel once said, ‘Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.’ In the EC, we use children’s play as a lens through which we can document and observe students’ interests.
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
hood—Let’s gh Play! By Clare Cannon and Andrea Armistead Early Childhood Homeroom Teachers
We think of play as: A tool through which we can recognise what children know and understand A way to assess and gauge what students know and are interested in exploring deeper A lens to help us know, recognise, and understand children’s social and emotional behaviours A process that will lead to deeper understanding and metacognition (selfunderstanding)
Currently in the EC, we are exploring stories and have transformed our dramatic play area into a castle from the movie Frozen and a pirate ship. These projects emerged after we observed and followed the children’s interests during our unit ‘How We Express Ourselves’. As we have explored the children’s passions, deeper and more meaningful play and learning connections have been taking place. As we wrap up our 20th Anniversary year here at PSI, we will be beginning the construction of a brand new Early Childhood Centre. We are excited for the future of the Early Childhood Programme here at PSI and know that our children will continue to grow, play, and learn in ‘a place where we all belong’.
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PRIMARY
GRADE THREE S GOALS FOR GRO Goal setting has always played an important role at PSI in helping students to strive for self-improvement. That’s one reason Grade 3 teacher Jessie Stoll’s Master’s Degree action research project looked into the question: How does student goal setting and self-monitoring of progress impact self-efficacy among third graders? Students in Grade 3 were given the opportunity to participate in a formalised goal setting study during the first semester of the year to help answer that question.
By Jessie Stoll and Valeria Laitinen, Grade Three Teachers
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o start, students brainstormed why people set goals, and how goals could help them. The criteria for creating goals that are SMART (Specific, Measureable, Attainable, Relevant, and Timely) was shared with the third graders, and as a grade level, they brainstormed goals they might want to work on. Each student then chose two goals they wanted to focus on for a ten week period. Examples included increasing typing speed, reading for longer periods of time at home, increasing speed and accuracy with multiplication facts, learning new IT skills, and writing more fiction stories. Once the students decided what their goals were, they defined what practice they should complete each week to attain their goals. For each week during the ten week study, students reflected on their effort towards reaching their goal that week, and listed suggestions of what they could do differently the next week to show further improvement. Students discussed their progress with partners and as a class. Students had the
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ETS WTH
opportunity to share their successes, brainstorm ways to overcome any obstacles they were facing, and learn from the success of others. Students used a variety of methods to work towards their goals. Some students used online or printed worksheets to practice specific math skills. Others used writing conferencing with a partner to improve the ideas in their stories. Grade 5 students mentored some of the Grade 3 students in IT skills. Teachers supported the students by providing resources and through check ins, but students took control of their own learning in deciding what they would do to complete their goal. Following the ten-week study, students reflected on what they had learnt or how they had grown through goal setting. One student wrote, ‘These goals helped me to improve as a learner by making my weaknesses into strengths so I would be a better learner. For example in the beginning of the project I was rushing when I was doing a story and now I am taking my time to do them. What I learned about having a goal is that you have to be responsible to work on your goals to get better
at them.’ The feeling of success and growth was shared by students throughout the grade level, and the third graders were excited by the new skills and attitudes they had developed through their goal setting. Ms. Jessie’s Master’s study may be complete, but working to develop the attitudes and dispositions needed to be a successful learner will be a continued focus in Grade 3.
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PRIMARY MUSIC
PRIMARY
At PSI, the staff, administration, parents and students strongly support music education and help to create a strong and valuable program. There have been numerous studies focusing on the value of music education for children. I participated in a study at the University of South Florida that investigated the benefits of creativity in music education for childrent
I by Gretchen Foster Primary Music teacher
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participated in a study at the University of South Florida that investigated the benefits of creativity in music education for children.. In the study, we found that students who participated in creative musical engagements had increased motor skills, vocabulary, and spatial reasoning. It has also been found that collaboration between subject areas is beneficial for students in that they are able to make authentic connections, as well as developing transdisciplinary skills through different engagements. Music in the Primary Years
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Programme supports the students’ natural creative ability, as well as individual interests and ideas. During Music class at PSI, we spend time connecting to the students’ homeroom Units of Inquiry. In Kindergarten, the students learnt about celebrations in their unit on ‘How We Express Ourselves’. In Music class, we learnt about Chinese New Year and we explored Chinese instruments and even learnt a traditional song that included words in Mandarin! In the ‘How We Express Ourselves‘ Unit in First Grade, the students are exploring storytelling. In Music class, we are getting ready to perform the ‘Three Piggy Opera’, which tells a story through music and drama. The Second Graders are learning about different forms of communication in their ‘How We Express Ourselves’ Unit. In Music class, we are creating and telling sound stories, where we substitute music and sounds for words. There are so many fun ways to connect with what the students are doing in their homeroom!
In Third Grade, the students are learning about how creating and responding to art can help us understand the world and ourselves. In Music class, we have been listening to Camille Saint Saens’ ‘Carnival of the Animals’. We have discussed his instrumentation and style when representing different animals with music. Science and music go hand in and hand and in Fourth Grade, the students will be learning about how sound is created and changed, as well as how the principles of sound are applied to various instruments. In January, the Fifth Graders planned and executed their own assembly as part of their ‘How We Organise Ourselves’ unit. They chose songs and dances, which they performed for the Primary School. They were responsible for organising the program, space and invitations, as well as preparing their performance. Developing a strong music program is only possible with the support of the school and through the excited participation of the students. I can’t wait to see what amazing connections we are able to make next year in music! 19
UKRAINIAN / ART COLLABORATION
PRIMARY
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PICTURE BOOKS
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
WHENEVER YOU READ A GOOD BOOK, SOMEWHERE IN THE WORLD A DOOR OPENS TO ALLOW IN MORE LIGHT VERA NAZARYAN Reading fiction is always entertaining, especially if reading is an adventure into the world of picture books.
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ithin the framework of Literacy Month, students studying Ukrainian (in Grades 3,4,5) as well as Third Graders had a workshop with Bogdana Bondar, a professional illustrator for the wellknown Ukrainian Publishing House ‘Stary Lev’. During this workshop students learnt a lot about the illustrator’s job and how both a writer and an illustrator work together to create a picture book. Students got acquainted with different kinds of books. They also learned how books have been transformed throughout centuries, from cave printing to books out of knots, from printed classical books to books on technology devices.
EVERY DAY IS A GOOD DAY IF WE ARE READING A PICTURE BOOK.
VIVIAN KIRKFIELD
With great interest students listened to methods used when producing books. Some of the methods shown were ‘unique’ (original painted illustration) and ‘estampe’(print). They also learned about various illustration techniques, such as etching, monotype print and watercolour. Ms. Bondar showed us her own artwork, which has been used in stories. When talking she focused on the importance of observation skills for artists. She also demonstrated how she works, showing us the tools and materials she uses. Students also had a chance to paint their own pictures using watercolours and salt. When the workshop was over students could buy the book “Мандрівки з Чарівним Атласом” by Nadiya Gerbish, illustrated by Bogdana Bondar, which the artist autographed.
by Ms Anna Primary Art teacher
by Ms Nila Primary Ukrainian AL Teacher
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PRIMARY
RUSSIAN AS AN ADDITIONAL LANGUAGE As our school celebrates its Twentieth Anniversary, in Russian as an Additional Language classes, students have a lot to celebrate this year as well. Celebration is closely connected with understanding the purpose and importance to each of us of what we are engaging in during the lessons as well as reflecting on what was done and achieved so far, what the students are currently working on and what they will be doing next. Students support each other throughout the lessons to ensure that everyone is successful and enjoys acquiring new Russian language skills and knowledge.
Grade 1 students have created posters and are sharing information in Russian about their likes, dislikes, immediate family members, and pets. They practice asking and answering questions in order to develop their communication skills further.
Grade 1 students participate in the assembly. They perform a skit and present Russian winter songs they have learnt.
Maria Kustova Primary Russian Language Teacher
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
Grade 2 students are engaged in one of the new vocabulary practice games. They ask each other for a certain picture by naming it in Russian and take turns finding the pictures and giving them to the others in class.
Grade 1 students play one of the language games that include saying the poem in Russian correctly and asking each other questions to help figure out the location of some objects hidden in class.
Grade 2 students have some quiet time working on their booklets to practice and enlarge their unit vocabulary and develop their reading and writing skills further.
Grade 3 students happily present the booklet on their everyday school activities and responsibilities that they have created together. Their job was to come up with the list of activities and responsibilities they have during the school days, write them down in Russian, draw pictures to illustrate what they wrote, and explain the content of each page in Russian to the other students.
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PRIMARY
Grade 3 students are presenting the skit about what students enjoy doing during various lessons at PSI. They worked hard on pronouncing their lines correctly and expressively and did their best to listen to each other and understand the meaning of what everyone was saying so they could react to it accordingly.
Grade 4 students help each other to remember how to say numbers in Russian during the game of ‘more or less’.
Grade 4 students create their first miniposters in Russian about themselves and their families. They write the sentences in Russian, draw illustrations for what they wrote and present this information in class.
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
Kindergarten students practice asking and answering questions about their favourite foods, drinks and animals. They describe the colour, size and taste of their favourite things.
Kindergarten students are engaged in one of the new vocabulary practice games. They ask each other for a certain picture by naming it in Russian and take turns finding the pictures and giving them to the others.
Kindergarten students create little books using unit vocabulary. They need to trace the words, draw illustrations for the phrase or short sentence on each page and say in Russian what is written and drawn. While listening to each other, students ask questions and reflect on what they hear.
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PRIMARY
¡FELIZ CUMPLEAÑOS, PSI! HAPPY BIRTHDAY, PSI!
‘Diversity is an essential value of mankind.’ This quote from Nobel Prize winner in Literature Mario Vargas Llosa fits perfectly with our philosophy in the Spanish Additional Language lessons in PSI.
by Don Javier Larrauri Puebla Primary and Grade 6 Spanish Teacher
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D
uring this last 20 years of success, PSI has always considered Additional Language as a basic component of the educational development for our Primary Years Programme students. Since 2014, when Spanish started to be offered in PSI, the number of PYP students choosing Spanish as their Additional Language has grown. Today, nearly 60 students between Kindergarten and Grade 6 are currently studying Spanish in PSI, and this number will increase next year, with new students joining the Spanish groups in the Middle Years Programme and the Diploma Programme. This increase in the number of students reflects the importance of Spanish language in international communities like PSI and all the international schools around the world. There are
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
24 countries in the world which have Spanish as an official language, with around 470 million people with Spanish as a mother tongue. Nowadays, 8% of the world’s population speaks Spanish. This percentage will be up to 12% in one decade, and the country with more people speaking Spanish will not be Spain, México, Argentina or Colombia, but the USA, which currently has 53 million people speaking Spanish. This has led to the Spanish language being the most requested choice in universities all around the US, confirming it as the country’s second international language. Being able to communicate in more than one language is a must for any international student, a sign of their international mindedness in a global and transdisciplinary educational system. Learning a language helps our students to deal positively when they face different peoples, cultures and traditions all around the world. One sign of this diversity in PSI is having students from Ukraine, USA, India, China, Azerbaijan, Russia, England, Israel, France, Sweden, Lebanon and Georgia in the Spanish classes, learning the Spanish language together. In a pleasant and happy atmosphere, these students share their own knowledge and experiences of visiting Spanish
speaking countries or just having a discussion about their favourite Spanish football players or teams. I am very happy to be part of this important programme which PSI offers to its students, and I am sure that Spanish language lessons will continue being an important part of the Additional Language Department in the next 20 years. ¡Feliz cumpleaños, PSI!
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Secondary SCHOOL
S E CO N DA RY
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
FROM THE SECONDARY PRINCIPAL By Patricia Puia Secondary Principal
I’m coming to the end of my seventh year as Secondary Principal at PSI, so I’m in a good position to talk a little about the school’s past, present and future.
T
he school I arrived in was a pair of Easter egg blue buildings with a muddy field about to be covered over with artificial turf. A dedicated staff was working hard on delivering the IB curriculum, but there weren’t many documents that detailed what and how we taught. Students were reasonably well behaved but the discipline protocols were not clear to everyone. There were desktop computers in all classrooms for teacher use, but not much available yet for students. In short, we were a school that was ‘acting its age.’ At thirteen we were mostly untapped potential, passionate enthusiasm for teaching and learning, and some definite growing pains. Seven years later, we have successfully passed our adolescence and are moving confidently into adulthood as an organisation. Major renovations to both buildings and the addition of a third floor on the Secondary have expanded our space and given the campus a more ‘grown up’ look. The bring-your-owndevice programme has allowed us to expand our use of technology in teaching and learning, bringing the ‘real world’ more fully into the classroom. A welldocumented curriculum gives all teachers a clearer sense of direction about what and how to teach, just as a well defined student handbook gives students
and teachers clear guidelines on student behaviour. And the future looks even brighter. We’ll break ground on the new building in May, providing us with much better resources for teaching, especially in the arts, sciences and design classes. We’ll be launching our accreditation selfstudy next year, leading to a new strategic plan that will allow us to identify and move toward even greater student achievement. And yet some things remain very much the same. Throughout the school’s history, we have been recognised and appreciated for our committed and highly professional teaching staff. Our work with students has resulted in IB Diploma scores that are consistently above international norms, and our students continue to go to first-rate universities all over the world. Perhaps most importantly, we have maintained our sense of family and community, cherishing our commitment to being ‘a place where we belong.’ I hope that you will all be with us for the opening of the new building in August 2017, and for the many adventures, challenges and accomplishments in the years to come. Happy anniversary, PSI!
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MATHS MAKES SENSE
by Tatiana Isakova Head of Secondary Math 30
There are many approaches to teaching mathematics, which can vary depending on the focus of each teacher. Should the main focus be for the students just to pass tests with high scores or to also become confident in navigating their lives in our complex and dynamic modern world and prepare for lifelong learning?
I
f the focus is purely on developing skills, students can miss inspirational moments and the relevance of mathematics to real life. This may discourage them from further learning. If a student is lacking confidence, this hinders a child from enjoying the process of making mathematical discoveries and answering the question ‘why’. Putting IB principles into practice in teaching maths, our teachers try to find a balance between two components: why and how. This year, we have continued implementing the new IB Middle Years Programme (MYP) guide to teaching, which includes application of mathematics to real life as a new learning objective. This has been one of the priorities in mathematics teaching this year. For example, Grade 8 Maths students in a Geometry unit were asked to discover how far they could walk along the floor of the future PSI swimming pool before the water covered their heads.
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While studying fractions and percents, Grade 6 students explored sugar content in various drinks and shared their findings with the PSI community, clearly seeing connections between mathematics and real life. Mathematics also does not exist in isolation from other subjects. Grade 7 students in their Individual and Societies and Maths classes analysed UNHCR refugee data, and wrote articles about refugees, supporting their analysis with statistical evidence. Taking students outside of the classroom to visit the Microminiature Museum and giving them an opportunity to explore computer programmes and create their own formulas also provided students with unforgettable experiences and their own discoveries in mathematics. Rigorous proofs and justification of their findings at IB Diploma Programme (DP) level develop not just mathematical thinking, but an overall mathematical mindset and curiosity as IB learners. It’s clear that teaching maths has evolved over time. Here is what students’ parents recall about their Maths classes: ‘My mom and dad used logarithmic rulers to multiply numbers. Calculators and computers did not exist at the time that my parents were in school. Studying at the university, there was just one giant computer for the whole community. There was usually a big line there waiting to use the computer. ‘
Time has changed. A variety of tools is available to teachers and students now. What is a direction of the further development of the learning process? Here is what students think about learning Maths in 20 years: ‘Although it is highly unlikely that the basics of the mathematical curriculum will change, there might be changes in the way that people learn about the mathematical ideas and principles, for example the methods we use to keep track of our learning, or the way we do homework. Increasingly common is the use of computers, the internet and other electronic devices in our learning, and this will undoubtedly continue to progress. Of course, there is also the possibility of new mathematical concepts being discovered, but the largest change will be because of our technological exploits.’ Whatever direction it goes, however, nothing will be able to replace a teacher who interacts with students, guides them in their mathematical discoveries, inspires them and helps them to say one day, ‘Wow, maths makes sense!’ 31
SCIE S E CO N DA RY
GRADE 7 32
ENCE W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
This year, the Grade 7 students learnt about the negative effects of using fossil fuels and how those problems can be solved with modern, green technologies. In celebration of PSI’s 20th Anniversary, the students researched some new, green technologies that have come up in the last 20 years, and have predicted how green technology might change in the next 20 years. Here is what they found!
By Christina Levyssohn-Silva, Head of Secondary Science MYP Science Teacher
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IN THE LAST
20 YEARS
LUCIDENERGY (2015) LUCIDENERGY. MAIN SLIDER. AVAILABLE AT: http://www.lucidenergy.com [Accessed on: 21 Jan 2016].
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MAKE YOUR ENERGY CLEAN! By Janis Mikits, 7C
Clean energy technology has started out as something that we would use away from our houses or cities, like water turbines in rivers or wind turbines in fields. But now, it has become more intertwined with society and we are finding ways to make clean energy part of our lives. One traditional energy source was water turbines placed in dams in rivers. They would spin to create electricity when water flowed through the dam. Now we have a new type of hydro power called the Lucid Pipe, which is placed in any gravity-fed pipeline, even in city pipelines. It uses water turbines like in dams to create hydro power from all types of water we use in our pipes. This pipe can power 150 homes for a year annually (LucidEnergy, 2015) while the old water turbines in dams flood the surrounding habitat. We have come to the point in these 20 years of PSI of having clean, efficient and intertwined technology for making energy in our world, and there are many more to come.
LUCIDENERGY (2015) LUCIDENERGY FAQ/FAST FACTS AVAILABLE AT: http://www. lucidenergy.com/wp-content/ uploads/2015/01/Lucid-EnergyPDX-Fact-Sheet_20-Jan-2015.pdf [Accessed on: 21 Jan 2016].
1
Water flows through the pipe in either directiopn
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The water spins the hydrodynamic turbine
3
As water velocity increases, power production increases
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BICYCLE POWER! By Kateryna Ushmaieva, 7C References: INSTRUCTABLES: HOW TO BUILD A BICYCLE GENERATOR. (2016). [IMAGE] AVAILABLE AT http://www.instructables.com/id/ How-To-Build-A-Bicycle-Generator/ [Accessed 23 Mar. 2016].
PHYS.ORG. (2016). FIVE WAYS WE CAN HARNESS THE ORIGINAL RENEWABLE ENERGY SOURCE – HUMAN POWER. [ONLINE] AVAILABLE AT: http://phys.org/news/2015-12-waysharness-renewable-energy-source.html [Accessed 23 Mar. 2016].
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Our world has changed a lot over the past 20 years. Our trends shifted in the way that promotes conserving nature and thinking about future generations. People look for alternative sources of energy that would not harm the environment where we all live. Solar panels are becoming a more and more popular source of natural energy in recent years, as it is possible to install them directly on roofs of houses. The progress and creative minds came with even more applicable ideas of creating clean energy. Let’s take a look at the bicycle. Cycling is a great source of electricity and it brings fun! Eventually it became possible to stay strong, happy and environmentally conscious at the same time. Imagine an outdoor cinema that works using its own small electricity station.The energy comes from the row of bicycles where guests can cycle and through a mechanical connection, the projector will work. So, people nowadays are using their creativity in order to help nature and lead new trends. It is pretty cool that we can have fun without harming the world. It is better to think about the future now, and such projects as bicycle stations that produce electricity are good solutions to the problems of pollution.
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
Junxion Box
Solar panels
EV-DO Card
Cigarette-lighter Adaptor
1.2 Amp-Hour Battery
Power Adapter Cable And Fase Helder Charge Controller
DEVELOPMENT OF SOLAR ENERGY By Karolina Gajda, 7C References: CA SOLAR, (2016). SOLAR BACKPACKS. [IMAGE] AVAILABLE AT: http://www.casolarco.com/solar_ tent__led_lighting/solar_backpacks [Accessed 23 Mar. 2016].
GREENCOMPANYEFFECT.COM. (2016). 8 UNUSUAL SOLAR-POWERED INVENTIONS. [ONLINE] AVAILABLE AT: http://greencompanyeffect.com/ worldahoy/1328346008-8-unusualsolar-powered-inventions [Accessed 24 Mar. 2016].
STAFFORD, B. (2016). HISTORY OF SOLAR. [ONLINE] EERE.ENERGY. AVAILABLE AT: https://www1.eere.energy.gov/solar/ pdfs/solar_timeline.pdf [Accessed 24 Mar. 2016].
Solar energy was first used in the 7th century B.C, with the help of a glass converting the sun’s rays into fire (Stafford, B. 2016). Through the years, the technology was developing. In the 6th century A.D., sunrooms became popular. In 1767, a Swiss scientist created the first solar collector. Solar panels were developed through the years. Solar energy is very popular and it’s renewable, which means it will never run out. Solar energy works because of solar panels that trap solar energy through photovoltaic cells (Green Company Effect 2012). The trapped solar energy can be used as electricity and can power devices, cars and even homes. People came up with cool solar gadgets. One cool gadget is a solar powered backpack. The backpack looks like a normal backpack except it has a solar panel that traps the energy that can then charge devices like your phone, tablet, etc. When you are on the go and your device is out of charge, a solar backpack is perfect. It saves fossil fuels because all you need to charge it is the sun, which is renewable. Now that solar energy is so developed, people can create gadgets to make life easier.
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IN THE NEXT
20 YEARS
Class 7F Science
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THE WAY WE WILL BE GENERATING ENERGY IN 20 YEARS WILL BE...
Oleg
The way we generate energy in 20 years will be very different. I think soon people will understand that we are poisoning the world by generating electricity, so in future, we will have less polluting power plants, less of the stuff that will pollute our world and will have more wind turbines, solar panels, and more new and unique ways of getting electricity.
Sophie
The way we generate energy in 20 years will be pretty different. I think we still may use some fossil fuels for energy, but we will start using solar, wind, and more renewable energy more often, to help us to stop wasting non-renewable resources. If this happens, and if we cut using fossil fuels for energy, this could make our world a much environmentally better and safer place.
Maria
I think that the way that we are going to generate energy in 20 years is that there will still be the use of fossil fuels, but we would’ve invented and started to use many new and creative ways to make electricity. I’m sure that some places will be able to generate energy for themselves, for example, the dance club that has floors that generate energy for the whole place. I think that more people are going to start caring about our planet and use more renewable energy like solar panels and wind turbines. I think that we will start to lose and get over our past addiction to fossil fuels.
Alex
The way we generate energy in 20 years will be Solar Roadways. They can replace normal concrete and asphalt with an energy producing road that can hold up any road vehicle and is cheap and easy to fix. The machine that will be making the power for your house will be right outside where you drive. Why burn fossil fuels and pollute the environment when your roads can make environmentally friendly power?
Alisa
The way we generate energy in 20 years will be on bikes. We will all have electric bikes that will power our houses. The cars will run on sugar. The sugar can be changed into hydrogen to power your car. We can also power our cars on jellyfish. Our road will be made of solar panels. We will still have fossil fuels, but less so. Our future will be safe and green.
Vakaris
The way we generate energy in 20 years will be with a way we don’t know and haven’t figured out today. Some major types of electricity might include solar panels or hydrogen, and we still might be using some fossil fuels.
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
Liza L
The way we generate energy in 20 years will be a way we have in India already. Solar powered trains use the power of the sun to drive all the electrical devices inside the train and drive the train itself.
Emil
The way we generate energy in 20 years will be much, much different than today. In 20 years’ time, we will probably have many more alternative sources than what we have today. Since we’re running out of fossil fuels, we have to find alternative energy sources. We could be using current alternative energy sources such as solar panels and wind turbines, or we could invent new ways. One cool way that we might be able to power cars is sugar. Scientists at Virginia Tech have found a way to turn sugar into hydrogen. This can be used in a fuel cell to produce energy. Imagine in a couple years instead of putting gasoline into our gar gas tanks, we will use sugar instead. Also, they’re working on a battery which runs on sugar, which can power electronic gadgets such as computers, tablets, phones, etc. Billions of toxic batteries are being thrown away in the US alone, so this is a much cheaper, refillable and greener battery and energy source.
Olga
There will be lots of different ways to generate energy in 20 years time. We are running out of our fossil fuels and natural resources because we are wasting them to produce energy. Today there are many creative ways of generating energy, like renewable energy dance floor, solar roadways, free electric (bikes), etc. In 20 years, I think we will use something like sugar to fill the cars instead of petroleum, since Ukraine is not friends with Russia anymore, which was our main source to get the energy from.
Katya
The way we will generate energy in 20 years will hopefully be different from today. However, more people need to notice the issue of using fossil fuels.
Ivan
The way we generate energy in 20 years will be… Solar Roadways. They are roadways with solar panels, LED lights and many other features that will make driving safer for future generations. If all the roadways in the US would be changed to solar roadways, then the US would be producing three times the energy it is currently producing. Also solar roadways have LED lights that could be reconfigured, and since they light up in the dark it would be safer to drive. It also includes sensors and informs the driver if there is something on the road. The last feature is that the solar roadways have the heating that melts snow and makes it safer to drive. Therefore the solar roadways are a much safer and cooler way to drive, and you save money and make the world a cleaner place.
Melisa
The way we generate energy in 20 years will be by solar energy and wind power. I think this because it is already invented and is starting to be used in some areas of our world like the Netherlands and Belgium.
Gleb
The way we generate energy in 20 years will be by converting our body heat into energy. There is already a special chip that uses thermoelectric energy to charge mobile devices. In 20 years we will be able to improve this invention so it could charge bigger devices or even houses. This technology is renewable and doesn’t pollute the air. You will be able to make energy yourself.
Felix
The way we generate energy in 20 years will be very particular because there are very many scientists right now finding ways to make energy without burning fossil fuels, for example, solar roadways. Think of how many kilometers of road there are all over the world. Think of how many solar panels could be installed and how much energy it would make. Also for example, we will be making energy out of sugar and protein from jellyfish. The way we will create energy in the future will be very vast and creative.
Abdullah
The way we generate energy in 20 years will be different. We would not pollute the world, hopefully. We will not use coal and blow up mountains. We will just use other ways that will not destroy our world.
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S E CO N DA RY
GRADE 10
SKYPE INTERVIEW WITH ROXANNE RADPOUR
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
On Tuesday, 22nd March, the Grade 10 Science classes combined to participate in a Skype presentation and interview with Roxanne Radpour, a PhD candidate at the University of California Los Angeles (UCLA) as part of their unit on the Science of Perception. Ms. Radpour has Bachelor of Science and Masters of Science degrees in physics and her current research involves the use of noninvasive techniques for the examination of artwork.
by Brian K. Lamb Secondary Science Teacher
P
rior to the presentation and interview, our students had learnt about the electromagnetic spectrum (EM) and the properties and characteristics of the different frequency and wavelength regions of the spectrum. Ms. Radpour shared with our students how she uses EM radiation to examine artwork, and what can be learnt about the history and make up of the art by using different regions of the EM spectrum.
She showed students how these techniques allow researchers to see under layers of paintings, how they can learn what pigments were used, if repairs have been done to the work, and if the art is an original or a forgery. After the presentation, the students were able to interview Ms. Radpour and ask her questions regarding her background, her research, and about university science classes in general.
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HOME GRADE 11
Zina Volkova, HR teacher: I have been working at PSI since 1997. When I came, there were 80 students in the school, and our Middle School (Grades 6 to 10) included just 15 students. They stayed during each class in the same room (as in a village school), and were studying according to their grade level programme. The school was situated on the left bank of Kyiv and occupied a part of the first floor of the Teacher Training Institute and one small library room on the second floor.
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W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
ROOM S
tep by step, PSI got authorised for all three IB programmes: PYP, MYP, and DP. A lot of students grew in my eyes; they got IB Diplomas, joined the best universities and now all of them are successful in their life. The current Grade 11 students are continuing in the PSI DP tradition. They are open-minded and hard working students. They are trying to do the best in their studying in the school’s social life, and in CAS. They are a little bit cynical and critical as all young people of their age, but they all have soft hearts, and are ready to help each other and spend time together out of school. I love their good sense of humour. Grade 11 students are well motivated and I am confident they will successfully pass IB exams and will have a great future in front of them. Here’s what they have to say:
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Tamila Efendiieva
This is really the school we belong to. We sincerely love it, as it has become the second home for some of the students who have been studying here for more than 10 years. Daniil Mironov, Kateryna Klymets, Sofia Yushchenko and I have witnessed all the changes the school has enjoyed since its early years. They, like other students of our class, have a great chance to learn the IB programme that will make them qualified for entering prestigious colleges and universities. Next year will be very important in their lives as they will reach the crucial point at which they will have to make a decision about what direction to choose and what life to have. The education the students receive in PSI is very important, as it gives us a sustainable foundation and opens wide prospects for the future. We are proud of studying in this school and grateful to the teachers for the valuable contribution they have made and continue to make every day.
Kateryna Klymets
I remember it like it was yesterday: August 25, 2005. My very first day at school – a day filled with excitement, enthusiasm, photographs. I remember I was pristinely dressed in my favourite dress, with my little pink bag that was filled with different things ready for my first ever day in school. My mom was there with me, she walked me into the gates of the school and we found my classroom together. Even though I do not remember the details, my first impression was amazing. The class was very pleasant and welcoming, the teacher was very nice and I felt like it was home. PSI felt like home then and still feels like home today.
Daniil Mironov
Being in this school from ECU, I have experienced a lot of emotions and feelings that my fellow classmates had given me. Teachers were also always an important part of my school life; they have shaped me the way I am today; they have given me knowledge that will most certainly help me create a bright and successful future. My teachers have shared their precious and priceless wisdom with me, opening my eyes to the world as I see it today. Surely the school has changed a lot, and this certainly wouldn’t be possible without the collective contribution of the staff, students and their parents.
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Nadiya Gavrilenko
I came to PSI in 8th grade, back in 2012. It was the first year the school was renovated, so my first impression of the school was of the new big building that welcomed all of the students. Immediately, it was really different from the Ukrainian School that I used to go to, and different in a good way. The first class I remember attending was Science class. The new way of studying, which allowed the students not only to learn the information but also to be entertained and interact within each other a lot, made me happy that I moved to this school and not some other. Since then, fast-forward almost 4 years, and PSI has changed as well as changed me for the better. The atmosphere, the people and the environment inspire everyone to learn and strive to do better. It helps you set realistic goals for the future, not to doubt yourself, to become more organised and prepared for the adult life, and most important, to become a better human being.
Bhargavi Khandige
As I walked through the gates of PSI, there was a sense of warmth and acceptance surrounding me. I was greeted by polite teachers and friendly students, willing to show me around the campus. I remember being very nervous on my first day, I had all of my supplies ready: a notebook, my laptop, pens, pencils – everything you can imagine. Walking into homeroom made me feel welcome. Everyone was friendly to me and they were all showing me around the Secondary building and the classrooms. Although, I came from a different school with a non-IB background, I feel like I have adjusted well to this school, all thanks to the wonderful faculty and students of PSI. When I was in my first lesson, I understood quickly that students at PSI are determined pupils, aiming high in life. I feel privileged to be a PSI student; it will make me a better person in society, and the teachers and I will ensure that I obtain the highest and best possible grades for the betterment of my future and myself.
Sandra Chojnacka
I came to school in Grade 9, in 2013, and over these three years, the school has changed. I could see that every year, our community came together and changed even the smallest bits, to make sure that PSI develops constantly. In these three years, we were able to meet new people who came to our school as well as say goodbye to some friends who were leaving. The new opportunities for after school activities were created to develop our interests. We always have the best possibilities. Even this year, we were introduced to the new school rebuilding project. Our school improves in any way possible and we are able to see these changes every year. I imagine that PSI will improve greatly in the course of the next years. It will be even more modern and friendly than it is now. 45
by Simon Ferry Arts Head of Department
SECONDARY ARTS
S E CO N DA RY
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When the Secondary Arts team looks back at this year, we will probably breathe a sigh of relief! Our aim has been to raise the oncampus presence of the arts, to get students engaged, and to celebrate their talent. This year will see the arts team produce three significant musical theatre productions, two art exhibitions, the Battle of the Bands, and the first ever Kyiv interschool Shakespeare competition, not to mention numerous in-house performances and art showings. We hope that these opportunities give the students a chance to show what they are capable of.
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
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or this to happen it is important for students to feel that the environment is one where they are confident to express themselves. To have a place that supports their growth, development, failures and successes. PSI’s motto, A Place Where We Belong, is key to helping students understand that this is not just a place to learn facts and figures but to grow and develop as people. The productions and exhibitions thrust students into scenarios that challenge their abilities and push them beyond their boundaries. As we wrap up this 20th year at PSI, it is important to ask ourselves how we can continue to provide experiences that help our students to develop into the best people they can be.
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S E CO N DA RY
E CSE A 48
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
HIGH SCHOOL BASKETBALL 2016
This year, our High School boys and girls Basketball teams competed very strongly in the Kyiv School Sports League.
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he High School boys were coached by Mr. Santos and Mr. Burns Team members were Nikita Taratorin, Jens Liden, Shon Averbuch, Emil Efendiiev, Tigran Muradyan, Sam Sharpe, Daniel Josefson, Andras Kravcsenko, Yuri Spencer, Jakub Tombinski, and Aleksandar Paunic. The boy’s team made the playoffs and finished 4th overall with some very tough games in the playoff week.
The HIgh School Girls were coached by Mrs. Santos and Ms. Holzman. Team members were Sonja Ringger, Anna Waschuk, Sophia Lopukhin, Audrey MacDonald, Eszter Soos, Olesia Sheremeta, Christina Figlus, Clara Lemaire, Kateryna Bessarab, Sophia Yushchenko, Rachel MacDonald, and Emilia Tombinska. Our girls finished just outside the playoffs this season on goal difference and had a good year to develop some younger players who will be ready for next year. Thanks for the good effort, Panthers! This year was a developing year for high school basketball. Next year, we will hopefully benefit from the experience this year.
by Ric Floyd Athletics Director 49
S E CO N DA RY
MIDDLE SCHOOL BASKETBALL 2016
This year, we hosted the CEESA Middle School Boys Basketball Tournament in Kyiv, with PSI entering two teams against four visiting teams. The PSI Royals finished up with the 3rd place Trophy and our only CEESA trophy for Season 2.
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ur girl’s team had a tough learning tournament with many younger players who will be ready for next year at CEESA. We finished in 6th place. All four of our teams competed well in the Kyiv School Sports League and each team finished with a trophy for the season: Middle School Boys Division 1 - 2nd Place Middle School Boys Division 2 - 3rd Place Middle School Girls Division 1 - 2nd Place Middle School Girls Division 3 - 3rd Place
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Our boy’s teams were coached by Mr. Hausz and Mr. Santos/Mr. Dima Team members were Janis Mikits, Vakaris Kviklys, Felix Veaux, William Laitinen, Aistis Kviklys, Hugh Trappett, Andrew Spencer, Erik Vitek, Kirill Pavlov, Nermanja Paunic, Jinung Pak, Ivan Rybakov, Andreas Spanoudis, Isao Hayashi, Malcolm MacDonald, Abdullah Zafar, Conor Tobin Healy, Felix Huovinen, Vitaly Antonov, and Karol Tombinski.
Our girl’s teams were coached by Mr. Depooter and Ms. Sydoruk. Team members were Kateryna Ushmayeva, Karolina Gajda, Saga Liden, Anna Nikonova, Elyse Demkiw, Maria Cherep, Lara Arencibia Pender, Lison Veaux, Maia Laitinen, Emily Cairns, Olga Nikonova, Liza Lindholt, Maria Houdaifa, Michelle Zang, Lisen von Beckerath, Daria Figlus, Mariya Shevetovska, Sena Cinar, Alisa Krajenbrink, and Ekaterina Gorshunova.
by Ric Floyd Athletics Director 51
S E CO N DA RY
CEESA SWIMMING 2016
In the 20th Anniversary Year of PSI, our athletics program made history with the first ever PSI Panthers Swimming Team to attend the CEESA Tournament in Budapest, Hungary from 3rd - 6th May 2016.
The small team of six swimmers had an amazing experience, made a lot of new friends and swam for new personal best times during the various events,
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Day 1 Results
Day 2 Results
Ivan - Middle School Boys - 200m Freestyle 14th - 3.13.97 (beat personal best of 3.15.00)
Ivan - Middle School Boys - 100m Freestyle 25th - 1.25.03min (beat personal best of 1.42.43min) - 17 sec improvement
Lison - Middle School Girls - 50m Freestyle 24th - 38.49 sec (beat personal best of 43.37) Mariya Tereza - Middle School Girls - 50m 22nd - 38.24 sec (beat personal best of 38.77) Melissa - Middle School Girls - 50m Freestyle 34th - 40.73 sec Ivan - Middle School Boys - 50 m Freestyle 25th - 38.61 sec (beat personal best of 40.18) Connor - Middle School Boys - 50m Freestyle 27th - 40.10 sec David - High School Boys - 50m Freestyle 28th - 36.98sec - (beat personal best of 38.33sec) Melissa - Middle School Girls - 100m Backstroke 8th - 1.48.96 (beat personal best of 1.53.00) Mariya - Tereza - Middle School Girls - 50m breaststroke - 27th - 53.11sec (beat personal best of 55.21) Lison - Middle School Girls - 50m breaststroke 24th - 52.00sec (beat personal best of 56.25) David - High School Boys - 50m breaststroke 11th - 40.18sec (beat personal best of 42.40) Lison - Middle School Girls - 100m IM 23rd - 1.49.60 (beat personal best of 1.52.00)
Lison - Middle School Girls - 50m Butterfly 19th - 50.22sec (beat personal best of 50.45sec) Mariya Tereza - Middle School Girls - 100m Freestyle - 26th - 1.31.86min (beat personal best of 1.40.90min) Melissa - Middle School Girls - 100m Freestyle 33rd - 1.37.40 min (beat personal best of 1.46.78min) Ivan - Middle School Boys - 50 m Backstroke 9th - 43.49sec (beat personal best of 51.26sec) just outside the final by 2 seconds Connor - Middle School Boys - 50m Backstroke 16th - 52.43sec (beat personal best of 54.30sec) Connor - Middle School Boys - 100m Breaststroke 19th - 2.07.74min David - High School Boys - 100m Freestyle 23rd - 1.27.98min (beat personal best of 1.30.15min) Melissa - Middle School Girls - 50m Backstroke 18th - 48.42sec Mariya - Tereza - Middle School Girls - 100m Breaststroke - 25th - 2.02.10min David - High School Boys - 100m Breaststroke 7th - 1.34.01min (beat personal best of 1.40.29min) - JUST MISSED THE FINAL BY 1 PLACING
Our team members were coached by Mr. Floyd and Ms. Levyssohn-Silva. Team members were David Chernis (Team Captain), Ivan Plaxii, Connor Tobin Healy, Melissa Sayan, MaryiaTereza Khranovska and Lison Veaux. Eva Bertrand was also a swim team member who did not attend the competition.
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community
COMMUNITY
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PTA NEWS
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
PTA hosted a well attended Valentine’s bake sale on Friday, 12th February, to help fund PTA events. Thank you to all who baked, sold or bought! We managed to sell almost all cakes and raised a lot of money for upcoming PTA events.
PTA is working hard on the upcoming PSI Glittering Night on Saturday, 14th May. We have found a great location – DEC Place. The money raised will go to the IT Department and the library. And it will be yet another fun party for the PSI Community! There will be dancing, drinks, finger-foods and lots of fun. Furthermore, silent auctions will be held so you can bid on fantastic items. We have asked countries represented at school to donate country baskets for this auction. If you would like to contribute, please contact your country representative or Maria (ptasecretary@psi.kiev.ua) for more info. In addition, we will also have fantastic teacher promises to bid on. Just to name a few items, how about being principal for a day? A dinner party cooked and served by Mr. A? Or private piano lessons with Ms. Gretchen? Ticket sales will start Monday, 11th April!
The Parent Teacher association, the PTA, is here for you, 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!
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FINDING A ‘GOOD FIT’ UNIVERSITY
by Katie King Secondary Counsellor
This month, I am talking with Grade 11 students about university choices. As we begin this journey together, it is most helpful to keep the destination in mind. My goal for each of my students is to find the university where they will grow and thrive in all areas of their lives – a university that ‘fits’.
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niversity is not just about learning, networking, and finding a job, though those things are certainly important. This is the last period of time in most people’s lives when they will have the freedom to explore new ideas, try on new roles, and experience the world with few limitations. In order to make the most of it, it’s important for students to know what kinds of opportunities they are looking for and what they need personally and academically in order to best learn and become successful. This year, in order to help students discover what they are looking for in a university, we are starting with seven guiding questions.
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Why are you going to university? My first question usually gets some laughs in response, but it gets to the heart of this process. Why are you going? Parental expectations? Job training? To explore new ideas? This answer informs the process. How do I learn best? Students who thrive in group or hands-on learning environments will not do well in all-lecture or small tutorial style universities. If you have test anxiety, it’s better to choose a university that values multiple methods of assessment. How do I handle pressure? Some students thrive on challenge and competition, but others crumble at crunch time. If you know which one you are, you can choose a college or university with the right environment for you. How independent am I? If the answer is ‘VERY!’, schools that don’t provide on-campus housing and/or meal plans may be just the ticket. A large university with little oversight from professors or mentors may be appropriate choices for some, but most college freshmen (first years) need more guidance. What activities matter to me? Do you have a hobby that you want to continue? Be sure it is available at the universities you are considering. If you relax by swimming, for example, they should have a pool on campus or nearby that is open to all students at reasonable hours. How important is diversity? Think in general terms. Is there a wide variety of courses for you to choose from? Does your course allow for such exploration? Is there only one restaurant in town? How many students are international? How much can I afford? This is a hugely important question that should be considered BEFORE applications are sent. Parents, it is your job to understand the costs involved in university and to be open and honest with your child about what you can afford. Finances may influence everything from the country of the universities as well as the university list itself. Too many times, students come to me in the spring of Grade 12 asking about scholarships, but by then it is too late to apply in many cases. Have this conversation early, and be confident that there are quality universities and opportunities in every price range.. It’s my hope that by answering these questions, the students in Grade 11 will be able to focus on universities that fit their needs and lead them to the success they deserve. I encourage all parents to discuss these with your children as the topic arises and help them explore how to find a university that fits them when the time comes.
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COMMUNITY
CAS
REWARD: BEAMING SMILES KINDERGARTEN TEACHING CAS PROJECT
This year, the CAS Kindergarten Teaching Group has been working harder than ever. The Kindergarten has asked us to teach three classes; in the previous year, we only taught two. It was a challenge that the group gladly accepted.
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or those who are not familiar with our group, we go to the Ukrainian Kindergarten down the street from our school every Friday after school to teach the kids English. Our group is made up of both native Ukrainian and Russian speakers as well as non-native speakers. We all work together to create interesting activities that everyone can participate in.
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A few weeks ago, the Kindergarten Teaching group organised a get together of all three classes. We taught each of the classes different dance routines and they got to perform it in front of their school mates. It was a really interesting and unique experience for us to have such a large number of children in one room. Hopefully, they also had a great time coming together and watching each other. It’s always a pleasure to walk into the classroom and see the beaming smiles on the children’s faces. They greet us and yell out ‘English!’ with enjoyment
W R A P P I N G U P T H E 2 0 TH A N N I V E R S A R Y Y E A R .
as they rush to the carpet. Every week, we try to mix up how we teach the children so they are always invested and interested in the class. We try to dance, sing, colour, play different games that help them remember and understand words and even show them videos. We try to engage all of their senses as we want them to experience different ways of learning.
It has been an extremely rewarding experience, but it comes with its own set of challenges. We have to find ways to keep the children interested, meaning not spending too much time on one activity and finding captivating activities. You never know what mood the children might be in when you enter the room, but this has taught us to respect what teachers do and has challenged us as individuals. If this sounds like something you might be interested in, please don’t hesitate to reach out and contact me. It’ll definitely be a rewarding experience that you’ll be sure to remember.
by Karolina Jensen CAS Project Leader
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COMMUNITY
CAS
IRPIN HOSPITAL PROJECT
VISITS TO THOSE WHO DEFEND OUR SMILES Since the beginning of last year, the Irpin Hospital group has worked hard helping out the local community at the Irpin Military Rehabilitation Centre, a government hospital located an hour outside of Kyiv, where soldiers from the Anti Terrorist Operation Zone are treated. The hospital does not usually perform surgeries, and is primarily a rehabilitation facility – and as a result, it does not get enough of the much needed volunteer aid that is provided to the Kyiv city military hospital. by Christina Figlus Grade 12
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hile we have never had the numbers or the funds to provide substantial aid to the recovering soldiers at the hospital, they have nonetheless been very grateful for our donations. We’ve purchased and given dairy products, toiletries, hygiene products, and other necessities that are often lacking among the recovering soldiers at the hospital. The most challenging part of the project, both for native Russian/Ukrainian speakers and for non-native speakers, was spending time with the recovering
soldiers. Many of them come from different parts of Ukraine, and don’t have family that can visit with them, so they appreciate spending time with nonhospital personnel. Last week, we visited the hospital and brought the requested dairy products, as well as a special treat – Domino’s pizza! We handed out pizza slices throughout the first floor of the hospital, and asked if the soldiers had any stories they wanted to share with us, whether from their hometowns, from the front, or from the hospital. We spoke with a few about their experiences on the front, and are hoping to translate and share these stories with the rest of the PSI community in the near future. Although this project has been one of the most challenging things I have ever done (and I’m sure some of my group members feel similarly), it has also been extremely humbling and rewarding. If anyone wants to interact more with the Ukrainians who have been affected heavily by the conflict in the east, I highly recommend participating in a project like this one. You won’t regret it!
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CAUGHT IN THE CROSSFIRE
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by Ivanna Voronovych
Eglantyne Jebb, the founder of Save the Children foundation, once said ‘Every war is a war against children.’ The case is no different for the millions of children caught in the crossfire of the ongoing war in eastern Ukraine. These children and their families have had to endure irreplaceable losses, forever changing their lives. It is a harsh reality, but unfortunately many of these children will be growing up without their loved ones, because the war has stolen their families and this nation’s peace. Though worse for some than others, every individual living in Ukraine has suffered the consequences brought upon by war. The blame can be placed on many, but the children are the innocent victims suffering the greatest consequences.
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wo years ago, the organisation Children of the World to the Children of Ukraine was established by PSI students Ivanna Voronovych and Sophia Yushchenko and their parents, and the group eventually turned into one of the PSI CAS projects. Since we began we have grown, gaining new members to the group, which is now coordinated by Mr. Leo, and includes Joe, Jeanne, Nadya, Radoslaw, Michael, Jakub, and Yuriy. The project aims to seek out and aid those children and their families that are suffering the harshest consequences brought upon by the war against separatists in eastern Ukraine. The founders of this charity group initially built the organisation on the idea of ‘children helping other children’ no matter their nationality. Children are the future of this world, and only together can children build a better future and a better world. Leaving children to suffer the consequences of the war alone would be allowing the future of this world to be taken away. The organisation Children of the World to the Children of Ukraine has taken many approaches in the past to aid families affected by the war, including charity auctions and fundraisers; weekend activities; and food, hygiene, clothing and school supply donations to schools in eastern Ukraine as well as families impacted by the war. The biggest fundraiser held by the organisation in the Mystetskiy Arsenal was attended by thousands of individuals both Ukrainian and foreign. Though the fundraiser gathered lots of money to put towards the effort of aiding the suffering families, it didn’t bring the members of the organisation closer to the children caught in the crossfire. The small events organised mainly at the Manufactura complex outside of Kyiv has allowed us to get closer and bond with the children and their families. The overwhelming emotions brought by these experiences cannot be put into words, but all the organisation’s members have agreed that these experiences have allowed us to realise how fortunate we are to live in stable families, receive a high quality education, and live in peace. No child should have to endure the burdens of war and have their families and their futures stripped away. It should be the goal of every individual to aid these children when given the opportunity to save the future of this nation and the world.
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ALUMNI Interview by Emma Zelenina, Marketing and Admissions Manager
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Klymenko, Kateryna: Ukrainian, years at PSI 2012-2015, Grades at PSI: 7-9
What is your name and Nationality? Katya Klymenko, Ukrainian. How long had you been at PSI? I was at PSI for three and a half years. What is your best memory of the school? My best memories include International Day and drama performances such as ‘Breathe In, Breathe Out’ and ‘Maybe This Time’. Drama performances always brought the community together because with such a small community, almost everyone participates. Where are you now? I am in Buenos Aires, in an American international school, ASOCIACIÓN ESCUELAS LINCOLN. How did your PSI experience help you in your current path? PSI prepared me with the MYP for something I never thought I’d understand, which is the American system. Going into the Diploma Programme next year, I feel more prepared than any of my American schooled classmates for the challenge it will be.
What are your plans for the future? My plans probably include going to university for a degree in international relations. How does your PSI experience help you in your current path? If anything, the high-intensity 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. PSI is having its 20th anniversary year. What wish do you want to make for PSI ? I would like to wish the best for the new campus and the many new students that will join the community, because it was truly a privilege. It’s a place I would love my children to attend in decades.
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COMMUNITY
Libra Once again, March saw our annual Literacy Month at PSI. To link with the 20th Anniversary celebrations, we launched our 20/20 reading challenge. This year, students were asked to focus on different genres and formats of texts and to record their reading and reflection in a special PSI 20/20 reading challenge booklet. Students were asked to read for twenty minutes, twenty times throughout the month of March.
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by Pam York and Polina Spenceer, PSI Librarians
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e were pleased to welcome our visiting performing duo, Poetry Alive! They worked with students from EC to Grade 9 as well as running a teacher workshop and presentations that parents attended. They brought to life many well known and popular poems on stage with follow up sessions introducing more in depth exploration of text analysis, performance skills and staging. We were also very fortunate to have Bogdana Bondar, a well known Ukrainian children’s book illustrator, come and work with Primary School students creating watercolour illustrations. This year saw a record number of entries for both the Primary and Secondary writing competitions. Students from Kindergarten to Grade 12 submitted poetry, prose and analytical writing and the winners were selected by a panel of judges made up of both staff and students. The winners were announced during school assemblies. All entries will be published in our annual school literary magazine Ink Stains. Congratulations to all participants!
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P E C H E R S K S C H O O L I N T E R N AT I O N A L K Y I V
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M AY 2 0 1 6 6.30 PM RADISSON BLUE HOTEL
AGM P S I 2 0 TH A N N I V E R S A R Y A N N U A L G E N E R A L M E E T I N G C E L E B R AT I O N
The story of a successful school year: Short reports, board election announcement, celebration videos, photo display
Canapes, wine and community networking RSVP to Masha at mashav@psi.kiev.ua by 17 May 2016