PSI Life Winter Issue 2015

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

PECHERSK SCHOOL INTERNATIONAL

WINTER 2015

PSI LIFE

PSI HAS ATTITUDE 1

PRIMARY

PSI LIFE QUARTERLY MAGAZINE

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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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GRADE 2: SETTING THE STAGE FOR LEARNING

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LIVING EXPLORERS

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EAL - PRIMARY

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PYP ATTITUDES DURING RUSSIAN FOR NATIVE SPEAKERS LESSONS

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FROM THE SECONDARY PRINCIPAL

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THE LEARNER PROFILE IN ACTION AT PSI IN THE DIPLOMA PROGRAMME

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PERSONAL PROJECT

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MAKING SENSE OF SOCIETY

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EAL’S GOT ATTITUDE

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PLAYING WITH ATTITUDE

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PHYSICAL EDUCATION ACROSS MYP AND PYP AT PSI

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CEESA

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PTA NEWS

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COUNSELLOR’S CORNER ATTITUDES FOR SUCCESS

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COMMUNICATING HEART TO HEART: CAS SUPPORT OF THE ORPHANAGE

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THE LIBRARY HAS ATTITUDE

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PECHERSK SCHOOL INTERNATIONAL TURNS TWENTY

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GREETINGS FROM THE PAST

CHIEF EDITOR – EMMA ZELENINA EMMAZ@PSI.KIEV.UA

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

LAYOUT DESIGN - MAX MART PRINTED BY: “UKRDRUK” PUBLISHING COMPANY

SECONDARY

WWW.PSI.KIEV.UA

PSI Life is published quarterly by Marketing and Communications Department of Pechersk School International, Kyiv for the school.

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

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PSI LINKEDIN PAGE

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COMUNITY

students, alumni, parents, and friends of

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

DEAR PSI COMMUNITY:

By Emma Zelenina, Marketing and Admissions Manager

As we head into the holiday season, there’s a lot of talk about the need for ‘peace on earth and good will towards men.’ It’s a tall order at a time in the world when there seems to be so much conflict and danger.

What gives us hope here at PSI is the work we do with our students every day. As an IB World School, we are committed to the spirit of internationalism, the Learner Profile and the IB attitudes that are embedded in the three IB programmes.

You’ll see what I mean when you look through the pages of this issue of PSI Life. Our theme for this quarter is ‘PSI has attitude.’ The articles you’ll read will demonstrate that. Our teachers work daily to reinforce the attitudes that are so important to our school’s ethos – compassion, integrity, respect and tolerance.

We see our students as the best hope for a bright future and we hope that the education that they receive at PSI is part of that. As they learn to work together cooperatively, as they develop their own enthusiasms and passions, and as they grow in their understanding of the positive impact that they can make on the world, we are all a bit more hopeful that ‘peace on earth’ may still be within our grasp.

Happy holidays!

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DEAR PARENTS, STUDENTS AND PSI COMMUNITY MEMBERS: Kind Regards, John Burns Director Pechersk School International, Kyiv, Ukraine

WHY THE INTERNATIONAL BACCALAUREATE More than 4,000 international and national schools have chosen to teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development.

Those schools cater to over one million students worldwide. Students at International Baccalaureate® (IB) World Schools are given a unique education. They will: be encouraged to think independently and drive their own learning become more culturally aware, through the development of a second language be able to engage with people in an increasingly globalised, rapidly changing world. take part in programmes of education that can lead them to some of the highest ranking universities around the world

IB PROGRAMMES — SPECIFIC PARENT INFORMATION What are the PYP and MYP, DP? How can I support my child’s transition between programmes and / or schools? What educational research supports the development of these programmes? To help answer these and more parent questions, the IB has published a web page for parents. Click on the link to take you to the parent site. http://goo.gl/8kfVZT 4

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HIGH PERFORMING STUDENTS http://goo.gl/PZkllL

IB World School students develop strong academic, social and emotional characteristics. IB students are also likely to perform well academically against world testing standards. Research shows that students in the IB Primary Years Programme (PYP) and Middle Years Programme (MYP) performed better than non-IB students in a global International Schools’ Assessment study that ran from 2009-2011.

Further research indicates that Diploma Programme (DP) graduates complete college faster than their peers, feel more prepared for college-level coursework involving research, and are better able to cope with demanding workloads and time-management challenges.

Please feel free to read more IB research and learn more about each of the programmes of education.

http://goo.gl/ce3dSI

MORE THAN JUST ACADEMICS

Curriculum is much more than subject content and knowledge. The IB also focuses on understanding and gaining new skills. Perhaps most importantly, it encourages the development of ‘attitudes’ that we would expect to see in our PSI students, staffs and school community. As you read through this issue of PSI Life, you’ll see what I mean!

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PSI BOARD PROJECT REPORT BUILDING PHASE 2 Robert Farrell PSI Board Chairperson

Phase 2 of the building project has been a long time in the making. Work on planning this extension began back in 2009 with a site concept study. The project has gone through quite a number of changes since then, but finally in 2016 we should enter the final stage: Building!

Tender Document complete and tender process starts Architectural Drawings and Tender Plans complete

DEC

Board reaches a final decision on project and selects a contractor

Tender process closes

JAN

FEB

MAR

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s we approach the middle of our 20th anniversary year, the board’s work around the Phase 2 building project is intensifying. As you may know, in September we voted to include a 25m, 4-lane swimming pool under the gym, which of course, has added a bit to the complexity of the design. However, the board felt that we couldn’t miss this opportunity to make the PSI campus better for future generations of students. The additional architectural work has added a few weeks to the design phase, but we are still planning to start the construction on schedule, at the end of this school year. These are some of the planned milestones:

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P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

Pre-Construction preparation and logistics work starts

Contract signed

APR

Building work commences

MAY

The board, and in particular the Facilities and Building Committee, will need to make some very important decisions in the coming months.

Thankfully, we have done a lot of work in advance and have a clear set of key decision criteria already defined. These will help us to make the right choices in a timely fashion.

Running a fifteen-month project of this scale on a campus of our size will need a great deal of cooperation between all the members of the PSI community, including our neighbours. We feel it’s important that the entire school community has a clear understanding of the work being undertaken. This is why we are preparing some very comprehensive information on various aspects of

JUN

the project, which will be made freely available over the coming weeks and months.

The board and the management of the school are very excited about starting to build the new wing, which will be of tremendous benefit to PSI as we go into our next twenty years. Judging from the resoundingly positive feedback we have had so far, our enthusiasm is widely shared. To help maintain that enthusiasm, you will see regular updates as the project progresses.

Finally, on behalf of the entire board of governors, I would like to wish you all happy holidays and a happy New Year.

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PARENT PACK PARENT PACK Frequently asked questions about the Middle Years Programme Frequently asked questions about the Middle Years Programme What is the Middle Years Programme?

What is the Middle Years Programme?

The Middle Years Programme (MYP) is a curriculum framework designed for learners aged 11–16 by the The Middle Years Programme (MYP) is a curriculum International Baccalaureate (IB). The MYP is a five-year framework designed for learners aged 11–16 by the programme, which can be implemented in a partnerInternational Baccalaureate (IB). The MYP is a five-year ship between schools or in abbreviated two-, three- or programme, which can be implemented in a partnerfour-year formats. ship between schools or in abbreviated two-, three- or four-year formats.

In an MYP classroom, you’ll notice that the students are at the centre of learning. They are drawing connections In an MYP classroom, you’ll notice that the students are between all subject areas, learning is explicitly linked to at the centre of learning. They are drawing connections the world around them, participation in a foreign lanbetween all subject areas, learning is explicitly linked to guage is required, and a variety of formal and informal the world around them, participation in a foreign lanassessments are used to inform teaching and learning. guage is required, and a variety of formal and informal MYP learning experiences infuse global points of view assessments are used to inform teaching and learning. wherever possible in order to promote understanding MYP learning experiences infuse global points of view of other cultures, an awareness of the human condition wherever possible in order to promote understanding and an understanding that there is a commonality of of other cultures, an awareness of the human condition human experience. and an understanding that there is a commonality of human experience.

The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education The MYP curriculum framework comprises eight subfor early adolescents. Students take the core courses ject groups, providing a broad and balanced education of language and literature, individuals and societies, for early adolescents. Students take the core courses mathematics, sciences, physical and health education, of language and literature, individuals and societies, language acquisition, arts, and design. A unique feamathematics, sciences, physical and health education, ture of the programme is that it extends the traditional language acquisition, arts, and design. A unique feacurriculum to include immersion in four themes— ture of the programme is that it extends the traditional approaches to teaching and approaches to learning, curriculum to include immersion in four themes— global contexts and concepts. Students also complete approaches to teaching and approaches to learning, a personal project, which is an independent piece of global contexts and concepts. Students also complete work that may be an essay, an artistic production a personal project, which is an independent piece of or another form of expression. work that may be an essay, an artistic production or another form of expression.

What are the advantages of an IB education?

What are the advantages of an IB

education?

• IB World Schools (the only schools authorized to offer IB programmes) are subject to a strict accred• IB World Schools (the only schools authorized to itation process monitored by the IB, ensuring that offer IB programmes) are subject to a strict accredschools provide a high-quality education. itation process monitored by the IB, ensuring that • IB teaching methods and curriculums are reschools provide a high-quality education. search-based and draw from the best educational • IB teaching methods and curriculums are repractices from systems around the world. search-based and draw from the best educational • IB teachers are required to participate in many propractices from systems around the world. fessional development opportunities to continually • IB teachers are required to participate in many propromote their awareness of current educational fessional development opportunities to continually practices and new thinking. promote their awareness of current educational • IB programmes are recognized internationally and practices and new thinking. ease the educational transition of mobile students • IB programmes are recognized internationally and so that their education is not adversely affected if ease the educational transition of mobile students their families relocate. so that their education is not adversely affected if their families relocate.

ibo.org ibo.org 8

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

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Primary SCHOOL PRIMARY

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P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

FROM THE PRIMARY PRINCIPAL

By Tatz Lopukhin, Primary Principal

I find the quote by Charles Swindoll (page 12) very strong because it parallels what I feel is so true. In essence, Attitude is Everything, and the IB agrees. The Primary Years Programme (PYP) strives to develop lifelong learners whose learning relates to the outside world and to develop students who have an international understanding of the world. As a result, the programme places an emphasis on the attitudes that foster such a person.

T

here are 12 attitudes the PYP focuses on. Over the course of a year, each grade focuses on several attitudes, trying to find some that lend themselves to each unit of inquiry. While each student might not have an in depth study of each attitude in one year, over the course of several years they develop a broad understanding. Most importantly, by being aware of all the attitudes, the common language we develop assists us in resolving conflicts and working cooperatively.

Attitudes are an overt part of our school life so that we can encourage our students to internalise them. While learning concepts, skills and gaining knowledge are important to education, it is not enough. As a PYP school, we believe that to be an internationally educated person, our students must focus on the development of positive attitudes towards people, the environment and learning.

ON THE NEXT PAGE

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PRIMARY

The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. The remarkable thing is we have a choice every day regarding 12

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

the attitude we will embrace for that day.

We cannot change our past we cannot change the fact that people will act a certain way.

We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% how I react to it.

Charles Swindoll 13

PRIMARY

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GRADE 2: SETTING THE STAGE FOR LEARNING

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

The first two units of inquiry in Grade 2 have truly set the tone for the year. Our first unit, How We Organise Ourselves, was a phenomenal way to start the year. The students truly learnt and put into practice how to organise their classroom and learning environment.

N

ot every idea proved successful at first, so reflection became very important to make better choices as the unit progressed and we inquired more deeply into the reasons behind why we organise ourselves.

Background experience, knowledge, trial and error, and much thought went into the organisation of our classrooms. The students organised the tables, classroom library, jobs, and where things went on the classroom wall. It was interesting to see how the two classes came to similar conclusions about what made a good learning environment, but how different the journey of inquiry was for each student. As a result, the students feel a real ownership of their learning environment and know that it can have an effect on their learning.

During our second unit of inquiry, Who We Are, we

inquired into how choices had consequences and how we can make balanced choices to have a better lifestyle. We saw that sometimes a choice could have no obvious consequence, a good consequence, or a bad consequence. Personal reflection was integral to this unit of inquiry. We saw that choices usually were associated with feelings. When we made good choices, we felt pretty good about ourselves. Quite often our choices affected others when we did not intend for this to happen. We also realised that every day, we make many choices from what we eat and how we dress to what we say, how we act, and when we smile. Every day is a new opportunity to make lots of choices and to reflect in order to make better choices. We also learnt that a variety of choices is good for us and can help us to lead a healthy lifestyle. Students picked an area in which we make choices and researched with other students about how to make balanced choices around time management, activities, food, relaxation, and making friends. Their research was presented at a morning assembly to help others understand the importance of balanced choices in their lives, as well as offering things to consider when making those choices.

Now we are in the midst of inquiring into Where We Are in Place and Time, and we are exploring the journeys of human migration. We find the skills, knowledge, experience, and use of inquiry from our other units have given us a base from which we continue to grow and learn to be better inquirers and learners, as well as more knowledgeable and better people.

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Livin Explo

PRIMARY

By Jane Harrison and Rodger Armistead.

G4 Class Teachers

Commitment, confidence, enthusiasm and creativity are all Primary Years Programme (PYP) attitudes. We saw all of these in our Unit of Inquiry revolving around exploration - the reasons for it, and the effect on the world at that time and in the future. The unit had the Key Concepts of ‘causation’ and ‘change’. As the final project for the unit on Monday, 9th November, Grade 4 held its ‘Living Museum’.

The students researched, prepared their talk and made their posters; some even dressed up and had props, so they could ‘be’ their explorer for an afternoon.

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As well as learning about maps and mapping, and how the early explorers relied on these, or even were the first to create them, the students also investigated little known explorers. A lot of the students researched explorers from their home countries. To begin the unit, students posted their initial findings on Edmodo – our Grade 4 communication network.

The students then spent two weeks researching from books, websites and other media sources, using the information literacy process to gather and record the information. They identified key words, learning how to take notes and then record the main ideas of a piece of non-fiction text.

Next, the students created a short speech.

Many of them learnt their text off by heart, or they had cue cards to help them deliver their speech.

They delivered these speeches confidently to Grade 3, Grade 5, Kindergarten and, of course, their parents during their Living Museum day.

Finally, Grade 4 was lucky enough to have a Skype interview with Maxime Chaya, the celebrated Lebanese explorer, whom one of the student’s had researched. The interview involved creating openended questions to ask Maxime, after the students had studied a little about his life and explorations.

We are proud of the commitment and enthusiasm for their research as shown by the wonderful written projects that the students also created. There’s no question that Grade 4 has the IB attitude!

ng orers ~

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PRIMARY

EFFECTIVE COMMUN STEM COOP

by Kimberly Shannon Primary EAL Teacher

A learner’s oral language development provides the foundation for all other language and literacy skills.

Vocabulary and language abilities control the way we are able to think about things.

O

ur abilities to think and inquire are also tied closely to oral language. Effective communication is a two-way process, where each person takes responsibility for his/her own part. When learners communicate effectively, it helps them feel more comfortable in talking about important information, sharing concerns or asking for help. Over the past few months our,

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oral language lessons in Primary English as an Additional Language (EAL) classes have focused on using encouraging words, filtering out negative statements, and using positive responses when working with a partner.

To promote effective communication and build vocabulary usage, learners in grades three, four, and five are working collaboratively on Science,

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

VE UNICATION MS FROM PERATION Technology, Engineering, and Math (STEM) activities. Through these tasks, learners solve problems and inquire into the field of science while communicating their thinking in English. Beginning with simple tools, students work together to build structures such as bridges, towers, and platforms.

With each new STEM activity, resources change and designs become more elaborate as the students

increase their ability to communicate. When learners demonstrate effective communication within their partnerships, they can receive additional materials for their building project. These hands-on activities give students the opportunity to connect inquiry and the IB attitude of cooperation into their work of building oral language.

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PYP ATTITUDES

DURING RUSSIAN FOR NATIVE SPEAKERS LESSONS

PRIMARY

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The IB Primary Years Programme (PYP) Attitudes are a vital focus in the development of positive attitudes towards people, the environment, and learning. These are the day to day attitudes we use at PSI: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance. These Attitudes are meant to be an explicit part of daily learning, modelled by both students and staff. Students also reflect on the attitudes during learning experiences and assessments. These attitudes become second nature for children.

by Nataliia Sosunova Teacher of Russian for Native Speakers

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Grade 3 students demonstrate cooperation and creativity while predicting what the story is about based on the images, proving their point of view and listening to each other respectfully. Students need to figure out who the characters are and what the problem is (or what the plot is about). They also had to include a beginning and a conclusion. After that, their task was to write their stories down and present them in Russian to their language group.

Grade 2 student demonstrates commitment while working hard creating Russian words out of the letters he has won in a language game. His goal was to come up with as many words as he could and use them later to create sentences or a short story.

Grade 1 students demonstrate independence by working on their active vocabulary list and choosing the words from their reading logs that were misspelled. Students write these words correctly in their spelling lists to use for their future oral and written experiences.

Grade 4 students demonstrate curiosity while participating in the quiz competition ‘Ukraine Now and Then’. Students chose the correct answers to the questions about Ukrainian history, culture, and traditions, discussed the results and shared additional information based on their previous knowledge.

Grade 5 students demonstrate empathy while reading a famous Russian fairy-tale ‘Цветик-Семицветик’ imagining themselves in another’s situation in order to understand his or her reasoning and emotions.

Students discussed the issues that the main character faced, and shared their ideas on key questions: What makes a good wish? What good can one do using the magical power that the character had? Students also created their own flowers of sensible wishes.

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Secondary SCHOOL

S E CO N DA RY

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P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

FROM THE SECONDARY PRINCIPAL

A lot of parents choose IB programmes because of their academic rigour and their reputation for helping students get into good universities. But the real strength of the IB goes well beyond that. In addition to mathematics and languages, science and economics, the IB programmes help students develop the skills and attitudes they need to be successful in any context - in school, at work, and in life.

by Patricia Puia Secondary Principal

W

e see that every day at PSI Secondary School. Students think they’re learning to solve complex maths problems, but they’re also learning about persistence and critical thinking.

They think they’re working on developing their writing skills, but they’re also developing their creativity and imagination. They think they’re creating posters or presentations for Individuals and Societies, but they’re really also learning about cooperation and teamwork.

It happens everywhere in our programme, as you’ll see in this issue. In athletics and academics, in our Extra-Curricular Programmes (ECAs) and through CAS, students learn about empathy and respect, problem-solving and confidence.

Above all, we hope, they are learning to be enthusiastic lifelong learners, who will carry the knowledge, skills and attitudes they learn at PSI into the wider world. As we head into a holiday season, that seems like the best gift that we could give them.

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THE LEARNER PROFILE IN ACTION AT PSI IN THE

DIPLOMA

PROGRAMME

The school year is in full swing and the IB Diploma students are hard at work, learning their subjects and preparing for the final exams whether it be this coming May for the Grade 12 class, or the following May for the Grade 11 class. While the Grade 11s are still getting oriented to the rigours of the Diploma Programme (DP), for the Grade 12s, the ‘light at the end of the tunnel’ is just 6 months away. They have been very busy since the start of the year, applying to universities, writing their Extended Essays, completing their Internal Assessments in their courses, fulfilling their Creativity, Action and Service (CAS) requirements and preparing Theory of Knowledge (TOK) presentations and essays.

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Evident in their learning, the students in both classes have been models of the IB Learner Profile attributes. The IB Learner Profile is a central tenet of the entire International Baccalaureate which drives all teaching and learning within the programme.

The IB Learner Profile asks students to be inquirers, knowledgeable, thinkers, communicators, principled, open‑minded, caring, risk‑takers, balanced and reflective. These attributes are built into the teaching of each subject and are explicitly addressed throughout the entire twoyear programme. PSI students graduate with the skills to be thinkers, and reflective. They are taught to be principled, caring and open-minded and are encouraged to be risk takers. Balance is evident with our students through their participation in academic, athletic, cultural and philanthropic activities. An important part of educating students and learning how to be lifelong learners is the ability to reflect. With these attributes fully integrated into student learning, the graduates enter the world as well-rounded individuals who are ready to be part of an ever more connected world.

by Scott Depooter DP Coordinator

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PERSONAL PROJECT

S E CO N DA RY

By Katy Hourston, Personal Project Coordinator 26

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In their final year of the IB Middle Years Programme, Grade 10 students are challenged to demonstrate the skills they have developed throughout the programme by designing and completing a project of inquiry based on their own personal interests and passions.

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n their final year of the IB Middle Years Programme, Grade 10 students are challenged to demonstrate the skills they have developed throughout the programme by designing and completing a project of inquiry based on their own personal interests and passions.

The Personal Project is a body of work completed throughout Grade 10.

Students go through four stages of inquiry: Investigating, Planning, Taking Action and Reflecting. Essentially another MYP ‘subject’, students must pass the Personal Project in order to obtain an MYP certificate.

In the Personal Project, students produce three different products. In their Process Journal, students document the whole process, and organise the progress and development of their Project. The product or outcome of the Project demonstrates their new understanding or the result of their inquiry.

This can be a physical creation (such as a musical instrument or artwork), an event (such as a gala or fashion show) or even the demonstration of a new understanding (such as a new language or skill). Finally, students produce a 3500 word report which reflects on the whole process and their learning.

In Grade 10 this year, students are well into the process already, and are currently working on their products. We have many exciting topics and interesting inquiries, including an understanding of fear, the engineering behind a skyscraper, the benefits of veganism and the history of fashion.

At the end of the process, students will have the opportunity to showcase their products and share their experiences with the PSI Community in the Personal Project Exhibition, usually held in April. We look forward to seeing you there!

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By Wayne Mockett, Fiona Aris, and Grade 10 students

MAKING SENSE OF SOCIETY It is a complex world in 2015. We try to provide the tools for students to manage this complexity and hopefully find some balance. We do not duck difficult subjects but neither do we seek them out.

Individuals and Societies (IAS) is a great subject for reflecting the IB attitudes. For example, we were able to emphasise so many of the attributes in the work we did to prepare the students for their Fall Trips. Grade 9 visited Berlin and Grade 10 went to Krakow and visited Auschwitz. There is no doubt that the work on the Berlin Wall increased the students’ appreciation of what that meant to the 28

city now and in the past. This was even more true with the trip to Auschwitz. The students all came back saying that it changed their perspective in some way and their lives would never be the same.

We are certain that the work we did before their trip contributed to the experience, giving them perspective on many of the core IB attributes.

Here is what some of the students from Grade 10 had to say, now that they have had time to reflect: I got the sense of tolerance and appreciation…I had to remind myself to appreciate being able to write, observe, wear warm clothes, and feel safe…

Throughout our trip we learnt that one of the things that helps people overcome a tragedy such as the Holocaust is cooperation. Cooperating, staying together, and protecting your community saved

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a lot of lives during WW2. Families fought to stay together and people cooperated to escape…

During the Fall Trip we visited many museums and places where horrible tragedies happened.

We were able to learn about these places in detail and pay our respect to the people who died and to the survivors. We were able to stand in the same places, and thus respect was a great aspect of the Fall Trip… In Auschwitz, many people showed empathy to the people who died there. People were crying, because they could feel how it could have been to be stuck inside a camp, and have the hope to not get killed today.

Every year we go on Fall Trips to explore new cultures, to have a stronger connection towards the units being taught in school, and so on. Mostly the countries that we have visited aren’t native to any of us, yet when we go to these locations, we respect their people, culture and beliefs. We learn to accept the ‘different’ in this world. This year it was based on the emotional topic of the Holocaust.

This is a very sensitive issue, and we needed to respect the places we were at, the people we saw and the information that was provided to us…

Some people were very emotional about it, and a lot of people attempted to comfort them so that they felt better.

On this Fall Trip, after visiting Auschwitz, I didn’t feel like talking to anyone. I wasn’t open to tell my emotions or to explain how I felt about what was going on. I felt very independent and I did things for myself and expressed things for myself.

This was a serious and tough topic and we had to show respect all the time. This includes

respecting ourselves and respecting each other…

Auschwitz was preserved because it is incredibly valuable because it emphasises the general idea of genocide and its consequences.

At the same time we had to be empathetic and able to understand and express the same feelings as the victims of the Holocaust. This is important because the more empathy we have, the greater understanding we have of the mass murder and all the terrible living and working conditions that the imprisoned Jews had to go through.

Every year we go on Fall Trips to explore new cultures...

To go to Auschwitz, to walk through the buildings and see the left belongings and the hairyou need to have an appreciation for it all in order to stomach it and fully understand… The site where one million people died is a huge deal. One does not go to a similar place often, nor should they have to, as the Holocaust is a dark stain on human history… Part of the reason we learnt so much about Auschwitz was so that we could come to appreciate the massive impact it had on the world, to be able to carry this knowledge with us so that something similar does not happen again.

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EAL’S ATTIT BUILDING CONFIDENCE AND INDEPENDENCE

Students who are new to PSI and sometimes new to Ukraine usually pass through the English as an Additional Language (EAL) programme, which helps students to improve their English and to bring it up to the level of instruction at PSI.

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by Jane Ellys Secondary EAL Head of Department

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earning English at PSI is not only a question of grammar, vocabulary and pronunciation; it is also learning to become confident and comfortable using English in all areas of school. This can be a daunting task for anyone, and new students to PSI have many obstacles in front of them. They not only are being taught in a new language in every subject, they are also coming to a new school, facing the task of making new friends, starting in a different educational system (in this case the International Baccalaureate), and overcoming the culture shock of a new school or country. These are challenges

that even the most savvy and experienced adult might find intimidating.

Our goal in the EAL department, besides helping students to learn and speak English, is to help them improve their English for all academic classes and to help them adapt to their new school and the changes they are going through.

The EAL teachers work with students, parents and teachers. We support EAL students in their different classes, helping them navigate the Middle Years Programme, while also helping them to learn the essentials about the course content.

EAL teachers work closely with classroom teachers

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S GOT TUDE: to assist them in understanding the EAL students’ levels of English and styles of learning. Through learning activities in EAL, students acquire the oral communication skills that are necessary for social interaction as well as the literacy skills required for academic success.

This process can take several years to work through. At the end of their time in English Language Acquisition and English as an Academic Language, we expect students to be confident in their language skills and to be independent learners.

We only exit them from the programme if they can complete all tasks in their classes using the English they have learnt as independent learners and can take responsibility for their learning.

After students exit from the EAL programme,

they are independent and confident, showing excellent English language skills. Teachers often note that former EAL students are well prepared for the challenges of the educational programmes they follow.

It is necessary to mention that while improving their English skills, students should not stop using and studying their mother tongue. Having strong language skills in our own language helps us to learn other languages more easily. Included in the many benefits to being bi/multilingual are increased linguistic and creative abilities, longer attention spans, and better abilities to block out distractions. Bi/multilingual people also exhibit heightened social skills.

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by Simon Ferry Arts Head of Department

PLAYING WITH ATTITUDE

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The performing arts are thriving here at PSI. Besides the continued activities in the arts classes, the high school production after several months of rehearsal revealed to the community a piece of unusual sensitivity. John Lennon & Me by Cherie Bennett is a brave work that deals with some very serious issues. The main protagonist is Stella Grubner - self named ‘Star’ - who has hopes and dreams like any other teenager. There’s just one problem: she will never see them realised. Star has cystic fibrosis. In this play, we see how Star and those around her deal with the concept of a fatal disease. Surprisingly funny and with lots of real laughs, it’s a play that our students explored with great integrity.

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uring the production, all the arts disciplines were making their mark. The visual arts students made an important statement through exhibiting their work during the performance. By showing their pieces, they exhibited more than works of art. They expressed courage, creativity, and conviction. The artistic process is a means of expressing our true selves and it takes ‘attitude’ to achieve this well.

In fact, if there is one thing the arts embody, it’s attitude. It is important for the growth of any individual to have experiences that provide them with challenges and allow them to test how they operate in the world. In the arts, we embrace these attitudes every day and this production is no exception. To tackle a play such as this, the students need to act with integrity and empathy in

In fact, if there is one thing the arts embody, it’s attitude a situation that is challenging for those involved.

They must ask themselves what it really would be like to be in that position and empathise with the thoughts and feelings of the characters. They must have the confidence to present a difficult story full of heightened emotions and be true to those feelings. It is a tall order for students who are still forming their own thoughts about the world, but the arts students at PSI are continuing to show their incredible dedication to a subject that goes beyond the classroom. They understand that their actions can really impact the lives of those around them, even if it is for only a brief moment.

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PHYSICAL EDUCATION ACROSS MYP AND PYP AT PSI

The PE lessons have been very busy in the second quarter with many different types of units across the Middle Years Programme (MYP) and the Primary Years Programme (PYP).

by Ric Floyd Athletics Director

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MYP students have just completed the Aesthetic Movements Unit with a strong focus on Criteria B: Planning for Performance. The Grade 6 classes were introduced to jump rope and performed a routine with music and skipping tricks. Grade 7 students were involved in a gymnastics unit with a

professional instructor assisting the students, who planned and performed eight gymnastic elements in a routine. Grade 8 classes focused on dance.

They were given the start of a dance routine and then had to plan in groups to complete the routine with their own moves. Grade 9 classes worked on yoga and fitness skills circuits. Each student had to plan and perform a routine choosing one of the above and video record it. Grade 10 students participated in martial arts and aerobics workouts.

The students had to plan and perform a 15 to 20 minute routine with their peers.

Basketball units have now started for all of the MYP classes and they are working on Criteria C: Applying and Performing. Each grade level also has a different set of skills to work on as well. Grade 6 is planning a training program for basketball, Grade

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7 is learning to referee games. Grade 8 is choosing a famous player and reporting on his/her life story, Grade 9 students will analyse their peers playing the game in offense and defensive set plays, and Grade 10 is organising and conducting a basketball tournament.

In PYP we have finished a very successful first semester. Students were engaged in four different units. In our unit on Health-Related Fitness, we were giving the children the opportunity to identify and recognise the elements and the benefits of a healthy lifestyle.

Students were also participating in fitness tests and received feedback on cardio-respiratory endurance, muscular strength, agility, balance and flexibility.

In our second unit, Invasion Games, we explored the concepts of communication, attack,

defence and teamwork through games of football and basketball.

In Gymnastics, students planned, practiced and created short movement sequences using identified gymnastics movements. Stay tuned, as gymnastics video footage will be available to view in our student-led conferences!

After the December break, the MYP students will take part in two units - International/Cultural Games and Sports and then a unit on Volleyball to help them prepare for CEESA Season 3.

In PYP, we have now begun a new unit called Net Games, where students will learn fundamental skills and basic tactics in badminton and volleyball.

As you can see, the Physical and Health Education programme is actively engaged in keeping our students active and engaged!

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E CSE A 36

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CROSS COUNTRY 2015

This was the return of PSI Hosting CEESA Tournaments and we started with the Cross Country with 18 schools and 185 competitors for both MS and HS. The event was conducted on November 13th and 14th with teams arriving on Thursday 12th and departing on Sunday 15th.

by Ric Floyd Athletics Director

This event was co hosted by KIS who are a part of the CEESA Red Division, but this event was a Black Division event which is a combination of all 3 divisions. The visiting coaches were amazed at our level of organisation and hospitality and they loved the Ukrainian food.

Our PSI Community families were amazing hosts and we received many wonderful compliments about our school, city and country. Our school thanks the many wonderful families who opened their homes to the visiting students and hope that you enjoyed the experience.

Our team finished very well considering we had only a small team. Our Middle School (MS) boys team finished just outside the trophies in 4th place and our HS boys team finished 7th overall.

Our MS Boys & Girls team received the well deserved Sportsmanship Trophy.

Our team members were coached by Mr. Holland and Ms. Laitinen.

Team members were Sam Sharpe, Andras Kravcsenko, Nikolai Lawrence, Audrey MacDonald, Anna Bugay, William Laitinen, Saga Linden, Felix Veaux, Razvan Lupu and Jakub Tombinski Our wonderful team of workers including the many teachers, local staff from transport, security to our wonderful caterers and managers of departments all did an amazing job and the school administration and PE department would like to thank you for organising things with us for the 4 day event.

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FOOTBALL 2015

2015 was year of setting football records for the PSI Panthers with the Middle School Boys (MSB) and Middle School Girls (MSG) taking the first ever double championships at CEESA Tournaments in Skopje and Riga. The boys team went through undefeated to claim the championship while the girls turned around game loss to beat the home team in the final.

by Ric Floyd Athletics Director

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The Middle School Girls (MSG) team finished off a great season with another Championship winning the KSSL Tournament. The two boys teams finished 2nd and 3rd in the Boys division of the Kyiv League (KSSL) Tournament.

Our high school teams also had some great success with our High School Girls (HSG) team winning the KSSL Tournament against KCA 7 – 2 in the final match. They also claimed 2nd placing at CEESA in Sofia after losing the final on penalties.

The boys team in high school had a tough season with some serious injuries and not enough players to travel to Belgrade. However they claimed 3rd place trophy in the KSSL Tournament and the Sportsmanship Trophy at CEESA. Jakub Tombinski and Yuri Spencer were named in the CEESA All STARS team in Belgrade, which was a great achievement. Kateryna Bessarab, Maria Turner and Clara Lemaire were named in the CEESA ALL STARS in Sofia, also a great achievement.

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CONGRATULATIONS TO ALL TEAM MEMBERS AND COACHES AS LISTED BELOW:

MSB Football - Mr. Floyd & Ms. Holzman CEESA TEAM and PSI Panthers 1 - William Laitinen, Karol Tombinski, Bogdan Isaienko, Leo Buckle, Sunghyun Hur, Anatoliy Klymets, Felix Veaux, Gleb Shishkanov, Razvan Lupu, Kirill Pavlov, Jinung Pak, Vakaris Kviklys PSI Panthers 1 - Luka Perehinets, Ivan Plaxiy, Anuar Bektruganov, PSI Panthers 2 - Elnar Fredricksen, Conor Tobin Healy, Taras Yushchenko, Artem Valua, Aistis Kviklys, Janis Mikits, Andreas Spanoudis, Ivan Rybakov, Abdullah Zafar, Oleg Gavrylenko, Andrew Spencer, Erik Vitek, Hugh Trappett, David Aronson MSG Football - Mr. Depooter & Ms. Sydoruk CEESA Team and PSI Panthers - Daria Figlus, Mariia Cherep, Lison Veaux, Anna Nikonova, Karolina Gajda, Olga Nikonova, Liza Lindholt, Maria Houdaifa, Maia Laitinen, Emily Cairns, Sofiya Zhevago, Elyse Demkiw PSI Panthers - Maria Barinova, Lisen von Beckerath, Melisa Saylan, Katya Pinchuk, Sophie Geers HSB Football - Mr. Floyd & Mr. Dima CEESA Team and PSI Panthers - Jakub Tombinski ©, Yuri Spencer (VC), Daniel Josefson, Yuriy Kamenivskyy, Nikita Taratorin, Max Konstantinovsky, Emil Efendiyev, Tigran Muradyan, Yoosung Hur

PSI PANTHERS AT CEESA MS TENNIS TOURNAMENT In 2015 PSI once again sent a Middle School Tennis Team to Prague for the CEESA Tournament after not having a team for the last 3 years. The team even though it was small in size they managed to compete at a reasonable level.

Team members included the following students and were coached by Ms. York & Mr. Hausz – Mariya Shevetovska, Michal Gajda, Isao Hayashi, Malcom MacDonald, Pranaav Kumar, Yaroslav Mikhnevych, Binyam Aregai.

The boys returned with the Sportsmanship Trophy to start off the year for PSI with the first CEESA Trophy.

Next year, we hope to increase the team and also have a tennis unit during PE lessons to help develop our team for the future.

Many thanks goes to the Ipodrum Tennis Courts Management for helping us with court bookings and also to the teachers and other staff members involved with the team as we start to rebuild our tennis programme.

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PTA NEWS

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by Maria Norberg PTA Secretary

December is here, and we are almost halfway through the school year. We can look back at a great and eventful autumn. Thank you all parents, classroom parents, teachers and staff for fantastic contributions and school spirit at our events and parties!

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n 11th December, more than 20 vendors gathered in the cafeteria for the Winter Bazaar. It was a great mixture of arts: paintings, ceramics, jewellery and more - all from local artists. A lot of beautiful Christmas gifts were purchased. At the bake sale, that took place at the same time, yummy looking and great tasting cakes and cookies were donated and bought. The money raised will go to the PSI IT department. Thank you all donators, bakers and helpers!

During our monthly PTA meetings, we talk about PTA’s plans and upcoming events. At every meeting, PSI Director John Burns shares the latest news from school. This autumn, we have also introduced a ‘special topic’ at every meeting, where we focus a little extra on a specific issue of interest to the PSI community. For example, Dr Dereviankin from the American Medical Centre came to one meeting

and informed us about the polio outbreak in the southwestern parts of Ukraine. We have also heard presentations by the school management about the new Building Project and future learning at PSI. During the autumn, we also developed a cooperation with the Student Council. For example, PTA made a donation to the Haunted House organised by the Student Council at the Halloween Party. PTA and the Student Council also organised the ‘café’ at the Secondary Drama production. We look forward to continued cooperation!

The Parent Teacher Association is here for you, our parents and staff at PSI. Our main function is to keep our PSI community vibrant and to contribute to the school’s motto: A Place Where We Belong!

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Roa r i n g P SI 20th A n n i ve rs ar y Year

S BA L L

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COUNSELLOR’S CORNER ATTITUDES FOR SUCCESS

by Katie King, Secondary Counsellor

Lately I have seen several articles about skills and attitudes sought by employers. This is our ultimate goal, after all - to produce young adults who are ready to contribute their time and talents to society. It is most striking that we see these traits in action every day in the halls of PSI. Here are some of the more common ones mentioned:

Communication The range of communication platforms that our student utilise on a daily or weekly basis is stupefying. PSI’s one-to-one technology programme in Secondary presents students with the opportunity to express themselves across a variety of media and formats. The variety of ways in which they can show their knowledge is outstanding, as is the IT team who helps make it all happen.

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Teamwork Never in my experience have I seen a school embrace multi-person projects as well as we do at PSI. It happens in classes, in community service projects, in drama productions, and more. Every day, I see students helping each other in formal and informal ways to accomplish their goals, large and small. Sometimes it’s just overhearing students encouraging one another to do their best or try something new. These are simple acts of give and take that reveal our students’ humanity.

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Strong Work Ethic PSI students are hard workers, with the workload that generally builds each year, culminating in Grade 12 Internal Assessments, the Extended Essay, college applications, and, finally, IB exams.

Students don’t survive without a strong work ethic and the ability to manage themselves.

Adaptability The IB curriculum forces students to be able to change from one subject to the next. The small size of our school demands that students take on a variety of roles. Living in Ukraine requires that we find solutions when the power goes out, when the road is closed, when winter weather turns nasty.

Our kids are nothing if not adaptable!

It is easy when I walk the halls of the school to see that we provide our students with a valuable and engaging education. I am also secure in the knowledge that by teaching our students to embrace these attitudes, we are also preparing our students for a successful future.

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CAS:

by Radoslaw Tyszko and Joseph Bistransky, Grade 12

COMMUN HEART TO The Visually Impaired project is the oldest ongoing student-led project at PSI. For a decade, students from the upper classes have been investing their time, emotions and ideas into this project, providing English lessons, artistic activities, and engaging field trips to the children of the centre, as well as raising funds for basic school supplies.

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ORPHANAGE FOR VISUALLY IMPAIRED CHILDREN

NICATING TO HEART However, it is not just the age of the project that makes it special. The project has a number of unique aspects which contribute to its continual success year after year, for our school as a whole, but especially for those of us who have chosen to participate in it.

As with most of the school’s current CAS projects, the Visually Impaired project involves

doing good for the community, and making the world a better place. Many of us come from a wealthy, privileged background, and it is our duty to the global community to give back in some way or another. To us, this project is an important part of that - helping those who haven’t had the same good fortune as we have had.

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“ It is only with the heart that one can see rightly; what is essential is invisible to the eye. “

Antoine de Saint-Exupéry

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The most important aspect of this project, which truly sets it apart from all the others, is the fact that it involves working with and adapting for children who are, as the name suggests, visually impaired.

The children have a wide variety of difficulties, from those who are just somewhat near-sighted to those who are borderline blind. Teaching under such circumstances provides a unique challenge to us, which requires us not only to understand and appreciate the difficulties of the disabled, but also to be innovative and creative in overcoming these difficulties. The result has been everything from simply printing in a larger, thicker font, to inventing new teaching activities using the other senses, especially the tactile sense.

The project also inherently involves an educational aspect, namely the teaching of basic English skills to the children. We spend hours each week to prepare the material and must be ready for every eventuality once in the classroom. Lessons

have to maintain a balance between educational and interesting, to keep the attention of kids of a wide variety of ages - from six to eleven, in a single classroom. Towards this end, students use a variety of games and art projects to supplement normal lessons, in order to better engage the children.

A major challenge for us is the language barrier; the children at the center speak Ukrainian as a mother tongue, while the majority of PSI students in the project speak little to no Ukrainian at all. This requires using creativity to communicate, despite not sharing a language. Tone could be passed even though words are not understood. Emotion flows intuitively though the facial expressions all humans share, and basic actions could be conveyed through hand motions. Using these sorts of universal methods, students are able to communicate heart to heart - sharing meaning without sharing words.

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THANKS FROM DJERELA CENTRE

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Dear John: We appreciate PSI’s continued support of our organisation. We would like to sincerely thank you for the furniture that has been allocated for use by our organisation. At this difficult time, we are not able (at our own expense) to buy new equipment, as Djerela is a nonprofit organisation. With your help, cabinets and shelves were installed in the rooms for classes and creative workshops helped us rearrange the available space and make it convenient for young people with disabilities and teachers who deal with them.

We also want to express our gratitude to PSI students who do volunteer work in our organisation.

Each week, they spend time with young people who have intellectual disabilities. This is a unique opportunity for our boys and girls to gain experience communicating with their non-handicapped peers.

The charity association ‘Djerela’ is a non-profit organisation that brings together families raising children with intellectual disabilities. Its main goal is rehabilitation of these disabled persons. We understand that your organisation does not aim to solve social problems, but such good business people, like you, in our view, create the base of a humane society in our country.

We hope for our further cooperation.

Regards, Chairman of RI Kravchenko

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THANKS FROM DOWN SYNDROME CENTRE

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Dear PSI Team Friends: We appreciate your constant help and assistance for five years already! Your hearts open an entire, big world to us. Our partnership has grown into a very important part of the social work and the ‘Family Time’ programme has become a part of our families’ lives, where parents and children get constant and efficient psychological support, exchange legal experiences, and talk about the rights of children with Down Syndrome studying in the pre-schools and schools.

All these are the topics of discussion during our traditional family meetings organised by you for our children. Pechersk School International (PSI) is one of our trustworthy partners and friends.

While we were getting to know each other one Saturday afternoon at your school, your engaged volunteers and assistants were playing with our kids at a variety of learning stations. As parents, we were sharing the challenges and best practices in how to open a special group in the kindergarten, how to organise parents’ groups of interest, and how to open a special homeroom in the public school for our children.

More than 30 families participate in our traditional parent meetings. These meetings inspire us and give us extra hope as parents, as well as providing new information. We have a chance to share our most valuable gift - experience. We have an opportunity to support each other, meeting like-minded people!

Special THANKS to our volunteers Alex, Nadia, Sofia, Ilia, and their responsible and fantastic teachers - Kim Holland, Julia Serpinska and Tatiana Isakova, for the perfect team service.

With all your help, the ‘Family Time’ was so special and heartwarming at PSI!!!

The Down Syndrome Organisation http://downsyndrome.org.ua/en/

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The Libra Has Attitu COMMUNITY

by Pam York and Polina Spenceer, PSI Librarians

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How many attitudes are involved in producing a student created book for the library? Just ask our students! We have books in our library that have been made by students from Early Childhood up to Grade 9. We have individual authors and illustrators, pairs and teams of authors and whole class collaborations.

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tudents extend their appreciation of literacy and books by creating original works, using imagination and creativity.

Their enthusiasm is contagious and it inspires others to follow in their footsteps. Commitment and a great deal of independence are required to see their projects through from beginning to end.

It is wonderful to see students having confidence in both their own ability to write and in their readers to appreciate and enjoy their ideas.

All student contributions are catalogued and available to view on our online catalogue system.

We welcome you to the library to browse our Student Created Books section.

ude

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PECHERSK SCHOOL INTERNATIONAL TURNS TWENTY Do you remember what it felt like to turn twenty years old?

That pride in reaching adulthood balanced by the excitement of all that would lie ahead? That’s very much the feeling pervading the campus and community of Pechersk School International (PSI) in Kyiv, Ukraine as it celebrates its twentieth anniversary year.

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T

he school is engaged in a year-long celebration that started on the first day of school, with student assemblies that highlighted what the world was like in 1995. Plans are afoot for a time capsule and curricular units about the last twenty years in the school’s and the world’s history.

The big celebration, however, was on 5th December, when parents, board members, staff and founders came together in a Roaring Twentiesthemed anniversary ball. While everyone present enjoyed the pin-striped suits and flapper dresses, the music of the era and the floorshow, the heart of the evening was a chance to hear from three of the school’s founding members.

P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

They each recalled their work in 1995 to found the school. They told stories of the five parents American, Swiss, British, Argentinian and Ukrainian - who were dissatisfied by the educational options open to their children and chose to open their own school, with enrolment in that first year of only 65 students. They spoke with humour about the 12hour board meetings, the tiny original campus, and their unwavering certainty that they could create ‘the best small school in the world.’ They applauded the many milestones of the school’s history - accreditation by CIS and NEASC, becoming an IB school offering all three programmes, and the growth of the student population from 65 to

nearly 400. Their enthusiasm for international education and their pride in what the school has accomplished were palpable.

Of course, the school is not only looking back this year. At a time when Ukraine itself is creating a new future for itself, PSI is also looking forward.

Plans for a major campus expansion at the end of this school year are only part of the school’s longrange vision as it moves into its next twenty years.

In the meantime, the Pechersk School International community is enjoying the look at its past, present and future as it celebrates its twentieth year.

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COMMUNITY

GREETINGS FR KRISTINA PRISSIAJNIOUK I can't believe how much time has passed since our graduation in 2006! After finishing Boston University, I completed my Master's Degree at Columbia University in New York City. There I continued to study International Relations and focused on the cultural policies that exist in post-

Communist countries. After the completion of my education, I followed my true dream and worked for Warner Brother's Entertainment in New York.

I then got married, and am currently starting my own film production company that specialises in international co-productions.

PSI built a wonderful foundation for me in my life. May its students stay as curious and its wonderful teachers as creative and daring. A big thank you to my dear school!

Kristina

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P S I H A S AT T I T U D E . W I N T E R 2 0 1 5

ROM THE PAST LISA KUTEREFF It’s been a long time! Since leaving PSI, I moved to New Orleans to attend Loyola University where I majored in Theatre with a minor in Film Studies. I graduated in 2011 with a Bachelor of Arts, and have since worked on several movies, some commercials and a music video. I was lucky enough to work on the new Terminator film that came out this summer, and I worked on a Brad Pitt movie called The Big

Short that will be coming out at Christmas. PSI was always dedicated to its arts programmes (drama, film, music) and I’m so grateful for teachers who encouraged that side of me.

I think about Kyiv often. I have so many special memories of the city and of PSI. I’m so grateful for you and the staff for your love and dedication to the students.

I cherish my memories from PSI. More than anything, I am grateful for having been able to meet people from so many different countries, cultures and backgrounds. I believe that is the most important thing I took away from my time there. Being a PSI student provides us with a unique opportunity to experience the world in a way most people don't get to, and I strongly believe that this outlook is vital in our world today. I look forward to visiting Kyiv again and seeing all the amazing progress the school has made. Congratulations on 20 years!

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20

YEARS OF PSI

25

AUGUST TUESDAY

ANNIVERSARY CELEBRATION WEEK

30

AUGUST SUNDAY

ANNIVERSARY BACK TO SCHOOL PICNIC

05

DECEMBER SATURDAY

ANNIVERSARY ‘ROARING 20S’ BALL

21

MAY SATURDAY

ANNIVERSARY SUMMER FAIR

Pechersk School International • 7a Victora Zabily, Kyiv, Ukraine, 03039 • +38 044 377-5292 • www.psi.kiev.ua