Dragon Tales ISSUE 23 - JUNE 2016
Prep & Grade 1 Pottery
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Thank you to everyone who contributed to this edition of Dragon Tales. Further information regarding submissions for the next school year’s editions will be shared at a later date. Please enjoy!
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Inspiring IA’s PYP in Twitter Action
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pg. 11
Book Donation pg. 42
Primary Visual Art pg. 19
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from the Director As the year comes to a close, we have an opportunity as a community to celebrate the achievements of our students. Each one of our students at VIS has grown tremendously this year through the learning engagements in the classroom, our cultural celebrations, involvement in our co-curricular program, field trips into the Vientiane community, interactions with peers and many, many other activities and events.
The articles in the Dragon Tales tells our story – the journey of student learning throughout the year at VIS. Whether it is the successes or failure of a sports team, the service initiatives of our students or the celebration of the largest graduating class in the history of VIS, each one shares aspects of our mission statement – to challenge, inspire and prepare learners for life.
Enjoy celebrating with us.
Sincerely,
Jane
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Primary Reflections Glenn Lawler Primary Principal Curiosity and Passion. Those two terms kindled the students’ inquiries in the recent PYP Exhibition for our Grade 5 learners and those words fittingly reflect the learning that has gone on this year in every classroom in the Primary school starting with our youngsters in the Early Years. It is such a pleasure to see the curiosity and passion in the faces of our primary students every day at school whether that be in a mathematics lesson, at the primary sports day, or on the stage at the talent show.
As adults choosing our careers, our leisure activities, our holiday destinations, our hobbies, we follow our curiosities and our passions. We wouldn’t choose a sport to play or a hobby if we weren’t passionate about it. So let’s allow our students be following their own passions.
What book will I read next? Is there only one right way to solve a mathematics problem? What organisation would I like to set up? How does that machine work? Our students in their inquiries are not content to find the one right answer to a question, but are encouraged to question, to be curious. Whether that be in the Grade 3 unit on systems thinking, the Grade 2 How we organise ourselves unit, play-based learning in Prep, or the Grade 5 students during the recent Exhibition, our aim is to develop independent learners who can problem solve, think independently and think creatively.
Our curriculum here at VIS allows our students to follow their passions. It gets back to the question of ‘What’s worth learning?’ What is life-worthy? Do we really need an encyclopedic approach to learning? Do we need rote-learners or spelling-bee champions? What is likely to matter (in a meaningful way) in the lives that our young learners are expected to live? So in the Primary school at VIS we’re getting curious. We’re getting passionate. Where will your learning take you?
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Inspiring Instructional Assistants Phetsamay Nathongsai Grade 5 IA “ A Little Giving Can Make a Big Difference” On an annual basis, all Instructional Assistants (IA’s) volunteer in local communities. It is a way that we can make a difference in our beloved small country of Laos and also to build relationships across international and local schools. All IA’s start their project by planning where to go and what to do, making sure their support is useful in each project.
One group included Ms Jonny, Ms Da, Mr Pong and Mr Phong. They taught English in a small, poor village at Non Wai Primary School. They said that if you can speak another language, then you can explore the world. Ms Pern and Ms Vanmanywent went to Hard Sieo Primary School to teach beautiful traditional Lao dance and English. “Education is important for everyone especially Lao women”, Ms Da one of our IA’s said. She volunteered at The Lotus Educational Foundation which encourages Lao girls to understand how important it is to get an education. Ms Pao joined her, giving another helping hand.
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Ms Khampheng says that if you want a good tree you need to take good care of it when it is young. The same applies to people - if you want to have a good quality of life you need to take good care of your young through education. She went to Souththacith Primary School to teach math, English and Lao Language to younger children. Ms Mai, Ms Noy and Ms Lae went to the COPE Center to teach English to blind students and computer skills to deaf students because they want to share Education with everyone. Mr Pany, Mr Tui (Librarian) and Mr Tui (EY) believe healthy kids can do anything and thats why they went to Nonghai Primary School to train children how to play soccer in the correct way and how to exercise.
The last group of Pao and Vui went to Ban Hongseng near their own homes and they worked with a small group of children who were interested in studying with them during the weekends. Pao said that they were impressed that the children were really engaged in studying. They did a lot of activities such as playing games, reading stories and doing worksheets etc.
Education is very important for everyone and I believe that for the people of my country, knowing another language is a very important step for developing our own country further. So if you open your heart and are caring, you will understand that a little giving can make a big dierence.
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Grade 1 Students at the 8
Grade 5 at the Recycling Plant
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PYP In Action
Reflection and Continuous Improvement
Katherine Williams PYP Coordinator Reflection and self-assessment are vital to learning and any process of improvement. Applying the same skills we hope to develop in our students, every year in the PYP at VIS teachers review and reflect on our programme of inquiry. This is to ensure teaching and learning through units of inquiry show a balance of essential elements of the PYP (knowledge, concepts, skills, attitudes, action), are age or developmentally-appropriate and aligned across and between grade levels. We examine new information that may need to be introduced to our programme of inquiry and also consider concepts that could enhance our programme continuum as learners move on to the Middle Years Programme.
This year, teachers also considered:
• Will the unit invite student inquiry?
• Will the unit be globally significant, addressing the commonalities of human experience?
• Will there be opportunities to develop understanding through multiple perspectives?
• Are all aspects of the transdisciplinary theme explored at some point in the programme of inquiry?
• Will the units in this theme challenge and extend students’ understanding?
Students contributed their perspectives on the programme of inquiry too, by reflecting on their favourite units and sharing suggestions in different ways about what they felt could be improved.
This year, the process was documented on Twitter using the hashtag #vispoi.
Our teachers are a great example of lifelong learners!
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Grade 5 PYP Exhibition As an action from this exhibition, we thank both the students who have shared the following articles with the VIS Community.
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by Lola Franck Grade 5
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by Lara Gross Grade 5
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Primary Visual Arts Angie Andreas Visual Arts Teacher
PREP
Prep students used their personal experience and preferences to create beautifully imaginative animal characters. This was in response to their inquiry into Beatrix Potter and the illustrations she created for the stories of Peter Rabbit. In her process, she gave animals human characteristics and used them to inspire her writing. Â After creating the paintings, students also wrote a description to accompany their work.
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Grade 1
Grade 1 inquired into the elements of art throughout this semester. Students completed a variety of projects, making choices about color, shape, line, texture and form. They gained experience with dierent types of materials, understanding their uses, strengths and weaknesses. Students also developed a deeper understanding about how people communicate ideas visually and how they can share their experiences and feelings in artistic ways.
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Grade 2
Grade 2 inquired into the eects human behaviours, both positive and negative, have on the environment. They generated several ideas about how they could, as a group, visually communicate what a healthy habitat looks like and express the importance of human impact on the world around them. Students used a variety of media, including wood, paint and paper, to create a pond setting. They explored how colour, shape and form can provide information to their audience and can communicate important, relevant ideas. 21
Grade 3 Grade 3 investigated past civilizations through the lens of artifacts. Their individual inquiries were driven by personal experience and interest. They had to identify an artifact to recreate, develop an action plan and make choices about materials and tools that would be used in the process. In doing so, students gained a greater understanding of the past and of how artifacts can give insights into the everyday lives of people from any given time or place.
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Grade 4 investigated the influence and impact of art throughout history. Their individual inquiries were driven by personal experience and interest. They had to identify an artist and attempt to recreate his or her style while adding a personal touch. In order to do so, students developed an action plan and made choices about materials and tools that would be used in the process. They solved problems that arose along the way. In doing so, students gained a greater understanding of artists and how they express themselves visually.
Grade 4
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Action in the MYP Jennifer Thorncraft Middle Years Programme Coordinator
Action at VIS can take many forms. In the MYP students are challenged to take action as learners across many areas of their school life. In doing so we aim to challenge each other’s ideas, to find out more and to experience real world issues first hand. Opportunities such as SALSA, subject field trips and Action and Service projects give structure to this endeavor and helps students to develop the skills of an independent learner.
This semester the MYP teachers have been hard at work d e v e l o p i n g e n g a g i n g , r i g o ro u s a n d t h o u g h t f u l interdisciplinary units. It has always been a focus in the MYP to connect learning across subject areas but this semester we had an extended period off-timetable, to deviate from the norm and to collaborate. I’m sure you listened to stories over the dinner table about this week? It was a fantastic opportunity embraced with both hands by students and teachers.
Interdisciplinary learning (IDU’s) is the process by which students come to understand bodies of knowledge and ways of knowing from two or more disciplines or subject groups and integrate them to create new meanings. They bring together concepts, methods or forms of communication to explain a phenomenon, solve a problem, create a product or raise a new question in ways that would have been unlikely through a single subject area. (From Principles into Practice. IBO. 2015) The best way to communicate the fantastic level of engagement is easily by the photos taken over the week…
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Secondary Reflections Jo Loiterton Secondary Principal VIS Secondary - rich and balanced lives. Last week we celebrated the contributions of our Grade 12’s with parades, a dinner and graduation. They, like all students at VIS characterise a well balanced approach to education both in and out of the classroom. But what does well balanced truly look like?
Academically it might look like a student who treats all subject areas with equal importance, valuing the life-long skills that each discipline brings them, knowing that all disciplines will reward them in the future. Our MYP and DP programs guide students to understand their academic life in this way. One of the reasons our honor roll lists are so long, I believe, is the value that students hold for all subject areas.
An academically balanced student also takes advantage of different learning opportunities. This year our SALSA program gave students insight into the lives, culture and history of Laos PDR. We also introduced an Interdisciplinary Week – the opportunity for our Grade 6 to 9 students to look at learning through the lens of blending subject disciplines, often having to solve real life issues within this context. Some of the events were not so real life, like the Amazing Race, but created the balance by providing a fun, student driven, community embedded opportunity to demonstrate academic skills.
Balanced also means that students ensure that they give back to the community that they live and study in, as well as to receive. Service is a deep and enduring part of our community. So many of our students serve through so many avenues. Our Youth Educating Youth (YEYS) sister school program continues to thrive under our student leadership. So does so many other areas of service where students contribute to the environment, to local needs, to the development of our younger VIS community members.
Our CCP program also gives our students the opportunity to pursue other passions. Whether it be through our three seasons of sport, theatre or music, student leadership or student government, almost all of our students live rich and interesting co-curricular lives.
Taking advantage of holidays to ensure that students return refreshed, invigorated and ready for another year’s learning, is another important balance. Happy holidays to you all, and congratulations on successfully navigating a balanced and rich year of learning.
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Spirit Dragons!
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IB DP in Action Teresa Foard IB Diploma Programme Coordinator This month we said farewell to our 31 Grade 12 students who now eagerly await their IB results released July 6th. We look forward to celebrating these results with you in the new school year. We are proud of the class of 2016 who have handled the workload of the IB DP over the past two years, including three weeks of exams In May, with a calm confidence.
It is now over to our 23 Grade 11s who step up as our next graduating class of 2017. In the last week of the year they will spend two full days focusing on the Group 4 Science project and another full day focusing on the Extended Essay. This is a 4000 word paper that requires students to carry out independent research on a topic of choice in one of the six DP subject areas. The extended essay is an opportunity for students to be original and think for themselves. It is also one of the reasons why universities value the IB DP. The expectation is that completing the extended essay is a priority over the summer. Grade 11 students should also read texts for their various subjects and begin work on the History, Geography and Business Management investigations.
To support our students with the demands of the DP, we share the work of Sean Covey on time management (The 7 habits of Highly Eective Teens) to support them with the Approach to Learning (ATL) Self Management as they enter into the final year of their formal education.
We look forward to welcoming our Grade 10s into the IB DP who will complete a two day induction program on June 7th and 8th with myself and the College Counselors.
All Grade 10 students begin on an IB DP pathway but we also oer IB Courses or VIS Courses to ensure all students are able to be successful. We support students to make decisions about academic pathways through conversations with subject teachers, the IB DP Coordinator and the College Counselors. Please contact me if you have any questions about academic pathways. An IB DP and College Counseling information session will be held in August for Grade 11 parents and students.
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Grade 12 students sharing the IB DP programme to our Grade 10s at the IB DP Exhibition in March 2016.
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Lon McCollom CAS Coordinator
Community and Service
As a first-year CAS coordinator at VIS, it was a great privilege and pleasure to take part in the culminating CAS interview with all of our graduating grade 12 students. Through these interactions, I was deeply struck by the collective positive impact that these students have on the VIS and greater community. The other great observation was the profound formative role that students’ varied CAS experiences played in their overall educational program at VIS.
CAS (Creativity, Activity, Service) very literally lies at the core of the IB diploma program philosophy. This required aspect of the diploma program “involves students in experiential learning through a range of artistic, sporting, physical and service activities.” (IB Creativity, action, service guide, 2015). As we present it to our students, this is their opportunity to decide what aspect of themselves they wish to develop outside of the classroom. The CAS program is very flexible, thus allowing students to tailor their CAS experiences to suit their own developmental goals.
Our grade 12 students took the personal ownership of their experiential education program to heart. Students are required to have some involvement in each of the three CAS “strands”- Creativity, Activity, and Service- but it is up to them to determine their own definition of “balance”. I was deeply struck by how different this looked for individual students.
Above
Art with children
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Some students chose to place their emphasis on developing their creative potential with projects ranging from:-
• the development of an extensive photography portfolio,
• team collaboration to create online game concepts, story-boards, characters, and graphics,
• the hands-on exploration of creative teaching, performing and leadership approaches through the ongoing work of YEYS with students at our sister school,
• the exploration of creative expression in community theater and musical performance.
Above
Photography Below
Photography Portfolio
Other students placed their major emphasis on the activity strand their development of body, mind, and/ or team balance and excellence through their participation in action components, such as yoga, body building, martial arts, running, participation in various school teams, or involvement in club teams outside of school.
We tend to think of CAS as community service, and members of the graduating class of 2016 certainly offered countless hours in the service of others, in both the VIS community and beyond. A sampling of their service projects:-
• House-building
• Providing educational opportunities to less privileged students at our sister school through the YEYS club
• Sports training
• English language lessons
• Organizing and supporting school events and fundraisers- fundraising, score-keeping, event planning.
• Fund-raising campaign for Nepal Earthquake victims
• Environmental education campaigns.
• Engagement with other issues such as human trafficking, public health issues, UXO education and support.
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The common thread running through all of these varied CAS experiences was the learning. In each and every interview, our year 12 students reflected on the important, transferable life lessons learned as they faced the challenges and obstacles that arose. Students concluded that these out-of–the-classroom experiences proved to be an essential element of their education at VIS. In their final CAS interview, so many students articulately described substantial shifts of character and confidence arising from their self-selected, out of the classroom educational experiences. This is the nature and intention of CAS and experiential education. It does indeed reside at the core of the VIS experience.
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Musical Performance Left
Half Marathon Fundraiser
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Above and Right
Nepal Basketball Fundraiser
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MRISA Girls Senior Football
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Website Updates
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VIS Library Philip Williams Librarian
‌Changes‌
As you walk the streets of Vientiane or any city in this region, the rate of change seems exponential, the pace of life builds an unrelenting intensity and from the billboard vantage the latest technologies clammer for our attention. The digital revolution has dramatically altered the global information landscape and fundamentally changed how we connect and communicate. Such sweeping change asks the question of libraries - what is relevant for students growing and learning within this hyperconnected world? We are meeting this challenge in the VIS library through research, analysing data and collaboration both within the VIS community as well as seeking expert advice from leading thinkers in education, library management and technology.
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For example, book sales data from around the world confirms that print remains the dominant medium in publishing. Even more interesting is that the children’s print (from infants to young adults) is one of the fastest growing market sectors defying predictions of a digital takeover. For the VIS library, this has led to a number of developments that embrace the affordances of new technologies while also enjoying a thriving print market. The library now provides access to over 850,000 ebooks, p l u s m i l l i o n s o f j o u r n a l , n e w s p a p e r, encyclopedia and magazine articles in electronic format and in a wide range of languages. Access to these resources and the many free services online has enabled us to build a print collection that has grown from 13,000 titles in 2011 to over 17,000 wonderfully diverse, creative and compelling texts in a growing range of languages.
The VIS library continues to be a place of change as we welcome a new librarian, Missy Cahill, into the VIS community in the 2016/17 school year. The world around us shows no sign of easing the pace of change so the challenge for us is to continue to research and critically analyse library practices. One thing is for sure, the school library is more relevant than ever before as we always direct our focus on supporting student learning in the most resonant and powerful ways. A changing world places high demands on education making the library a vibrant and exciting place to be.
Another more obvious area of change in the library involved the complete redesign of the library interior spaces over the summer of 2014. Through consultation with a range of experts in the fields of library management, interior design plus lessons from the commercial world, we completely emptied and redesigned every aspect of the library physical spaces. The outcome has been everything we had hoped for. Circulations have increased by over 25% (over 33,000 circulations this year by far our highest on VIS library records). Also, during times when students have choice about where they spend time (before and after school, break and lunchtimes) 100 - 180 students choose to visit the library everyday. When we consider that students choosing to read for pleasure is one of the most powerful predictors of success in adult life, this level of student-led use of the VIS library is a great sign that we are onto something good (search Guy Claxton, “love of reading”, to find out more about the research in this area). This is further amplified by the work of Stephen Krashen on free, voluntary reading where there remains a consistently demonstrated connection between students reading for pleasure and academic achievement.
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Swiss Books for VIS
This year the VIS library expanded it's evergrowing collection of literature with two generous donations from Switzerland.
First, Pro Helvetia, the Swiss Cultural Institute, sent a box of excellent Swiss children's and picture books in French and German to support the language programmes at VIS. Shortly after the school received a significant donation from the Swiss Cultural Ministry as part of their support to the German mother tongue programme. The Ministry's support also entails funding for a German mother tongue secondary teacher, Mr Urs Grether, who arrived in January this year. Several thousands of dollars’ worth of teaching materials as well as children's and young readers’ books were unwrapped by excited students and teachers. Among the treasures are Swiss children's literature classics such as Heidi, Globi, and Schellenursli, and many beautifully illustrated picture books for younger readers along with some brand new adventure stories, thrillers and graphic novels for teens and young adults.
Many thanks go to the Swiss Cultural Ministry for their very generous donation, which I had the pleasure to organise along with a number of helping hands: our primary school German mother tongue teacher Katja Doeling who provided book lists, the children's bookstore in Switzerland Chinderbuechlaede for their invaluable title suggestions, Bryndis Chapman and Kila Thammavong who organised book transportation from Switzerland to VIS, and Tim Enderlin, head of the Swiss Agency for Development and Cooperation to Laos and the Mekong Region, who presented Switzerland at the handover ceremony. A special thank you also to members of the Swiss Association for their ongoing support of the language programme at VIS who helped to facilitate the 30% share VIS contributed to the book donation.
The books are all ready to be checked out of the library after the summer break.
I hope you enjoy reading them!
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David Williams Activities Director
As we come to the end of another year of activities, we can reflect on the semester. We have seen school teams travel for senior basketball and football, junior football and volleyball, The Arts Exchange and swimming in Phuket.
Our Dolphins Swim Team comprising of 58 swimmers, traveled to The British International School of Phuket on 7th May. They were supported by a large parent contingent and the team finished 5th out of 16 teams overall.
The junior girls and boys traveled to Hanoi for the football exchange. At this event, the girls managed to take home a winner’s trophy. The 1st MRISA championship for many years.
U12 sports were popular again this year with a lot of students turning up to practice and to represent the school in the VSSA (Vientiane School Sports Association). Next year we hope to have more grade 6 join these teams!
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We were very happy with the co curricular programme this year. The rotations were in line at all age levels. It was the first time conducting online registration for the whole school. The feedback from this was positive and we look to continuing this registration process next year. The Activities office went through the numbers over the year and also found some interesting facts.
For the size of our school, students get such a large opportunity to be involved in different activities outside of the classroom. Most of our students take advantage of this by being part of sport teams, after school clubs, student council, theatre, music and MUN to mention a few. We have many members of the community that join us to offer these sessions. In addition, we are extremely lucky that our teachers have varying talents and interests assisting the school to offer a wide breadth of activities. Something that we are very proud of.
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MRISA Junior Teams
MRISA Senior Teams
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MRISA Football 2016 VIS Girls
VIS Dolphins
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Student Council News….. Sheryl Krengel Secondary Teacher It is hard to believe the school year has come to an end. The 2015-16 Student Council had an action-packed program of activities to support the VIS Secondary Community.
Has it been a successful year? We first needed to look back at the goals set at the beginning of the year. The Student Council VISion 2015-16 included: working together as a school community, better communication between students and the Council and having a reputation for being well organised (and having good dances). When identifying the big areas for focus, students cited school spirit, sports, events that support community service and student voice in decision making.
In December and May, well-attended dances were held. The addition of games and activities encouraged a greater variety of students to attend. This was a great start of building the reputation for good dances!
In February, students organised a “Secret Valentine” service – roses and chocolates delivery to friends and loved ones.
Grade 9 Dominos
In March, the Student Council worked with the whole VIS community to host VIS’s Got Talent (formerly VIS Idol). This event was well attended by both primary and secondary, well-staged using a professional sound and lighting system and had a record number of participants. Students also added YESY (Youth Educating Youth) to sell food and drinks, to raise money for our sister school program. This event developed keen organizational skills and community development.
Three separate weeks of Spirit activities and two Sports day events, where students earned House points for participation, encouraged school spirit and, again, developed a sense of community. These events has something for everyone – from PJ Day to CosPlay Day, Track and Field events to water sliding.
Movie nights began in January. Once a month, the Student Council would host a movie night in the Black Box from 4:00-6:00. These movies utilized our cinema and provided a fun after school activity. YEYS sold popcorn and drinks to fund their programing.
Finally, “student voice” opportunities were added this year. Student gave input on the Tuesday schedule, created a survey after key events to collect feedback, developed a survey to collect recipes/food ideas to present to Dragon Café and served as MCs for all school assemblies this year.
Jack and Anakin were visible Co- Presidents and we had a group of very active and involved students. All-in-all a successful year!
Mustache Day 48
Scientific Santa’sRightRight
CosPlay Girls Right Middle
Pii Mai Spirit Day
Scientific Santa's
VIS Ninja’s 49
The Judges
t o G s ' VIS
! t n e l a T Dodo, Hamzah, Wes & John
Gabby takes 3rd!
MC’s - Harsh and Victoria
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Games at Christmas Dance
MC’s - Benji & Leia
Grade 8 Girls
CosPlay Day
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The guidance counsellors at VIS strongly believe that it is the students who drive the college search process and make the final decision as they will live with the consequences of their decision. As counsellors we will ask questions, provide resources and gently guide to help the students identify colleges/universities that fit their needs and fit within the family values.
Counselors Corner Susan Shuford and Mary Harrington
To help students discern who they are and identify colleges, VIS has joined Bridge U. This is a UK based start up technology company providing a platform for students to manage their college search process. Bridge U has an international focus with a data base of universities/colleges in the US, UK, Canada and the Netherlands, with Australia soon to be added.
Grade 10 and 11 students have been sent log on details for their accounts. Grade 11 students have begun to use the strategy advisor project and collect universities in their scrapbook.
Grade 9, 10 and 11 students may be using the summer break for college visits or to do some online research. One of the most important things students can be doing over the break to assist their preparation for college is to read. Students in these grade levels are encouraged to practice sustained focused reading. This will not only help with their academic work, i.e achieve the grades to enter university but will help them to create arguments, integrate ideas and develop analysis skills they can apply when writing personal statements and essays for colleges. 52
P & F Farewell Garry Riechert by Sabine Schmidt-Holmes After four years as the chair of VIS’s Parents and Friends Association (P&F), Garry Riechert will leave Laos for the lights of Hanoi.
Whether you are an active P&F member, a faculty member, security, ground staff, parent or student, you are sure to know Garry: the pony-tailed, portly Australian fellow with the biggest smile, most friendly disposition, unconventional T-shirts, and busy-creative aura. You may have run into him at the Dragon Café (his un-official headquarters), or encountered him elsewhere on campus, or even in town, tirelessly working for the P&F cause.
In fact, the P&F as we know it today has been shaped, steered and further developed by Garry’s visions, ideas (if not to say dreams), and great personal commitment during these past years. Of course, Garry would tell you that nothing would have come of his visions without the active support and participation of countless community members - and he is right. However, I say the P&F’s success was largely due to Garry’s unique ability to approach, engage, and bring together the various individuals and groups that make up the VIS community. He connected people with ideas and people wanting to help, linked groups in need of support with supporters, and generally made people realize they can contribute in some way or other. His personal enthusiasm and strong work ethic were contagious. We may all feel the impact of Garry’s absence next school year, as he has been the heart and soul of the P&F for so long. His shoes will be hard to fill. No one has volunteered for the position as of yet, but we hope someone will step-up to the challenge in due time - if you are up for the challenge, please identify yourself!
To you, Garry, we say a heart-felt “Thank destination. You will be fondly remembered!
You!”
We wish you and your family all the best for your next
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Class of 2016 …Fly High and Conquer…
VIS History in the making. Our largest graduating class, thus far.
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Alex Fontainas
Amelia O’Brien
Chris Lister
Janna Gibson
Jo-Anne Franks
Katherine Williams
Loren Jacobsen
Michael Andreas
Philip Williams
Garret Hotrich
Katie Berry
Suzanne Masi
Farewell to our leaving faculty. We wish you all the very best in your new endeavors. Theodorus Koolmees (Dirk)
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