Dragon
Tales
The Vientiane International School Monthly Magazine
Grade 10 SAL SA Trip page 7
January/February 2012 | Issue 8
rts Day o p S y r a Prim page 13
Smiles Al l Round page 17
Seeing Life Through A Lens Grade 4 explore the world under a stereoscope
“
No matter how bad things are, we need leaders who are confident and keep others’ spirits up.
”
A Grade 7 Student reflects on the Student Council Retreat. page 15
Field Trips Grade 4 students make connections
PYP and MYP Exhibitions Grade 5 and Grade 10 consolidate their learning
How We Know What We Know Todd Richer explains Theory Of Knowledge
MUN: Model United Nations Three student delegates report
Director’s Notes page 1
Primary News page 2
Secondary News page 6
Sports News page 13
VIS MISSION STATEMENT ທາ້ ທາຍ, ດ ົນບ ັນດານໃຈ ແລະ ກະກຽມ ນ ັກຮຽນເຂົ້າສຊ ີ ດ ິ ຕ ົວຈິງ ູ່ ວ Áskorun hrífur nemendur og undirbýr þá fyrir lífið framundan.
Stawianie wyzwań, inspirowanie i przygotowywanie uczniow do życia
Paghahamon, Pagpupukaw, at Paghahanda sa mga Mag-aaral para sa Buhay
ความท้าทาย แรงบันดาลใจ และการเตรี ยมพร้อม สาหรับผูใ้ ฝ่ รู ้ที่ใคร่ คน้ คว้าในวิถีแห่งชีวติ uitdagend, inspirerend, en voorbereidend tot een levenlang leren Mencabar, Menginspirasi dan Menyediakan Pembelajaran Sepanjang Hayat चन ु ौती को सामना गनन उत्प्रेरित गर्दै (रेिणा दर्दर्दै ) जीवन जजउने कलाससक्ने
सिक्षार्थीलाइ तयाि पानेI Utmanande, inspirerande och förbereder lärande för livet Utfordrende, inspirerende og en forberedelse til resten av livet Herausforderung, Inspriration und Vorbereitung fuer ein lebenslanges Lernen 的使命是为学者们 提供一个具有挑战性，激励性及终身学习的 优异环境 Can’t see your language? Please send in your translations to rachaelp@vislao.com
Director’s Notes
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Primary News
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By Mr Jon Davidson, PRIMARY PRINCIPAL In the life of any school there are always milestones that define its growth. We at Vientiane International School are celebrating our twentieth anniversary which is significant in itself. When I look at the photographs taken way back in 1992 the rate and the scale of the school’s growth is quite remarkable. This is testament to the hard work of the entire school community; from the staff, to the board to the parents and everyone who has contributed to making VIS what it is today. For the Primary School another milestone was reached in 2009 when we were authorized to run the Primary Years Programme of the International Baccalaureate.
documentation off to the central office in Singapore and then await a visit from representatives from the IB.
This year sees another step forward in the school’s development. After three years of running the programme the International Baccalaureate requires us to go through an evaluation process, so, since August we have been busy preparing a “self-study”. This is a mammoth task involving looking at every aspect of the Primary School. Under seven sections we need to examine everything from the way we teach, assess and plan through to our underlying philosophy. Next month we will send reams of
As the time approaches we would be very grateful if you would consider putting your name forward. The whole process will take about an hour and by way of incentive we can promise you a cup of coffee and a biscuit or two – and our heartfelt thanks. Please drop Alison a line on alisonf@ourvis.com if you would like to volunteer.
On May 9th, 10th and 11th we are welcoming a two person team into the school. Gerry Campbell and Kathy Derrick will be scrutinizing our paperwork, visiting classrooms and talking to representatives of our community. A very important section of this community is naturally our parent body and so Alison and I will be asking for volunteers who would be willing to talk to the team and share their experiences of Vientiane International School.
In Primary Art, Students try taking a photo when practicing using the stereoscopes. By Mary Smith, ART TEACHER The natural world inspires and challenges our artistic development. Our 4th grade students are exploring and observing our VIS campus during their art lessons. Excitement seems like a calm word to describe how they reacted when using the stereoscopes borrowed from the secondary science department!
Kip up close!
They discovered that the world is a fascinating place when observed in macro. The students drew with pencil and pen all the fascinating objects they observed under the stereoscopes. Even everyday objects like flowers, sand and ants take on an other worldly dimension when you look up close! Hibiscus macro view
IBPYP In Action
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Field trips By Linda de Beer, GRADE 4 TEACHER
My students love going on field trips. In our last unit on How we Organize Ourselves we inquired into ‘economic activities and their impact on humankind and the environment’. These are some big ideas for a group of Grade 4 students. Our field trips really helped the students to get a deeper understanding of the topic.
products were the same in different stalls. Connections across different subject matters were naturally made. A second trip took us to the Dragon Café. Students got a tour of the kitchen and asked Ms. Mye many questions connected to the concepts and lines of inquiry we had been exploring in class. Students were interested in where Our first field trip was a the products on sale came from and visit to the Sapanthong fresh if the workers had fair working market. Students split up into conditions. different groups, each group having its own focus point. One group The last field trip that was focused on the lay-out of the connected to our unit, took us to a market. They mapped out the fair trade shop. The two Grade 4 different stalls and found out there classes prepared questions in mixed were designated areas for different groups in the classroom and then products. There were groups that each class went to a different shop interviewed stall holders and to get a tour and ask their customers, another group kept questions. 4L went to the track of the popularity of different Mulberries and Camacrafts shop, stalls and a different group 4A visited Saoban. investigated if the prices for similar
Ou r cont a ct a t t he Mulberries and Camacrafts shop was an inspirational and vibrant young woman who educated us about the principles of fair trade in accessible language. She enthusiastically explained how the organization works and patiently answered all of our questions. The students walked away more knowledgeable and inspired to take action by raising awareness at their homes about fair trade. Field trips are powerful learning tools. They make learning more fun; students more engaged and connect the learning that happens in school with the community we live in. We are lucky to have many people in our community who are willing to share their expertize with our students and help our teachers to challenge, inspire and prepare learners for life.
IBPYP Exhibition
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IBPYP Exhibition Form – What is the PYP Exhibition?
The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition…
In the final year of the PYP (Primary Years Programme), our students in Grade 5 will participating in the culminating project of the programme called the Exhibition.
(IB Programme standards and practices, January 2011)
Causation – Why do we do the Exhibition?
Function – How does it work?
The exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP (knowledge, skills, concepts, attitudes, action). Students are given the opportunity to share their learning/understanding with our whole VIS community. It is an opportunity for students to exhibit the attributes of the learner profile that have been developing throughout their engagement with the PYP. The Exhibition also marks the time when students can celebrate the transition from the PYP (Primary Years Programme) to the MYP (Middle Years Programme).
The Exhibition is a collaborative inquiry involving all the students in Grade 5. Students will be working in groups to explore a real-life issue that will be framed under one of the Transdisciplinary Themes – Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves or Sharing the planet.
(Making the PYP happen, IB 2009)
Some important dates to add to your calendar:
April 23rd – Grade 5 Exhibition unit ends May 4th – Exhibition set up/preparation May 7th – Presentation of the VIS Exhibition to our school community
More information about the PYP Exhibition will follow in the Grade 5 weekly newsletters and our next edition of Dragon Tales. Alison Francis IBPYP Coordinator
Exhibition Info Session of the emphasis on research activities and promotion of the students’ abilities to find information when they need it. (Jim Chamberlain) We got information and were prepared about the upcoming events. (Wolfgang & Narisa Schirrmacher)
We have a clear idea what the exhibition is about and we also know the role of the students and parents (Karla Lamicq)
I received some of the focus of the PYP Exhibition information. (Tsuneo Heito)
It gave us a better idea about what it is all about and what is expected from the students and how parents can assist (Michael Epprecht)
It helped parents know what their children are doing at school. (Teo Cam)
It helps give us information on how to prepare the children. (Mercer Muziol)
PYP Exhibition Parents Information Session FEEDBACK
It gave clarity to the aims and objectives of the PYP. (Ken Morfitt) Very informative. Now have a good idea of what the exhibition is about and how much work is needed to complete. (Mel van Anen)
The information session was useful because...
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We could get an overview of the different trans-disciplinary themes and how the students can connect them; we could discuss this with our children, other parents, the teachers; we could share some of our ideas. (Stefan Lock)
I can understand that I do not have to search information for my daughter but just to stay ready to guide her to source information once she chooses her theme for the exhibition. (Minh Nguyen)
It gave a good overview, what the aim of the exhibition is. (Jurg Hug)
of understanding process and meaning on PYP Exhibition (Hyun-seok Chun) the students, the teachers and the parents shared the idea of the Exhibition. (Masayo Namura) It let us know the characteristics and procedures of the event. (Park, JongYul)
The concept was clear, the leading roles of students were explained well, the small teams are responsible for the results I know more about units and as a team. (Silke Stoeber) central idea. How is it connected to idea. (Grace Lee (Joy Eum))
It gave an overview of the process and what is expected of students and parents (Bryndis & Stuart Chapman)
It gave parents an understanding of what the exhibition will involve and how parents are to be involved. (David & Natalie Boyes)
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Secondary News
by Ms Kim Green, SECONDARY PRINCIPAL “...if you believe in something, you must service and action activities at VIS. not just think or talk or write, but must Our learners are able to take action act.” Peterson (2003) alongside experts in particular areas such as rugby and choir, engage Students and teachers at VIS creatively in activities such as continue to demonstrate their pottery and drawing to develop new commitment to the essential skills. They also are engaging in elements of the IB programmes service groups such as the Reduce, through service and action. These Reuse, Recycle – Green Team and elements enable students to develop S t u d e n t C o u n c i l w o r k their personal and interpersonal collaboratively to develop and skills through experience. For all of implement action plans. Thank you our learners service and action to Sarah Hess for her dedication to should be both “challenging and opening doors of opportunity to our enjoyable, a personal journey of self- learners. discovery” (IB, 2008). In both the IBMYP and IBDP learners are Highl ight s of st ude nt expected to set goals and reflect on participation and action over the last how their experiences have two months have been the MRISA informed or shaped them as Senior Basketball, MRISA Junior knowers. Soccer, MRISA Model United Nations, Valentines Dance and The restructure of the after Movie Nights. A special mention school activities into the new also needs to be made of all the co-curricular activities programme Grade 10 learners who presented this semester has opened up their IBMYP Personal Projects on opportunities for our learners to the 29th February. This challenging participate, self-initiate and lead project is based on the student’s
SECONDARY STUDENT COUNCIL TRIAL ‘MOVIE NIGHTS’
personal interest and requires our students to work through an inquiry process to produce a product. The projects were inspiring and the process our learners worked through has empowered them with life-long learning skills. Thank you to all of the teachers who provided support and guidance as supervisors for the personal projects and to Carol Seymour for her excellent leadership as Personal Project Coordinator. Congratulations to all of our Grade 10 learners on the completion of their Personal Project. Enjoy reading more about our learners and the particular events mentioned above in this edition of Dragon Tales.
students in grades 9-12. The students had a blast at the first movie night and it was one of the better student organized events.
For the second Movie Night, the primary students watched Puss in Boots. There was also a numerous amount of primary students that came to the The School life/Spirit committee from the VIS move night which was held on the second of March. Secondary Student Council have recently put together The secondary students watched the movies Tin Tin a primary and Secondary Movie Night. The first one and Death at a Funeral. was held on February 3rd. The primary watched Alvin and the Chipmunks 2. There were a numerous The purpose for these Primary and Secondary amounts of students who showed up along with their movie nights are to encourage students to join in as a parents. The primary Movie Night started at 4 in the VIS community and spend time together, thus afternoon and ended at 6 pm. The next movie was for increasing the school life at VIS. As a student council, the secondary from grades 6-12. The movie that was we also wanted to improve the activities that engaged shown was Johnny English 2. The kids came and were both the primary and the secondary students. very enthusiastic about this movie. There was laughter all around and excitement as they watched. The last The next Movie Night will be on the 30th March. movie that was shown was The Change Up for
IBMYP In Action GRADE 10 SALSA TRIP Ban Pako: Historical Site Ban Pako is a world famous archaeological site where there are lots of ancient pottery and artifacts. Ban Pako’s pottery techniques are very similar to those found in Ban Chieng. Ban Pako is located at the bank of the Nam Ngum River which is 40km from Vientiane. Many pots were found in the broken conditions. Ministry of Information and Cultural have worked with Stockholm University to use carbon dating to identify the age of each artifact. Carbon dating is the most common method of estimating an objects age. Not just clay pots, but iron objects were also found here too. The soils in the Lao Pako are rich in iron so when habitants used fire there were some really hard lumps of iron left over. It is believed that more pottery and artifacts will be revealed if there are more excavations in Lao Pako.
DAY THREE By Ju Hui Lee GRADE 10 STUDENT Today is the third day of the S.A.L.S.A trip. The main task of the trip is to contribute to building a local primary school in Ban Pako. At the construction site, we started digging holes for toilets. Three different groups were working in rotation. There was a shovel group, hoe group and cleaning out group. I had never used a hoe before so it was new experience. As time went by, we got used to using those tools and the hole started getting deeper in just a short time period. Also, we mixed cement for the pillars of the school. To make the pillars we mixed cement, sand, rocks and water together. We made a shallow hole in the middle of cement and poured in the water. It looked like a small volcano. I still don’t quite get why people just mix water little by little while mixing cement instead of making it into a volcano shape and wait a few minutes for the cement to get wet. After mixing cement, we had to carry it all the way to where the pillars were. A bucket of mixed cement is really heavy. I preferred digging the hole than carrying the cement mix.
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IBMYP Exhibition
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By Carol Seymour, GRADE 10 ADVISOR On February 29th, 2012 the Grade 10 students recognized the culmination of seven months of hard work with the IB MYP Personal Project Exhibition. The Personal Project (PP) is a student-directed inquiry into a personalized topic of interest. It is produced over seven months during year five of the IBMYP and offers students the opportunity to show their understandings of the Middle Years Programme in a unique manner through an achievable, personal goal which they identify and work towards. The exhibition evening represents a celebration of the students’ different projects and an opportunity for the VIS community as a whole to come together. This year there have been a plethora of goals ranging: organizing a fund raising basketball tournament to support our sister school, Ban Sapathongthai;
“We liked the robot the most because it moves and she worked on it a lot.”
building a model house; writing and recording a song; and creating an on-line cartoon, to name just a few. The variety in the topics of interest and the final products reflects the diversity within this dynamic and interesting Grade 10 cohort. The Personal Project has four main stages which are assessed using seven criteria: use of the process journal; defining the goal; selection of sources; applying information; achieving the goal; reflection on learning; and reporting the project. The final assessment is based on the product produced by the student and the written (1500-3500 words) or oral (10 minute) presentation. Students also present their work to the public in the form of an exhibition.
Here are some of the comments from the Grade 10 students and visitors to the MYP Personal Project Exhibition.
Grade 2C “I am impressed with the knowledge and skills displayed by the Grade 10 students. “The students were able to clearly Well done” “I am very happy with the quality of my Grade 9 parent articulate their inspiration and make connections to the AoI and product, but not so much with the quantity. the specifications for their goals. I had wanted to make 10 drawings but they “My favorites were the model They were very knowledgeable took much longer than I had thought. If I house and the advertisement. and were very proud of their was to do this project again, I would They were very creative and outcomes. I was very impressed.” certainly work on my time management.” colorful.” Grade 6, Elijah Jon Smedes, MYP Coordinator Johanna, Grade 10
Creativity Joey Keophonexay (Grade 9) Laos
Story of the Jewel I stay here in link with five countries The reason why I have no sea I stay here with scars from the past I’ve been bombed, colonized, and lacking of liberty I stay here with my disadvantages For a part of my people stay needy But that does not make me stop From being a beautiful country I stay here with my mother Mekong Flowing along my side I stay here, cultural, loyal And my people live with pride I stay here with my own flower and symbols My Champa, my temples, and my flag I stay here as the country Laos The Jewel of the Mekong
Johanna Von Behaim (Grade 10) Germany
Home is Everywhere Home, so far away hours of travel through the air in big planes, gone in a misty flair and yet it is so close in every day in every thought in every word always present, in a same singing bird Over seas or over land if to the South or to the East the memories have not ceased Packed into a suitcase, hauled from here to there now home is everywhere
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Poetry contributions from students in the Grade 9/10 English A classes taught by Geoff Piggot and Mark Gordon: The poems were written as part of the course work in Unit 2, Literature Defines Culture. In one component of this unit students explored how poetry creates images of culture. To demonstrate how poems can be used to express one’s cultural identity, every student wrote and explained poems which make connections to his or her own particular cultural background. Here are three of the many poems submitted.
Effie Low (Grade 10) Papua New Guinea
My Dying Language Once my language was a part of me Nalik spoken all around me To Papua New Guinea modern influence came And my poor image was never the same. Generation to generation it came to be I never had the chance to really see How important my language is To my cultural heritage which may cease. Preserving my language is a enormous step Which I have to take step-by-step However my Wantoks have gone one-byone And in the end there will be none. So all that is left to say Is my language was not meant to stay.
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Eight VIS students traveled to Hanoi on February 15 for the MRISA Model United Nations conference. Accompanied by Mr. Campbell and Ms. Butler the students spent three full days collaborating, discussing, preparing and debating resolutions on major world issues as if they were delegates to the United Nations. Here are some of their thoughts on the process.
MUN Brian debating in plenary session
CHELSEA BAROI: GRADE 9 STUDENT “MRISA Model United Nations was the most frustrating, difficult, yet most remarkable experience I have been through this school year. This has been my second MUN conference I have participated in, however it was more successful than my first MUN, which was a year ago. At first, I was unsure about joining MUN due to the experience I had on my first MUN. At my first MUN, I was the youngest in the meeting and due to my lack of confidence; I did not stand up in front of seniors who were more experienced, so as a result my resolution did not pass. I was afraid this year’s MUN would not be any different to the pervious MUN and I will just be let down again. However, I did not give up and took another risk to stand up for my resolution. Writing a significant resolution was complicated due to the amount of research I had to do. I knew I would have to have extra research and ideas about the questions I will be asked. I knew there would be many delegates who would speak against my resolution, especially the Delegate of United States of America since I was the Delegate of Republic of Cuba. Therefore, I wrote extra speeches to back my resolution and show evidence for why the resolution should be passes. Since I knew what was expected, I was prepared, which helped me to gain confidence. I was not terrified of standing up against seniors. I have developed many debating skills from MUN and I felt as if I was in a real professional meeting organized for delegates from all over the world to find solutions for world issues. I found out that I was nervous during my first questions and speech, though over a few more tries, asking questions and doing speeches, it became more natural and is I had done this for years. There were times I was irritated by other delegates because they attempted to do everything they could to defeat my resolution, though this encouraged me to speak up for Cuba’s point of view. I found it interesting how discussing our resolutions and issues with every delegate helped me to gain knowledge about the current world issues and histories. I learned heaps about other countries and problems countries face against other countries. Unfortunately my resolution did not pass due to an amendment another delegate had made; nevertheless, this does not mean it was not a success because fighting for my resolution was rewarding. It was successful because I have collaborated with everyone without hesitation. I believe MUN has prepared me for the future because I have an understanding of how a conference is set out and the type of language to use. I learned what is required of me to achieve a goal and never to quit even at the hardest times”
Model United Nations WESLEY WAN
GRADE 8 STUDENT
“MUN was great. It has helped me to develop my speech and social skills and has also helped me to build my confidence. At first, I was told MUN was going to be really fun. Of course I didn’t believe that considering all I knew about it was that there would be a very formal meeting where everyone had to speak in the third person, and for that meeting, I would have to prepare an opening speech and a resolution. Everyone was talking about clauses and “the power of Veto” when I was still struggling with writing the documents. I had fun with the other delegates from MUN. It was cool meeting other people and funny to see a delegate represent a country whose perspectives he/she did not agree with. If you are interested in MUN, then join it immediately because I promise you, you won’t regret it”
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Jazmyn presenting her resolution
Billy in Security Council
Chelsea supporting the resolution ARNOLD ADJI
GRADE 11 STUDENT
“MRISA MUN in Hanoi was my second MUN conference, and this time I faced fewer people, which means less competition. However, it encouraged me to improve my debating skills and go for friendly or even critical speeches. I represented the delegation of Cuba in GA 1 (General Assembly 1) with issue of prevention illicit trade of nuclear materials. To be honest, this was new for me, but to have what I call achievements, overcoming these feelings to go forward were my ways to get new experiences. ‘Keep pushing, there is always something new ahead.’”
IBDP TOK
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TOK: Theory of Knowledge
TOK is a structured way of thinking that encourages learners to consider “how we know what we know?� Theory of Knowledge is part of the core of the IB Diploma Programme (IBDP).
Theory of knowledge emphasizes critical thinking skills and learning through macro-concepts. Learning through By Todd Richer IBDP COORDINATOR concepts encourages understanding beyond immediate context. The use of macro-concepts in TOK encourages a systematic approach that can encompass many ways of thinking, as well as diverse experiences.
How We Know What We Know?
On February 7 and 8 Daniel Toyne facilitated an IB Diploma Programme Theory of Knowledge (TOK) Workshop at VIS. The purpose of this training was to provide an opportunity for our community of learners to become more TOK literate in order to make natural connections between TOK and the subjects in the IBDP. While I was participating in this training I reflected on the strong connections between Theory of Knowledge in the IB Diploma Programme and the Personal Project in the IB Middle Years Programme (IBMYP). Both emphasize a personal process and reflection. As VIS students transition from the IBMYP into the IBDP they make connections between the personal nature of the personal project and themselves as knowers (the center of TOK). Students understand how TOK concepts link the subjects in the IBDP in much the way they understand the function of the Areas of Interaction (AOI) in the IBMYP. In Theory of Knowledge students must complete two assessment tasks to fulfill IB Diploma Programme requirements. Students write a TOK essay and give a TOK presentation. Both the IBMYP Personal Project and IBDP Theory of Knowledge Presentation are excellent examples of international-mindedness within our programmes because both the project and the presentation allow students an opportunity to build on their own interests and experiences and be inspired by their own inquiry. The essence of international-mindedness is an understanding of the self in order to effectively connect with others.
MacroConcepts
Congratulations to the grade 10 students for completing personal projects. The learning while going through the process is invaluable as you look forward to participation in the IB Diploma Programme next school year. Congratulations to the grade 12 students for completing TOK essays and presentations in February. Your engagement with TOK will prepare you well for your future as a critical thinker.
Sports News
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Primary Sports Day By Anja Debo PE TEACHER
Congratulations to all students, teachers and teaching assistants for a successful Sports Day! The students were involved in a range of athletic events suitable for their age level. House points were earned by the students and added up to find the winner of this year’s house completions. The Nagas were victorious this year followed by the Gibbons, Catfish and Geckos. Throughout this event everybody showed a high level of commitment, enthusiasm and team spirits with the catfish being rewarded for the best house spirit this year. This event was a good opportunity to see the Learner Profile and attitudes in action. A special thanks goes to the Grade 5 girls Anna, Vivie, Maria and Leonie, who created a new cheer for the catfish as well as spending their time designing the four house banners, which we displayed on sports day.
CONGRATULATIONS
NAGAS!
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Sports News
Student Council News
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Student Council Retreat By Maggie McAden GRADE 7 STUDENT
This year unlike any other student council retreat, we drastically improved and strengthened our relationships and leadership qualities as well as our teamwork. The peaceful and green environment in the River View Resort inspired us to share our creative minds. The day began with engaging activities from different committees. The fundraising committee had an ice breaking game where we shared a special even from a year that we were assigned to talk about in our lives. Activities from other committees involved trust activities, team building relay race and collaborative games. Mr. Gordon led us in a leadership activity in which we explored what we believed is the most necessary quality expected of a leader. "No matter how bad things are, we need leaders who are confident and keeps others' spirits up"
Valentine’s Dance By Oda Karlsen GRADE 11 STUDENT
With the Valentine’s Day and a lot of ‘’love in the air’’ at VIS in February the Secondary Student Council decided to arrange a Valentine’s Dance. The dance was held on Friday 24th of February, and a lot of students from VIS as well as Hoffe and KIS came. The canteen at VIS was decorated with fairy lights, balloons and hearts in the colors of love, and at 7 pm when the dance started the atmosphere in the canteen was set for the dance of love. The girls arrived in dresses in all kinds of colors and shapes, and the boys in nice pants, shirts, ties and some in their suites. You could clearly see that the boys who had the guts to ask a girl out for the dance, were the boys who were the most nervous and excited while waiting for their dates to arrive. As
the dance begun, the canteen started to fill up with a lot of students who were excited about the evening. The main event of the evening was all the dancing, but there were also students that performed well-known love songs to set the theme of the evening, and a vote for the king and the queen of the dance. The event was a success, and it seemed like all the students who came enjoyed the performances, hanging out with their friends, and most of all the dancing. With events like these the Secondary Students have the opportunity to be together and have fun, something they clearly enjoyed!
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Greg’s Blog There have been significant steps made in the building project with approximately 12% of the project now completed. The workforce has grown by around 50% to a total of 30 workers now as the concrete frame and slab of the ground floor is put in place. This last week saw the frame laid out and concreted and many tonnes of sand then added to the sections. With the ground floor slowly coming into view, it is possible to see how the building will look when it is completed. Looking at the photograph for the ground floor you are actually seeing (from nearest point) a Language classroom, with two small group rooms opening from that room, Offices for the Principal, Counselor and Secondary Curriculum Coordinators, a reception area that will incorporate college counseling information, and the spaces furthest away include a conference room, store and kiln room. The wall closest to the current building will actually have the potential to become a climbing wall as a part of the future Physical Education programme as it has been reinforced for that purpose. We have each step of the project under scrutiny through our consultants from SK Consulting. In the photograph (left) you can see our Project Manager, Mr Sirimoungkhone, checking the quality of the steel reinforcing. Each step of the project is checked for quality before it is approved. This week saw the consultants head to the laboratory for another concrete test to ensure that the strength met our standards. The concrete passed with flying colours! The plans for this new wing include new performing arts spaces on the third floor. These spaces will include a space for class-based music instruction, small group rehearsal rooms, a black box theatre, and the capacity for dance. The plan below shows the layout for the new spaces. You will note that the black box theatre area is the largest space and is close to twice the size of our current drama space. This will be a great new space for groups to meet, as well as being a significant boost to the performing arts curriculum. Finally, you can see on the side view of the building that the height of the new wing is above that of the existing building. This is to provide additional room height in our new performing arts spaces to enhance acoustics and allow for better presentation with lighting effects. The new spaces will be primarily teaching spaces, but will provide a range of new options for the school's performances to showcase the learning of our students.
Community News SMILES ALL ROUND COMMUNITY REPORTER
The School continued it’s focus of service to the community through our sister school relationship with the primary school at Ban Saphanthong Tai this week. VIS established the sister school relationship in 2011 which formalized a friendship between the schools. This has resulted in a new library being built, books and computers being donated, and interaction between students. This week the focus was on dental health for the students of the school. Moe Moe Fennema, the VIS nurse recently completed a medical screening to all students. As a result, VIS arranged a team of volunteers to visit Ban Saphanthong Tai school with a mobile dental clinic. All students had their teeth checked and many teeth were removed during the two day clinic. Finally each child was provided with a new toothbrush donated by the families of VIS. VIS and Ban Saphanthong Tai school directors agreed that this was a wonderful project that would provide good outcomes for the children. " VIS is very proud to have this sister school relationship." said Greg Smith, the VIS director. "This project is part of our commitment to service to the Lao PDR that is a big part of our school. We look forward to continuing to be an important part of our local community" He said.
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