Shanghai Community International School & Hangzhou International School June 2014

Our Best Moments2013-2014

2 3

Dear SCIS-HIS Community and Friends,

As one of our graduating seniors stated, an old Chinese proverb says, “a journey of a thousand miles begins with a single step”. Over the past few weeks, our schools have been celebrating the achievements and accomplishments of our students over the school year. There have been award nights, promotion ceremonies, athletics banquets, and, of course, senior graduation. We know by the long list of achievements that our students have been engaging in challenges and opportunities that allow them to pursue academic and personal excellence. At SCIS-HIS schools, we provide a caring community environment for students to take risks and begin new journeys, so this edition of Communitas celebrates “Our Best Moments of 2013-14”.

To be sure, the year began with very welcoming news. Our SCIS-HIS sisterhood of schools were awarded a full 6-year re-accreditation from the Western Association of School and Colleges (WASC). In its re-accreditation notification letter, WASC described SCIS-HIS as “stellar” schools and commended our entire community for their support in generating the self-study report and hosting the visiting team. It was no surprise then, when the IB results came back for our Hongqiao campus that they averaged better than or equal to any international school in Shanghai. Equally important, both SCIS schools averaged well above the worldwide average. This is especially significant as SCIS-HIS schools do not exclude students from eligibility to participate in IB or AP advanced coursework like other schools in the region. Instead we believe in giving ALL students the opportunity to achieve to their full potential and look forward to future successes of each individual student. This year we are also pleased that HIS joins its sister schools in Shanghai as a fully authorized IB Diploma Program World School.

From humble beginnings in 1996, our schools have now grown into one of the largest networks of international schools in the world. Founded on a vision of a strong core academic curriculum complemented by robust sports, arts, and activities programs, we provide an outstanding and rigorous learning experience for students of all nationalities and previous schooling experiences. SCIS-HIS schools are truly international, serving a truly diverse community with an elite academic program that is intended for international school students as opposed to selecting a national program that is intended for the general public. Our curriculum approach is based on best practices in international education, which are supported by research in international schooling.

It is hard to believe that the 2013-2014 school year has come to a close. I wish all of our graduates great happiness and continued success in their life pursuits. And I want to thank all of our dedicated teachers, parents, and students for many more wonderful memories. We look forward to celebrating our eighteenth year and creating many more wonderful memories to share. Have a great summer!

Jeffry R. StubbsSuperintendent of Schools

TABLE OF CONTENTS

FEATURESSuperintendent’s LetterCurriculum: What is World Languages? What is Math? Health/Physical EducationTheme Feature: Chinese New Year United Nations Day How We LearnHost Culture

03

04-05 12-13, 3542-43

08-1120-2338-3906

COMMUNITYCommunity Educational InsightsUniversities Acceptance ListGraduation CeremonyGraduate HighlightGraduate Speech Partner

47-497, 34, 44-4624-2526-2728, 30, 3229, 31, 3350

Cover photo was taken by Ms. MunYee Choo, Marketing Manager. Communitas is the official magazine for the Shanghai Community International School and Hangzhou International School. Please contact us at: jpaulson@scischina.org

SUPERINTENDENT ‘S LETTER

CAMPUS HIGHLIGHTSHangzhouPudongHongqiao

14-1617-1936-37, 40-41

“We welcome new Hongqiao Head of School Katherine Brewer (second from right) and her family

to our school community.”

2 3

Dear SCIS-HIS Community and Friends,

As one of our graduating seniors stated, an old Chinese proverb says, “a journey of a thousand miles begins with a single step”. Over the past few weeks, our schools have been celebrating the achievements and accomplishments of our students over the school year. There have been award nights, promotion ceremonies, athletics banquets, and, of course, senior graduation. We know by the long list of achievements that our students have been engaging in challenges and opportunities that allow them to pursue academic and personal excellence. At SCIS-HIS schools, we provide a caring community environment for students to take risks and begin new journeys, so this edition of Communitas celebrates “Our Best Moments of 2013-14”.

To be sure, the year began with very welcoming news. Our SCIS-HIS sisterhood of schools were awarded a full 6-year re-accreditation from the Western Association of School and Colleges (WASC). In its re-accreditation notification letter, WASC described SCIS-HIS as “stellar” schools and commended our entire community for their support in generating the self-study report and hosting the visiting team. It was no surprise then, when the IB results came back for our Hongqiao campus that they averaged better than or equal to any international school in Shanghai. Equally important, both SCIS schools averaged well above the worldwide average. This is especially significant as SCIS-HIS schools do not exclude students from eligibility to participate in IB or AP advanced coursework like other schools in the region. Instead we believe in giving ALL students the opportunity to achieve to their full potential and look forward to future successes of each individual student. This year we are also pleased that HIS joins its sister schools in Shanghai as a fully authorized IB Diploma Program World School.

From humble beginnings in 1996, our schools have now grown into one of the largest networks of international schools in the world. Founded on a vision of a strong core academic curriculum complemented by robust sports, arts, and activities programs, we provide an outstanding and rigorous learning experience for students of all nationalities and previous schooling experiences. SCIS-HIS schools are truly international, serving a truly diverse community with an elite academic program that is intended for international school students as opposed to selecting a national program that is intended for the general public. Our curriculum approach is based on best practices in international education, which are supported by research in international schooling.

It is hard to believe that the 2013-2014 school year has come to a close. I wish all of our graduates great happiness and continued success in their life pursuits. And I want to thank all of our dedicated teachers, parents, and students for many more wonderful memories. We look forward to celebrating our eighteenth year and creating many more wonderful memories to share. Have a great summer!

Jeffry R. StubbsSuperintendent of Schools

TABLE OF CONTENTS

FEATURESSuperintendent’s LetterCurriculum: What is World Languages? What is Math? Health/Physical EducationTheme Feature: Chinese New Year United Nations Day How We LearnHost Culture

03

04-05 12-13, 3542-43

08-1120-2338-3906

COMMUNITYCommunity Educational InsightsUniversities Acceptance ListGraduation CeremonyGraduate HighlightGraduate Speech Partner

47-497, 34, 44-4624-2526-2728, 30, 3229, 31, 3350

Cover photo was taken by Ms. MunYee Choo, Marketing Manager. Communitas is the official magazine for the Shanghai Community International School and Hangzhou International School. Please contact us at: jpaulson@scischina.org

SUPERINTENDENT ‘S LETTER

CAMPUS HIGHLIGHTSHangzhouPudongHongqiao

14-1617-1936-37, 40-41

“We welcome new Hongqiao Head of School Katherine Brewer (second from right) and her family

to our school community.”

4 5

CURRICULUM FEATURE CURRICULUM FEATURE

What is WORLD Languages?

One of the many wonderful aspects of learning a language is the opportunity to discover the rich diversity of countries

and cultures around the globe. In Middle School World Languages not only do we teach the skills for communication in a foreign language, we also encourage our students to discover the traditions, customs and values of others. Our aim is to foster a curiosity and life-long passion for language and travel.

This semester has seen our students embark on a study voyage around the Francophone and Hispanic worlds, with each student researching one of the respective regions countries and presenting their findings to the class. Paris has also been at the heart of our Middle School French curriculum. Whether it’s been discovering its world-famous tourist attractions (Novice 1), its famous chateaux (Novice 2) or its Métro system and its musicians (Intermediate), the French city of love has never been far from our thoughts.

In Spanish class, celebrations of Mexican traditions started with

a reenactment of “El grito de Dolores” (The cry of Dolores) to mark “El Día de la Independencia Mexicana”(The Mexican Day of Independence). Throughout the ghostly month of November the Novice students continued their research by creating posters and “Calaveras” (Decorated Skulls) for “El Día de los Muertos” (The Day of the Dead), whilst the Intermediate students enjoyed “La Noche de Brujas” (Halloween) with spooky stories, songs and a game of “Ponle la nariz a la calabaza” (Put the nose on the pumpkin). This month we look forward to learning about the winter festivities in France and Spain and we would like to wish you all a very...

• Merry Christmas• ¡Feliz Navidad!• Joyeux Noël!

My first year teaching in a public school in Nevada,

U.S.A., I purchased a poster to decorate my classroom. I chose it because it was made of various beautiful and colorful butterflies on a black background, and most importantly because it said at the top: ”Diversity creates dimension in our world.”

As a French teacher and as a foreigner in the States, I probably

wanted to prove a point. Year after year while teaching in quite mono-cultural public schools, I continued to laminate my poster, which was becoming more and more tattered. After a few years in Nevada my husband and our son relocated to Hawaii to teach for an international boarding school where diversity was of the essence, with students from all corners of the world. I realized that the poster was no longer needed. Later in my career, as we continued to move, I decided that my statement didn’t need to be reinforced anymore. I realized that in fact, my students were so diverse and so immersed in internationalism that by osmosis “diversity” was becoming a natural part of their upbringing.

During our first interview with SCIS, I remember vividly stipulating how important diversity was for us

By JULIET FARMERHongqiao Campus Middle School French and Spanish Teacher

The Poster that Traveled the Worldas we were searching for a “true international school” to work in and raise our son.

Well, now that I have the opportunity to teach French here, I can say that we are lucky to be working at the Hongqiao campus of SCIS. This is by far the most diverse international school I have ever taught at. When looking only at my Novice High School class, I can count 12 different nationalities.

Diversity is a word that our students body understands and when teaching a foreign language it is a very important part of our curriculum. From Novice level to IB, our students understand the need to embrace diversity within cultures while focusing equally on their differences and similarities.

When I asked my students to use their creative mind to think about an acrostic that represents the meaning of the word “Diversité” in French and “Diversity” in English, this is what they wrote, and it clearly illustrates how confident and connected they are in the global environment.

By LAURE KRUGERHongqiao Campus High School French and IB French Teacher

Exploring the World Through French and Spanish

4 5

CURRICULUM FEATURE CURRICULUM FEATURE

What is WORLD Languages?

One of the many wonderful aspects of learning a language is the opportunity to discover the rich diversity of countries

and cultures around the globe. In Middle School World Languages not only do we teach the skills for communication in a foreign language, we also encourage our students to discover the traditions, customs and values of others. Our aim is to foster a curiosity and life-long passion for language and travel.

This semester has seen our students embark on a study voyage around the Francophone and Hispanic worlds, with each student researching one of the respective regions countries and presenting their findings to the class. Paris has also been at the heart of our Middle School French curriculum. Whether it’s been discovering its world-famous tourist attractions (Novice 1), its famous chateaux (Novice 2) or its Métro system and its musicians (Intermediate), the French city of love has never been far from our thoughts.

In Spanish class, celebrations of Mexican traditions started with

a reenactment of “El grito de Dolores” (The cry of Dolores) to mark “El Día de la Independencia Mexicana”(The Mexican Day of Independence). Throughout the ghostly month of November the Novice students continued their research by creating posters and “Calaveras” (Decorated Skulls) for “El Día de los Muertos” (The Day of the Dead), whilst the Intermediate students enjoyed “La Noche de Brujas” (Halloween) with spooky stories, songs and a game of “Ponle la nariz a la calabaza” (Put the nose on the pumpkin). This month we look forward to learning about the winter festivities in France and Spain and we would like to wish you all a very...

• Merry Christmas• ¡Feliz Navidad!• Joyeux Noël!

My first year teaching in a public school in Nevada,

U.S.A., I purchased a poster to decorate my classroom. I chose it because it was made of various beautiful and colorful butterflies on a black background, and most importantly because it said at the top: ”Diversity creates dimension in our world.”

As a French teacher and as a foreigner in the States, I probably

wanted to prove a point. Year after year while teaching in quite mono-cultural public schools, I continued to laminate my poster, which was becoming more and more tattered. After a few years in Nevada my husband and our son relocated to Hawaii to teach for an international boarding school where diversity was of the essence, with students from all corners of the world. I realized that the poster was no longer needed. Later in my career, as we continued to move, I decided that my statement didn’t need to be reinforced anymore. I realized that in fact, my students were so diverse and so immersed in internationalism that by osmosis “diversity” was becoming a natural part of their upbringing.

During our first interview with SCIS, I remember vividly stipulating how important diversity was for us

By JULIET FARMERHongqiao Campus Middle School French and Spanish Teacher

The Poster that Traveled the Worldas we were searching for a “true international school” to work in and raise our son.

Well, now that I have the opportunity to teach French here, I can say that we are lucky to be working at the Hongqiao campus of SCIS. This is by far the most diverse international school I have ever taught at. When looking only at my Novice High School class, I can count 12 different nationalities.

Diversity is a word that our students body understands and when teaching a foreign language it is a very important part of our curriculum. From Novice level to IB, our students understand the need to embrace diversity within cultures while focusing equally on their differences and similarities.

When I asked my students to use their creative mind to think about an acrostic that represents the meaning of the word “Diversité” in French and “Diversity” in English, this is what they wrote, and it clearly illustrates how confident and connected they are in the global environment.

By LAURE KRUGERHongqiao Campus High School French and IB French Teacher

Exploring the World Through French and Spanish

6 7

Our Chinese ancestors created characters with multiple meanings so we can relate multiple concepts and things

together. For example, the Chinese character ‘书(shū)’ means ‘book’ and ‘ to write.’ These two concepts are easily connected because books need to be written. Or, from a different point of view, one cannot write nicely and properly without vast reading. In Mandarin classes, fast reading is implemented. In doing fast reading, students are not required to know every character in the text, but they must read fast and finish reading in the required time.

Students will work in groups. First, they read the text for 2 minutes and discuss the part they understand within the group. By sharing in groups, student talks about what he/she understands and knows more from other group members. Each group shares in front of the class. Then students read the same text for the second time and ask questions about the text and discuss in groups to decide one. Several group questions will be collected and written on the board. Students will try to read for the third time to find answers.

By practicing several times of fast reading, students are using scanning and skimming skills when they read an unfamiliar text. Though unknown characters still seem so many, it won’t be such a huge obstacle for students to catch the general idea. This also indicates that the reading materials must be chosen to meet the students reading level.

But that’s not all. Students not only love to read, they also encourage others to read….(read on to find out how)

Pudong Lower School parents, who are also volunteers for MaiTian have helped to raise lots of money, clothes and school suppliers for children in Jiangxi province. Recently the MaiTian moms are going to Jiangxi to place bookshelves for every ‘Angel

THE JOY OF READING Class’ they supported, with books and posters made by SCIS Pudong Lower School students.

The posters are to encourage the children to read. To make sure the children in Jiangxi province understand our posters, we made it during Mandarin classes. Our students were very excited with this project, especially knowing that they are the ones who donate the books and help more Chinese kids to go back to schools. Students throughout Grade 1 to Grade 5 participate with great enthusiasm and creativity.

Students came up with many beautiful and inspiring phrases in Chinese. Here are the English Translations:

‘Reading are like listening to music, you hear with your eyes.’

‘Reading can draw pictures in your mind.’

‘Books will tell you a story of one’s lifetime.’ ‘Reading is like adventures, it shows you a new world.’

Younger students try to practice writing the ‘book’ character ‘书(shū)’ and decorate their poster with colorful pictures as the garden of books.

Quite a few students drew about their favorite books to recommend to the children in Jiangxi province. Reading might help them to make friends in the future.

Let’s read!

By DAISY YEPudong Campus Lower School Mandarin Coordinator

HOST CULTURE

I sometimes wonder how I would have reacted to being dropped into a new country, city, and school as an adolescent

particularly if I did not speak the language of those around me. I think I would have found it intimidating in the extreme. Yet here we are a month into the school year and, as always, everyone is completely settled and cruising.

There are reasons for this seemingly effortless transition that go beyond the remarkable adaptability of kids. We take the word “community” in our name seriously, consistently defining what we do with this in mind. A true community is supportive and welcoming, two attributes that help students quickly make the transition here. The members of a community such as ours also share the common goal of learning, both in the narrow sense of mastering curriculum and also in the broader sense of gaining the skills and attitudes that make all of us better people.

So what does that mean for a new student? For one thing, our current students genuinely want to help the new ones adjust. Our call for returning students to come to school a day early to help with orientation netted about twice as many as we expected. Whenever a new student arrives, others volunteer to show them around the school, invite them to sit together at lunch or stop by if they seem alone to strike up a conversation, all without prodding from teachers.

Developing a strong sense of community in a school takes work on the part of all of us. Instructional strategies in the classroom that engage all students in collaborative activities and advisory planning that generates conversations between teachers and students help make students feel they are part of a valuable team effort in learning. Students develop portfolios, reflect on their learning goals, attitudes and accomplishments, and then lead their parents through their academic journey at student led

conferences. Building community in the classroom goes hand in hand with improving academic achievement while also making the school a more comfortable place for all.

After school activities such as sports, clubs and service groups are critical to engaging students in the SCIS community. Here is where students will meet new friends, develop all manner of talents, and gain a sense of pride in themselves and their school beyond the classroom. We make a deliberate effort to provide a wide range of ASA offerings and have a clear expectation that all students will get involved at some level. Those who do, find that they quickly become a part of the fabric of the school.

Combine the above with small classes and teachers who believe in and model a community of mutual respect, it is little wonder that new students quickly establish themselves here. For a student suddenly pulled away from home, it’s nice to find that a new home is right here at SCIS.

SINCE WHEN DID SCHOOL BECOME HOME?

By MR. DON MACMILLANPudong campus Upper School Principal

EDUCATIONAL INSIGHTS

6 7

Our Chinese ancestors created characters with multiple meanings so we can relate multiple concepts and things

together. For example, the Chinese character ‘书(shū)’ means ‘book’ and ‘ to write.’ These two concepts are easily connected because books need to be written. Or, from a different point of view, one cannot write nicely and properly without vast reading. In Mandarin classes, fast reading is implemented. In doing fast reading, students are not required to know every character in the text, but they must read fast and finish reading in the required time.

Students will work in groups. First, they read the text for 2 minutes and discuss the part they understand within the group. By sharing in groups, student talks about what he/she understands and knows more from other group members. Each group shares in front of the class. Then students read the same text for the second time and ask questions about the text and discuss in groups to decide one. Several group questions will be collected and written on the board. Students will try to read for the third time to find answers.

By practicing several times of fast reading, students are using scanning and skimming skills when they read an unfamiliar text. Though unknown characters still seem so many, it won’t be such a huge obstacle for students to catch the general idea. This also indicates that the reading materials must be chosen to meet the students reading level.

But that’s not all. Students not only love to read, they also encourage others to read….(read on to find out how)

Pudong Lower School parents, who are also volunteers for MaiTian have helped to raise lots of money, clothes and school suppliers for children in Jiangxi province. Recently the MaiTian moms are going to Jiangxi to place bookshelves for every ‘Angel

THE JOY OF READING Class’ they supported, with books and posters made by SCIS Pudong Lower School students.

The posters are to encourage the children to read. To make sure the children in Jiangxi province understand our posters, we made it during Mandarin classes. Our students were very excited with this project, especially knowing that they are the ones who donate the books and help more Chinese kids to go back to schools. Students throughout Grade 1 to Grade 5 participate with great enthusiasm and creativity.

Students came up with many beautiful and inspiring phrases in Chinese. Here are the English Translations:

‘Reading are like listening to music, you hear with your eyes.’

‘Reading can draw pictures in your mind.’

‘Books will tell you a story of one’s lifetime.’ ‘Reading is like adventures, it shows you a new world.’

Younger students try to practice writing the ‘book’ character ‘书(shū)’ and decorate their poster with colorful pictures as the garden of books.

Quite a few students drew about their favorite books to recommend to the children in Jiangxi province. Reading might help them to make friends in the future.

Let’s read!

By DAISY YEPudong Campus Lower School Mandarin Coordinator

HOST CULTURE

I sometimes wonder how I would have reacted to being dropped into a new country, city, and school as an adolescent

particularly if I did not speak the language of those around me. I think I would have found it intimidating in the extreme. Yet here we are a month into the school year and, as always, everyone is completely settled and cruising.

There are reasons for this seemingly effortless transition that go beyond the remarkable adaptability of kids. We take the word “community” in our name seriously, consistently defining what we do with this in mind. A true community is supportive and welcoming, two attributes that help students quickly make the transition here. The members of a community such as ours also share the common goal of learning, both in the narrow sense of mastering curriculum and also in the broader sense of gaining the skills and attitudes that make all of us better people.

So what does that mean for a new student? For one thing, our current students genuinely want to help the new ones adjust. Our call for returning students to come to school a day early to help with orientation netted about twice as many as we expected. Whenever a new student arrives, others volunteer to show them around the school, invite them to sit together at lunch or stop by if they seem alone to strike up a conversation, all without prodding from teachers.

Developing a strong sense of community in a school takes work on the part of all of us. Instructional strategies in the classroom that engage all students in collaborative activities and advisory planning that generates conversations between teachers and students help make students feel they are part of a valuable team effort in learning. Students develop portfolios, reflect on their learning goals, attitudes and accomplishments, and then lead their parents through their academic journey at student led

conferences. Building community in the classroom goes hand in hand with improving academic achievement while also making the school a more comfortable place for all.

After school activities such as sports, clubs and service groups are critical to engaging students in the SCIS community. Here is where students will meet new friends, develop all manner of talents, and gain a sense of pride in themselves and their school beyond the classroom. We make a deliberate effort to provide a wide range of ASA offerings and have a clear expectation that all students will get involved at some level. Those who do, find that they quickly become a part of the fabric of the school.

Combine the above with small classes and teachers who believe in and model a community of mutual respect, it is little wonder that new students quickly establish themselves here. For a student suddenly pulled away from home, it’s nice to find that a new home is right here at SCIS.

SINCE WHEN DID SCHOOL BECOME HOME?

By MR. DON MACMILLANPudong campus Upper School Principal

EDUCATIONAL INSIGHTS

8 9

THEME FEATURE THEME FEATURE

SCIS-HIS Celebrates Chinese New Year

新年快乐

xin

nian

kuai

le

马 年 大 吉

ma

nian

da

ji

8 9

THEME FEATURE THEME FEATURE

SCIS-HIS Celebrates Chinese New Year

新年快乐

xin

nian

kuai

le

马 年 大 吉

ma

nian

da

ji

10 11

THEME FEATURE THEME FEATURE

Chinese New Year is upon us! The big celebration just wrapped up as we ushered out the Year of the Snake and welcomed the Year of the Horse. Our local community was transformed into a landscape of red and gold, as the sounds of firecrackers foreshadowed the noise to scare away “Nian.” The Year of the Horse is especially important to those born in 1942, 1954, 1966, 1978, 1990, or 2002. According to Chinese mythology, these individuals symbolize such character traits as strength, energy, and an outgoing nature. If you are one of the lucky ones above, make sure to enjoy it, as it won’t come again for 12 more years. Of course, there is far more to recognizing Chinese culture than simply having a celebration once a year. At SCIS-HIS, we believe in promoting awareness of our host country by fostering connections between our students and their local community. A major goal of ours is to help nurture a sense of Chinese identity in our students. Whether you have been here for four weeks or four years, living in China and the influence of Chinese culture will inevitably become an important part of your children’s identify.

This takes many forms at school. In class, exposing students to traditional Chinese culture is as valued as reading, writing and oral language development. Students engage in projects and other learning experiences to enrich their knowledge of China. Outside of Mandarin classes, our host culture awareness program aims to integrate modern China and Chinese history throughout the curriculum. Students can check out Mandarin books and videos form our library, learn about Chinese fashion and traditional games during after school activities, and choreograph important cultural dances as part of our physical education program. Further, our many community service projects, upper school China Trips, and special cultural events throughout the year aim to educate and develop Chinese cultural awareness and appreciation in all of our students.

At SCIS-HIS, we recognize the amazing opportunity we have to expose students to Mandarin language and Chinese culture. You will see examples throughout this issue of us coming together to do just that—celebrate our host nation. I wish everyone a happy, healthy, and prosperous Year of the Horse! Xin Nian Kuai Le!

By DANIEL JUBERTSCIS-Pudong Head of School

10 11

THEME FEATURE THEME FEATURE

Chinese New Year is upon us! The big celebration just wrapped up as we ushered out the Year of the Snake and welcomed the Year of the Horse. Our local community was transformed into a landscape of red and gold, as the sounds of firecrackers foreshadowed the noise to scare away “Nian.” The Year of the Horse is especially important to those born in 1942, 1954, 1966, 1978, 1990, or 2002. According to Chinese mythology, these individuals symbolize such character traits as strength, energy, and an outgoing nature. If you are one of the lucky ones above, make sure to enjoy it, as it won’t come again for 12 more years. Of course, there is far more to recognizing Chinese culture than simply having a celebration once a year. At SCIS-HIS, we believe in promoting awareness of our host country by fostering connections between our students and their local community. A major goal of ours is to help nurture a sense of Chinese identity in our students. Whether you have been here for four weeks or four years, living in China and the influence of Chinese culture will inevitably become an important part of your children’s identify.

This takes many forms at school. In class, exposing students to traditional Chinese culture is as valued as reading, writing and oral language development. Students engage in projects and other learning experiences to enrich their knowledge of China. Outside of Mandarin classes, our host culture awareness program aims to integrate modern China and Chinese history throughout the curriculum. Students can check out Mandarin books and videos form our library, learn about Chinese fashion and traditional games during after school activities, and choreograph important cultural dances as part of our physical education program. Further, our many community service projects, upper school China Trips, and special cultural events throughout the year aim to educate and develop Chinese cultural awareness and appreciation in all of our students.

At SCIS-HIS, we recognize the amazing opportunity we have to expose students to Mandarin language and Chinese culture. You will see examples throughout this issue of us coming together to do just that—celebrate our host nation. I wish everyone a happy, healthy, and prosperous Year of the Horse! Xin Nian Kuai Le!

By DANIEL JUBERTSCIS-Pudong Head of School

12 13

CURRICULUM FEATURE CURRICULUM FEATURE

MATH? In an attempt to liven up our lessons and immediately engage

our Math 9 and 10 students, we introduce each unit with an exciting YouTube math video that aligns with the topic. Our favorite videos come from a school in Ohio called Westerville High. The math teachers there have created seven math videos by changing the lyrics of popular songs to math content-based lyrics. Not only do the videos include catchy tunes to help the students learn specific math processes, but they also display step-by-step visuals to aid the student learning process.

Our students enjoyed these videos so much that we decided to develop a math music video project to start off this semester with a bang! In order to achieve excellent and professional results, we decided to horizontally align the project with the 9/10 Film class. Math students were responsible for choosing a popular song, generating new lyrics that explain a semester one math topic, designing math problems to align with the song, developing a storyboard illustrating how they envision their video, and recording their song. Some students even went above and beyond to actually create their own videos!

The last two days before Chinese New Year Break were full of amazing presentations. We watched all our students play their songs and present their storyboards or videos. Who knew we

had such amazing singers, songwriters, directors, editors, and performers?!

The next phase of the project is to pass the song lyrics and storyboards over to the producers of the Film class to create professional-style math music videos. We are looking forward to see more amazing results! Check out our websites in the next months to possibly see your student staring in the first SCIS Math Video!

By AMY UMBERGER and ALYSSA MOSKOWITZHongqiao Campus High School Math Teachers

MATH VIDEOS

What is

February looks to be a busy month

for SCIS Pudong’s top mathematics students. The Pudong maths department is proud to be sending not just one, but two teams to this year’s High School Team Maths

Competition in Nanjing. On the weekend of March 1st, eleventh graders Marc Xu, Emmi Rytkola, Hee Gwon Yoon, Wesley You, Andrew Tsai and tenth graders Lina Lee, Eric Chen and Ivy Cai will be representing SCIS Pudong at this two day event.

High School Team Maths 2014 will be hosted by Dulwich College Suzhou, in collaboration with the NEAMC (Northeast Asia Maths Competition) 2014. It proves to be a very fun and exciting weekend for not just the students involved, but our entire department as it’s the first time we’ve competed in such

an event. This competition is a wonderful opportunity for our students as it promotes teamwork, problem solving, communication skills, and mathematical endeavor. The competition will be divided into four rounds: a problem solving round, a cross number round, a group round, and a relay round. After the formal four round competition, students will be divided into “buddy teams” with other schools to further enhance their collaborative skills.

In addition to this HSTM event, twenty of our ninth and tenth grade students will be participating in this year’s American Math Competition. The AMC is among the world’s most prestigious high school maths competitions. It consists of a 75-minute, 25-question multiple-choice exam that challenges students to be creative in solving problems.

Good luck to all of our students competing in this season’s mathematics competitions!

By GARRET NEWELLPudong Campus High School Math Teacher

UPCOMING MATHS COMPETITIONS!

Calculating is often the first thing that people think about when asked to describe their experiences with mathematics.

This is part of the reason it is easy to feel that much of what is taught in mathematics is irrelevant in a world in which calculators and computers are always available. Many adults say that they have not solved an equation in years, and they are doing fine. Why, then, do we bother?

This question is one that the Common Core State Standards for Mathematical Practice (CCSS) in the United States were developed to answer. These standards are different from concepts to know in a mathematics curriculum, such as adding fractions or solving a

quadratic equation. These are instead mathematical habits that help each of us navigate the complex world in which we live— a world that is increasingly based in numbers. Much like the SCIS-HIS Expected School-wide Learning Results (ESLRs), these are traits that we strive to nurture in all of our students. With these ideas in mind, teachers design classroom activities to be much more than memorizing steps or doing repetitive practice problems. In doing so, teachers instill the sorts of skills that students will find useful both inside and outside of a mathematics classroom.

Here are some examples of these standards for mathematical practice, their connections to the ESLRs, and how we explore them in our mathematics classes:

Model with mathematicsMaking predictions is one of the most powerful capabilities of the field of mathematics. In one class, students analyzed incomplete videos from the game Angry Birds, in which cartoon birds are flung toward structures. Students accessed their body of knowledge of quadratic functions and computer modeling to predict where the birds would hit. Students then compared their predictions to the complete videos and discussed the differences between them. In the end, the class celebrated the team that was the most accurate.

Teaching while standing on your head is a new and exciting adventure for any teacher. I had first heard about it on a

spiritual journey traveling through Pittsburg, PA.

I was convinced after squatting down and listening to a practicing instructor at a near-by school. She was explaining that the in-creased blood flow to the brain helped with student understand-ing and retention. With a loud CRASH, I turned around and saw a student tumbling over, taking out another group of students and a few desks in the process. To hone this new craft, I did what any teacher does when they find something that works better—I stole (thanks Dr. Wong).

Here’s what I observed:• As in many to most classrooms there are students who need

extra assistance. It was nice to see her modify her approach with different students. Some needed to lean against the wall, some needed to take breaks to rest. She was a great teacher because she was able to diversify strategies to assist the needs of her students.

• Writing while standing on your head is hard. I liked the way she used her student time out of class. The students were not required to write homework on a worksheet or bookwork,

but they used an online website to practice. She could track student progress better than with written work. “Just because we did it and our parents did it, doesn’t mean it’s the best way,” she said.

• Teaching style is not consensual. I could not emulate every-thing she was doing. In fact, if I tried, my students would see right through me. I took what I could use and adapted it to fit my style. Stand by your principles, but make sure your principles are actually measuring and assessing student ability and progress.

by JUSTIN DEERWESTERHIS Math Teacher

“HEAD-STAND AND DELIVER”

WHY BOTHER LEARNING MATH?

Continue on page 35…

12 13

CURRICULUM FEATURE CURRICULUM FEATURE

MATH? In an attempt to liven up our lessons and immediately engage

our Math 9 and 10 students, we introduce each unit with an exciting YouTube math video that aligns with the topic. Our favorite videos come from a school in Ohio called Westerville High. The math teachers there have created seven math videos by changing the lyrics of popular songs to math content-based lyrics. Not only do the videos include catchy tunes to help the students learn specific math processes, but they also display step-by-step visuals to aid the student learning process.

Our students enjoyed these videos so much that we decided to develop a math music video project to start off this semester with a bang! In order to achieve excellent and professional results, we decided to horizontally align the project with the 9/10 Film class. Math students were responsible for choosing a popular song, generating new lyrics that explain a semester one math topic, designing math problems to align with the song, developing a storyboard illustrating how they envision their video, and recording their song. Some students even went above and beyond to actually create their own videos!

The last two days before Chinese New Year Break were full of amazing presentations. We watched all our students play their songs and present their storyboards or videos. Who knew we

had such amazing singers, songwriters, directors, editors, and performers?!

The next phase of the project is to pass the song lyrics and storyboards over to the producers of the Film class to create professional-style math music videos. We are looking forward to see more amazing results! Check out our websites in the next months to possibly see your student staring in the first SCIS Math Video!

By AMY UMBERGER and ALYSSA MOSKOWITZHongqiao Campus High School Math Teachers

MATH VIDEOS

What is

February looks to be a busy month

for SCIS Pudong’s top mathematics students. The Pudong maths department is proud to be sending not just one, but two teams to this year’s High School Team Maths

Competition in Nanjing. On the weekend of March 1st, eleventh graders Marc Xu, Emmi Rytkola, Hee Gwon Yoon, Wesley You, Andrew Tsai and tenth graders Lina Lee, Eric Chen and Ivy Cai will be representing SCIS Pudong at this two day event.

High School Team Maths 2014 will be hosted by Dulwich College Suzhou, in collaboration with the NEAMC (Northeast Asia Maths Competition) 2014. It proves to be a very fun and exciting weekend for not just the students involved, but our entire department as it’s the first time we’ve competed in such

an event. This competition is a wonderful opportunity for our students as it promotes teamwork, problem solving, communication skills, and mathematical endeavor. The competition will be divided into four rounds: a problem solving round, a cross number round, a group round, and a relay round. After the formal four round competition, students will be divided into “buddy teams” with other schools to further enhance their collaborative skills.

In addition to this HSTM event, twenty of our ninth and tenth grade students will be participating in this year’s American Math Competition. The AMC is among the world’s most prestigious high school maths competitions. It consists of a 75-minute, 25-question multiple-choice exam that challenges students to be creative in solving problems.

Good luck to all of our students competing in this season’s mathematics competitions!

By GARRET NEWELLPudong Campus High School Math Teacher

UPCOMING MATHS COMPETITIONS!

Calculating is often the first thing that people think about when asked to describe their experiences with mathematics.

This is part of the reason it is easy to feel that much of what is taught in mathematics is irrelevant in a world in which calculators and computers are always available. Many adults say that they have not solved an equation in years, and they are doing fine. Why, then, do we bother?

This question is one that the Common Core State Standards for Mathematical Practice (CCSS) in the United States were developed to answer. These standards are different from concepts to know in a mathematics curriculum, such as adding fractions or solving a

quadratic equation. These are instead mathematical habits that help each of us navigate the complex world in which we live— a world that is increasingly based in numbers. Much like the SCIS-HIS Expected School-wide Learning Results (ESLRs), these are traits that we strive to nurture in all of our students. With these ideas in mind, teachers design classroom activities to be much more than memorizing steps or doing repetitive practice problems. In doing so, teachers instill the sorts of skills that students will find useful both inside and outside of a mathematics classroom.

Here are some examples of these standards for mathematical practice, their connections to the ESLRs, and how we explore them in our mathematics classes:

Model with mathematicsMaking predictions is one of the most powerful capabilities of the field of mathematics. In one class, students analyzed incomplete videos from the game Angry Birds, in which cartoon birds are flung toward structures. Students accessed their body of knowledge of quadratic functions and computer modeling to predict where the birds would hit. Students then compared their predictions to the complete videos and discussed the differences between them. In the end, the class celebrated the team that was the most accurate.

Teaching while standing on your head is a new and exciting adventure for any teacher. I had first heard about it on a

spiritual journey traveling through Pittsburg, PA.

I was convinced after squatting down and listening to a practicing instructor at a near-by school. She was explaining that the in-creased blood flow to the brain helped with student understand-ing and retention. With a loud CRASH, I turned around and saw a student tumbling over, taking out another group of students and a few desks in the process. To hone this new craft, I did what any teacher does when they find something that works better—I stole (thanks Dr. Wong).

Here’s what I observed:• As in many to most classrooms there are students who need

extra assistance. It was nice to see her modify her approach with different students. Some needed to lean against the wall, some needed to take breaks to rest. She was a great teacher because she was able to diversify strategies to assist the needs of her students.

• Writing while standing on your head is hard. I liked the way she used her student time out of class. The students were not required to write homework on a worksheet or bookwork,

but they used an online website to practice. She could track student progress better than with written work. “Just because we did it and our parents did it, doesn’t mean it’s the best way,” she said.

• Teaching style is not consensual. I could not emulate every-thing she was doing. In fact, if I tried, my students would see right through me. I took what I could use and adapted it to fit my style. Stand by your principles, but make sure your principles are actually measuring and assessing student ability and progress.

by JUSTIN DEERWESTERHIS Math Teacher

“HEAD-STAND AND DELIVER”

WHY BOTHER LEARNING MATH?

Continue on page 35…

14 15

HANGZHOU HIGHLIGHTS

INTRODUCING “DRAGON TIME!”

At HIS, we are excited to introduce our “Dragon Time!” This is a comprehensive student advisory program, currently

for Upper School students. This program was developed to fit specific and unique needs of our growing student body. The counseling curriculum aligns with the school’s mission of providing all of our students with opportunities to pursue academic and personal excellence in a nurturing and safe international environment. Each student is supported by the strength of our community of faculty, staff, fellow students and parents who work together to build on our strong traditions while committing to future excellence.

Our Counseling Beliefs:

• We believe in diversity and individuality – finding the strengths of every child.

• We believe in developing the whole child – helping each student develop into responsible, confident contributors to the world around them by stressing (in addition to academics) their social, emotional, and ethical growth.

• We believe in cultivating intercultural opportunities and com-munity involvement – helping every child become a future global citizen.

This comprehensive advisory curriculum is dedicated to helping students academically, personally and socially, in career development and enhancing a global perspective. Topics will include community building (e.g. team building, conflict resolution) prevention (e.g. bully prevention, safe technology use) career/college readiness (e.g. study skills, test preparation, anxiety reduction, transition to college).

Students meet twice a week for 35-minutes, totaling 70 minutes a week. Once a week all students meet assembly style to

develop a strong community identity. The following “Dragon Time!” is led by grade level advisors to maximize individualized attention and focus on topics relevant to each grade.

Another component is an online blog called Dragon Ear. This is an avenue for students to reach out in a way they may feel more comfortable: online. Sometimes students feel intimidated having a face-to-face conversation and would rather text or email. This allows for students to express concerns, thoughts or issues that can be responded to online. Topics presented by students are written about in a blog format in order to provide guidance and support. This is not, however, a 24-hour hotline and if students are in urgent need or in crisis, they are directed to come visit the counselor face-to-face or turn to a trusted adult. If you are interested in perusing our online Dragon Ear, please visit: https://hzteachers.scis-his.net/mswan/ As always, any thoughts or comments are welcome. Please feel free to visit online or offline!

By MAHRI SWAN HIS Intern Student Support Counselor

Moving around the world teaches you many things. It isn’t for everyone. It takes a special type of person to be able to do

what we do. Packing up all your things into two carry-on bags and two checked pieces of luggage is a struggle in itself. Imagine being a woman! I could only bring 10 pairs of shoes! Your mother will go through that luggage and make you narrow it down to 7 cardigans instead of 17, and she will remind you that those shorts still don’t fit and haven’t fit for 3 years, so you should probably just let them go. While letting the shorts go might not be such a big deal, it is a big deal to let go of friendships, relationships, and, comfort. A wise man told me that the reason we move to new countries is because we are either running from or running to something. I laughed and thought he was crazy. I just wanted a change; there was no rationale to my choice. The more I thought about it, the more I realized he was right. I moved from my tiny town of about 60 in the United States of America to Monterrey, Mexico. When I moved to Mexico I didn’t realize that this choice has now started the foundation of my future. I then moved from the big city of Monterrey, Mexico to Hangzhou, China. Just like a tattoo—after you get a taste of one you want more and more. No turning back! Although, I do not have the same amount of experiences as some veteran international teachers, I have learned a thing or two about living abroad. Here are the top ten things I learned from living away from my home country.

1. Freedom. A new sense of freedom. Freedom to do and go as I please. Freedom to travel. Freedom to make choices without a safety net. Freedom to be myself.

2. Watching your life at home pass by. Birthdays come and go. Marriages. Deaths. Life doesn’t stop and wait for you.

3. Converting your local currency to your home country. And the longer you travel or live abroad you begin to convert your new currency to your previous country and countries you visit.

4. Communication. Responding to someone in any language but the language they are speaking.

5. Stories. The stories you will have to tell for the rest of your life are so unbelievable most people will think you are exaggerating. Hospitals. Airports. Dentists. You try getting your point across in any means possible. And I do mean ANY means possible.

6. Small Things Matter. You realize little holidays and moments you didn’t think mattered are the ones that make you the most homesick.

7. Growth. As much as you hate to admit it, with each move you grow. You learn the best ways to pack, meet new friends, get around, and survive.

8. Adrenaline. Those thrill seekers jumping off canyons and out of airplanes have nothing compared to boarding a plane and traveling to an unknown place. Not knowing anyone. Not knowing your surroundings. Not knowing the language. Now that is a real adrenaline rush.

9. Patience. Realizing no one understands you. No one cares. Ordering food, getting in a taxi and normal every day tasks take patience. Nothing is ever easy. A 10-minute task at home will take you 60 minutes. Accept it.

10. Having to say hello for the first time and having to say goodbye for the final time. Not many people get to experi-ence this, but I have perfected it. This could quite possibly be the hardest and most dreaded part of my life.

I am still a newbie to the international world and I am sure I will learn many more things. I’m sure some of the readers perhaps laughed or knew what I was saying a little too well. Once you reflect upon your life and all your travels, you can’t picture your life any other way. Although I face some struggles and circumstances that test my patience, I couldn’t imagine doing anything else. I love this lifestyle, the freedom, the opportunities I experience everyday. Not a single day is the same and therefore, there is no turning back for me.

By RACHEL FAUSTHIS Grade 4 Teacher

HANGZHOU HIGHLIGHTS

10 THINGS ABOUT LIVING ABROAD. NO TURNING BACK.

14 15

HANGZHOU HIGHLIGHTS

INTRODUCING “DRAGON TIME!”

At HIS, we are excited to introduce our “Dragon Time!” This is a comprehensive student advisory program, currently

for Upper School students. This program was developed to fit specific and unique needs of our growing student body. The counseling curriculum aligns with the school’s mission of providing all of our students with opportunities to pursue academic and personal excellence in a nurturing and safe international environment. Each student is supported by the strength of our community of faculty, staff, fellow students and parents who work together to build on our strong traditions while committing to future excellence.

Our Counseling Beliefs:

• We believe in diversity and individuality – finding the strengths of every child.

• We believe in developing the whole child – helping each student develop into responsible, confident contributors to the world around them by stressing (in addition to academics) their social, emotional, and ethical growth.

• We believe in cultivating intercultural opportunities and com-munity involvement – helping every child become a future global citizen.

This comprehensive advisory curriculum is dedicated to helping students academically, personally and socially, in career development and enhancing a global perspective. Topics will include community building (e.g. team building, conflict resolution) prevention (e.g. bully prevention, safe technology use) career/college readiness (e.g. study skills, test preparation, anxiety reduction, transition to college).

Students meet twice a week for 35-minutes, totaling 70 minutes a week. Once a week all students meet assembly style to

develop a strong community identity. The following “Dragon Time!” is led by grade level advisors to maximize individualized attention and focus on topics relevant to each grade.

Another component is an online blog called Dragon Ear. This is an avenue for students to reach out in a way they may feel more comfortable: online. Sometimes students feel intimidated having a face-to-face conversation and would rather text or email. This allows for students to express concerns, thoughts or issues that can be responded to online. Topics presented by students are written about in a blog format in order to provide guidance and support. This is not, however, a 24-hour hotline and if students are in urgent need or in crisis, they are directed to come visit the counselor face-to-face or turn to a trusted adult. If you are interested in perusing our online Dragon Ear, please visit: https://hzteachers.scis-his.net/mswan/ As always, any thoughts or comments are welcome. Please feel free to visit online or offline!

By MAHRI SWAN HIS Intern Student Support Counselor

Moving around the world teaches you many things. It isn’t for everyone. It takes a special type of person to be able to do

what we do. Packing up all your things into two carry-on bags and two checked pieces of luggage is a struggle in itself. Imagine being a woman! I could only bring 10 pairs of shoes! Your mother will go through that luggage and make you narrow it down to 7 cardigans instead of 17, and she will remind you that those shorts still don’t fit and haven’t fit for 3 years, so you should probably just let them go. While letting the shorts go might not be such a big deal, it is a big deal to let go of friendships, relationships, and, comfort. A wise man told me that the reason we move to new countries is because we are either running from or running to something. I laughed and thought he was crazy. I just wanted a change; there was no rationale to my choice. The more I thought about it, the more I realized he was right. I moved from my tiny town of about 60 in the United States of America to Monterrey, Mexico. When I moved to Mexico I didn’t realize that this choice has now started the foundation of my future. I then moved from the big city of Monterrey, Mexico to Hangzhou, China. Just like a tattoo—after you get a taste of one you want more and more. No turning back! Although, I do not have the same amount of experiences as some veteran international teachers, I have learned a thing or two about living abroad. Here are the top ten things I learned from living away from my home country.

1. Freedom. A new sense of freedom. Freedom to do and go as I please. Freedom to travel. Freedom to make choices without a safety net. Freedom to be myself.

2. Watching your life at home pass by. Birthdays come and go. Marriages. Deaths. Life doesn’t stop and wait for you.

3. Converting your local currency to your home country. And the longer you travel or live abroad you begin to convert your new currency to your previous country and countries you visit.

4. Communication. Responding to someone in any language but the language they are speaking.

5. Stories. The stories you will have to tell for the rest of your life are so unbelievable most people will think you are exaggerating. Hospitals. Airports. Dentists. You try getting your point across in any means possible. And I do mean ANY means possible.

6. Small Things Matter. You realize little holidays and moments you didn’t think mattered are the ones that make you the most homesick.

7. Growth. As much as you hate to admit it, with each move you grow. You learn the best ways to pack, meet new friends, get around, and survive.

8. Adrenaline. Those thrill seekers jumping off canyons and out of airplanes have nothing compared to boarding a plane and traveling to an unknown place. Not knowing anyone. Not knowing your surroundings. Not knowing the language. Now that is a real adrenaline rush.

9. Patience. Realizing no one understands you. No one cares. Ordering food, getting in a taxi and normal every day tasks take patience. Nothing is ever easy. A 10-minute task at home will take you 60 minutes. Accept it.

10. Having to say hello for the first time and having to say goodbye for the final time. Not many people get to experi-ence this, but I have perfected it. This could quite possibly be the hardest and most dreaded part of my life.

I am still a newbie to the international world and I am sure I will learn many more things. I’m sure some of the readers perhaps laughed or knew what I was saying a little too well. Once you reflect upon your life and all your travels, you can’t picture your life any other way. Although I face some struggles and circumstances that test my patience, I couldn’t imagine doing anything else. I love this lifestyle, the freedom, the opportunities I experience everyday. Not a single day is the same and therefore, there is no turning back for me.

By RACHEL FAUSTHIS Grade 4 Teacher

HANGZHOU HIGHLIGHTS

10 THINGS ABOUT LIVING ABROAD. NO TURNING BACK.

16 17

Someone once said: “Happiness is not what you have, but what you can give.” The members of SCIS-PD Interact Club

truly believe this motto, and we experienced this happiness when we visited Chongming Island on April 5th. Despite the fact that many of us had only met these young children for the first time, all of us became close to them after just a few short minutes of interaction.

Everyone had fun building sand castles, playing badminton, shooting basketball, and jumping on the trampoline together. Moving inside proved just as enjoyable when we took turns reading storybooks to the boys. Though language barriers exist and communication suffers, nothing can take away the exchange of hugs and games that have no language but love.

Providing opportunities for SCIS Interact members to experience giving time, affection, and energy to these boys creates heart-warming smiles all around and enduring laughter for years to

come. Many more visits are planned and more opportunities for the Interact Members to continue encouraging these young boys.

By JUNE MILESPudong Upper School Media Specialist/IB CAS& Extended Essay Coordinator

“HAPPINESS IS NOT WHAT YOU HAVE, BUT WHAT YOU CAN GIVE”

GOING GREEN WITH ACADEMIC CHOICE

Academic Choice, part of the Responsive Classroom program, is a way to give children structured choices in their

learning so that they become invested, self-motivated learners. Academic Choice provides children with opportunities to make choices in their learning, preparing them to be stronger problem solvers and independent learners. There is a wealth of research that has proven the effectiveness, even when used independently from the other parts of the Responsive Classroom program.

This year students have come up with amazing projects during our Academic Choice time. Some examples have been a group project learning to code (the students went on to make a video game, then an iMovie telling how to play the game), biographies about famous women in history that were under appreciated, research projects relating to Gandhi by a group of students from India, data representation and analysis projects that surveyed our entire lower school, and many different fascinating science experiments.

Academic Choice is a time when students have taken the opportunity to learn more about their own culture, history, and other personal interests with great enthusiasm, initiative, and curiosity. These projects have also helped them gain exposure to many to many new topics, since students are excited about learning and sharing their knowledge.

Our class integrated Academic Choice with our schools Earth Day celebration this year. After some group discussions and many great ideas they made their final decisions. This is an example of how Academic Choice leads to students working together and being creative for a great cause. Students decided they wanted to plant a tree and raised the funds for our school to purchase the tree. After the school purchased the cherry tree, we found articles to read and ensure we planted it properly. Students also decided to make a poster to share how to Reduce, Reuse, and Recycle with students passing by our classroom. Some students wrote about how they plan to help the Earth when they get older, some wrote fiction stories about themselves as characters doing brave things for the Earth, and some chose to write biographies about famous conservationists.

There were also several other wonderful ideas and projects. When students have choices in their learning, they become highly engaged and productive. They’re likely to think more deeply, creatively, and work with more persistence. Academic Choice has proven to be successful in this regard for our learners in 3F this year, especially for such an important theme as our recent Earth Day celebration.

By LANCE FLEENORHIS Grade 3 Teacher

HANGZHOU HIGHLIGHTS PUDONG HIGHLIGHTS

16 17

Someone once said: “Happiness is not what you have, but what you can give.” The members of SCIS-PD Interact Club

truly believe this motto, and we experienced this happiness when we visited Chongming Island on April 5th. Despite the fact that many of us had only met these young children for the first time, all of us became close to them after just a few short minutes of interaction.

Everyone had fun building sand castles, playing badminton, shooting basketball, and jumping on the trampoline together. Moving inside proved just as enjoyable when we took turns reading storybooks to the boys. Though language barriers exist and communication suffers, nothing can take away the exchange of hugs and games that have no language but love.

Providing opportunities for SCIS Interact members to experience giving time, affection, and energy to these boys creates heart-warming smiles all around and enduring laughter for years to

come. Many more visits are planned and more opportunities for the Interact Members to continue encouraging these young boys.

By JUNE MILESPudong Upper School Media Specialist/IB CAS& Extended Essay Coordinator

“HAPPINESS IS NOT WHAT YOU HAVE, BUT WHAT YOU CAN GIVE”

GOING GREEN WITH ACADEMIC CHOICE

Academic Choice, part of the Responsive Classroom program, is a way to give children structured choices in their

learning so that they become invested, self-motivated learners. Academic Choice provides children with opportunities to make choices in their learning, preparing them to be stronger problem solvers and independent learners. There is a wealth of research that has proven the effectiveness, even when used independently from the other parts of the Responsive Classroom program.

This year students have come up with amazing projects during our Academic Choice time. Some examples have been a group project learning to code (the students went on to make a video game, then an iMovie telling how to play the game), biographies about famous women in history that were under appreciated, research projects relating to Gandhi by a group of students from India, data representation and analysis projects that surveyed our entire lower school, and many different fascinating science experiments.

Academic Choice is a time when students have taken the opportunity to learn more about their own culture, history, and other personal interests with great enthusiasm, initiative, and curiosity. These projects have also helped them gain exposure to many to many new topics, since students are excited about learning and sharing their knowledge.

Our class integrated Academic Choice with our schools Earth Day celebration this year. After some group discussions and many great ideas they made their final decisions. This is an example of how Academic Choice leads to students working together and being creative for a great cause. Students decided they wanted to plant a tree and raised the funds for our school to purchase the tree. After the school purchased the cherry tree, we found articles to read and ensure we planted it properly. Students also decided to make a poster to share how to Reduce, Reuse, and Recycle with students passing by our classroom. Some students wrote about how they plan to help the Earth when they get older, some wrote fiction stories about themselves as characters doing brave things for the Earth, and some chose to write biographies about famous conservationists.

There were also several other wonderful ideas and projects. When students have choices in their learning, they become highly engaged and productive. They’re likely to think more deeply, creatively, and work with more persistence. Academic Choice has proven to be successful in this regard for our learners in 3F this year, especially for such an important theme as our recent Earth Day celebration.

By LANCE FLEENORHIS Grade 3 Teacher

HANGZHOU HIGHLIGHTS PUDONG HIGHLIGHTS

18 19

PUDONG HIGHLIGHTSPUDONG HIGHLIGHTS

“Students must have initiative; they should not be mere imitators. They must learn to think and act for themselves.” Cesar Chevez

A group of SCIS student council members surprised fellow students one cold and rainy day by handing out hot chocolate during their recess. When asked what brought this on they said they wanted to spread a little school spirit. Besides Ms Macmillan, “Everyone loves hot chocolate!” This group of young leaders takes their roles seriously to make contributions to the school worthwhile and as memorable as possible. So providing hot chocolate for all isn’t the only thing these young leaders do. Along with spirit themed days (Neo Spirit Day was by far the brightest) the Student Council also plans a Variety Show to support children of migrant workers so that these children have educational opportunities. Additionally, all of our students have the opportunity to exercise what they have learned about being a leader by taking part in supporting and helping other children in rural areas of China through our Maitian project. The students have inspired a community to get involved to help these children who do not have easy access to education. With the support of our parents, students, teachers and community, we have been able to raise money to help these children and have also donated shoes, clothing, backpacks, desks, books, and hope.

The students are offered opportunities to experience and explore the many and varied facets of leading and leadership. It is fostered through purposeful buddy programs in which younger and older students work together on a variety of activities. A student ambassador program is well in place and this leadership opportunity supports students who are new to our school. Student leaders are trained to help our students transition into a new environment easier. A composting program is also underway with 4th Graders leading the charge. During the day, students are able to work in cooperative learning groups thus providing them with regular leadership roles to plan and reflect on the ways they work together. Because effective communication strategies are taught to students, they are able to internalize these skills and use them to resolve conflicts fairly and peacefully. The students also lead assemblies and make presentations to audiences and in the process, build upon the necessary skills of confidence building.

Through formal and informal student leadership opportunities and programs, a culture of responsibility, collaboration, inter-personal communication, and intra-personal reflection is fostered. It helps to create an environment that supports a school wide practice where we are all leaders, each with our own talents, continually seeking ways to learn about the many ways individuals and groups can and do create change and inspire action. Providing leadership opportunities for our students fosters qualities that will help students be successful as citizens, in and out of school, now and for the future.

By JANE MACMILLANPudong Campus Lower School Principal

DEVELOPING LEADERS

18 19

PUDONG HIGHLIGHTSPUDONG HIGHLIGHTS

“Students must have initiative; they should not be mere imitators. They must learn to think and act for themselves.” Cesar Chevez

A group of SCIS student council members surprised fellow students one cold and rainy day by handing out hot chocolate during their recess. When asked what brought this on they said they wanted to spread a little school spirit. Besides Ms Macmillan, “Everyone loves hot chocolate!” This group of young leaders takes their roles seriously to make contributions to the school worthwhile and as memorable as possible. So providing hot chocolate for all isn’t the only thing these young leaders do. Along with spirit themed days (Neo Spirit Day was by far the brightest) the Student Council also plans a Variety Show to support children of migrant workers so that these children have educational opportunities. Additionally, all of our students have the opportunity to exercise what they have learned about being a leader by taking part in supporting and helping other children in rural areas of China through our Maitian project. The students have inspired a community to get involved to help these children who do not have easy access to education. With the support of our parents, students, teachers and community, we have been able to raise money to help these children and have also donated shoes, clothing, backpacks, desks, books, and hope.

The students are offered opportunities to experience and explore the many and varied facets of leading and leadership. It is fostered through purposeful buddy programs in which younger and older students work together on a variety of activities. A student ambassador program is well in place and this leadership opportunity supports students who are new to our school. Student leaders are trained to help our students transition into a new environment easier. A composting program is also underway with 4th Graders leading the charge. During the day, students are able to work in cooperative learning groups thus providing them with regular leadership roles to plan and reflect on the ways they work together. Because effective communication strategies are taught to students, they are able to internalize these skills and use them to resolve conflicts fairly and peacefully. The students also lead assemblies and make presentations to audiences and in the process, build upon the necessary skills of confidence building.

Through formal and informal student leadership opportunities and programs, a culture of responsibility, collaboration, inter-personal communication, and intra-personal reflection is fostered. It helps to create an environment that supports a school wide practice where we are all leaders, each with our own talents, continually seeking ways to learn about the many ways individuals and groups can and do create change and inspire action. Providing leadership opportunities for our students fosters qualities that will help students be successful as citizens, in and out of school, now and for the future.

By JANE MACMILLANPudong Campus Lower School Principal

DEVELOPING LEADERS

20 21

THEME FEATURE THEME FEATURE

United Nations DayA Celebration of Culture and Diversity

20 21

THEME FEATURE THEME FEATURE

United Nations DayA Celebration of Culture and Diversity

22 23

THEME FEATURE THEME FEATURE

In 1947, the United National General Assembly declared an annual United Nations Week from October 20th – October

26th. One day stands out above the rest: October 24th, the anniversary of the Charter of the United Nations. That day, October 24th, has come to be known as UN Day, and it has been annuallly celebreated ever since as a day which “shall be devoted to making known to the peoples of the world the aims and achievements of the United Nations and to gaining their support for” its work.

UN Day has traditionally been marked throughout the world with meetings, discussions and exhibits about the achievements and goals of the organization. Several international schools throughout the world also celebrate the diversity of their student body on United Nations Day (although the event is not necessarily celebrated on October 24th). Celebrations often include a show of cultural performances, delicious food fairs, exciting parades, etc…

The United Nations is an organization that recognizes and appreciates cultural and ethnic backgrounds. It promotes the positive collaboration of all nations and peoples of the world to work constantly towards world peace, as well as having active programs to help solve common human problems such as poverty, disease, the after-effects of natural disasters, and environmental issues to name a few.

SCIS can be considered to be like a mini United Nations. Here we have the wonderful diversity of over 60 nationalities represented within our schools. Here we can share our many differences and more importantly our many similarities, learning from each in its own turn. Specifically, as a group of international schools, we share the common goal of a broad multi-cultural and multi-national education. We grow and learn from each other, share our heritages, and experience new adventures together in the classroom, on the stage, and on the playing fields.

The UN has a theme for each year, and also a theme for each decade. This decade’s theme runs from 2011 – 2020, and it is focused on preserving the world’s Biodiversity. Besides the very important ecological reasons for this, we as humans also are a part of that Biodiversity. It is quite wonderful to realize that international education is one of the main driving forces allowing students to receive a more holistic view of the world and its great diversity. International youth gain a greater appreciation and understanding that we all share a wonderful world, where cooperation and striving to meet common goals is paramount.While it is easy to read about the UN Week and fun to participate in our UN Day, many of these fundamental ideas can be seen in what we do at SCIS in subtle and understated ways. That is why it is truly wonderful to celebrate each year.

By ROCKEY DU RANDTHongqiao Campus Head Of School

22 23

THEME FEATURE THEME FEATURE

In 1947, the United National General Assembly declared an annual United Nations Week from October 20th – October

26th. One day stands out above the rest: October 24th, the anniversary of the Charter of the United Nations. That day, October 24th, has come to be known as UN Day, and it has been annuallly celebreated ever since as a day which “shall be devoted to making known to the peoples of the world the aims and achievements of the United Nations and to gaining their support for” its work.

UN Day has traditionally been marked throughout the world with meetings, discussions and exhibits about the achievements and goals of the organization. Several international schools throughout the world also celebrate the diversity of their student body on United Nations Day (although the event is not necessarily celebrated on October 24th). Celebrations often include a show of cultural performances, delicious food fairs, exciting parades, etc…

The United Nations is an organization that recognizes and appreciates cultural and ethnic backgrounds. It promotes the positive collaboration of all nations and peoples of the world to work constantly towards world peace, as well as having active programs to help solve common human problems such as poverty, disease, the after-effects of natural disasters, and environmental issues to name a few.

SCIS can be considered to be like a mini United Nations. Here we have the wonderful diversity of over 60 nationalities represented within our schools. Here we can share our many differences and more importantly our many similarities, learning from each in its own turn. Specifically, as a group of international schools, we share the common goal of a broad multi-cultural and multi-national education. We grow and learn from each other, share our heritages, and experience new adventures together in the classroom, on the stage, and on the playing fields.

The UN has a theme for each year, and also a theme for each decade. This decade’s theme runs from 2011 – 2020, and it is focused on preserving the world’s Biodiversity. Besides the very important ecological reasons for this, we as humans also are a part of that Biodiversity. It is quite wonderful to realize that international education is one of the main driving forces allowing students to receive a more holistic view of the world and its great diversity. International youth gain a greater appreciation and understanding that we all share a wonderful world, where cooperation and striving to meet common goals is paramount.While it is easy to read about the UN Week and fun to participate in our UN Day, many of these fundamental ideas can be seen in what we do at SCIS in subtle and understated ways. That is why it is truly wonderful to celebrate each year.

By ROCKEY DU RANDTHongqiao Campus Head Of School

24 25

GRADUATES 2014SCIS-HIS class of 2014 students will be found in all corners of the globe as they pursue their dreams and goals. Where in the world will you find our students? Maybe a better question is, where in the world won’t you find SCIS-HIS graduates!

• Beijing Film Academy (China)• Sophia University(Japan)• The University of Hong Kong (HKU)• The Hong Kong University of Science & Technology (HKUST)• The University of Nottingham (China)

• Capilano, Vancouver BC• Concordia Univeristy• Laurentian University• McGill University• Nipissing University• Université de Sherbrooke• Simon Fraser University• St. Mary’s College

• University of Alberta• University of British Columbia• University of Cape Breton• University of Ottawa• University of Toronto• University of Victoria• Vancouver Film School

• Aarhus University (Denmark)• Cardiff University (England)• Central St. Martins - University of the Arts London (England)• City College of London (England)• Copenhagen Business School (Denmark) • Delft University of Technology (Netherlands)• Design Academy Eindhoven (Netherlands)• Ecole Hoteliere de Laussane (Switzerland)• Kings College (England)• Kingston University (England)• Lancaster University (England)• London Metropolitan University (England)• London School of Economics, Sociology and Political Science (England)• Nottingham Trent University (England)• Oxford Brooks (England)• Polytechnic University of Milan (Italy)• Queen Mary College (England)• Royal Halloway,University of London (England)• Southampton University (England)• Stenden University (Netherlands)• University College London (England)• University of Bath (England)• University of Birmingham• University of Brighton (England)• University of Bristol (England)• University of Dundee (England)• University of Edinburgh (England)• University of Glasgow (England)• University of Liverpool (England)• University of Manchester (England)• University of Nottingham (England)• University of St. Andrews (England)

CANADA

UNITED STATES

ASIAEUROPE

• Acorn University• American University• Babson College• Baylor University• Berkeley College• Biola University• Boston University• California Polytechnic State University• Case Western Reserve• Central Michigan University • Colorado College• Colarado University• Depaul University • Drexel University• Eastern Kentucky University• Evergreen State College• Fairleigh Dickinson University • Florida State University• Fordham University• George Mason University• George Washington University• Georgetown University • Goucher College• Grand Valley State University• Hofstra University• Ithaca College • Kent State University• Long Island University Brooklyn Campus• Louisiana State University• Manhattan College• Manhattanville College• Marist College • Mary Washington College

• Marymount College• Massachusetts College of Pharmacy and Health Sciences • Miami University• Michigan State University• Mills College• New York University• Northeastern University• NYU Polytechnic School of Engineering• Oakland University• Ohio University• Ohio State University• Oregon State University• Parsons The New School for Design• Pennsylvania State--Hardminton• Pennsylvania State--University Park• Pepperdine University• Pitzer College• Portland State University • Purdue University• Rochester Institute of Technology • Rose-Hulman Institute of Technology • Salisbury University• San Diego State University • San Jose State• Santa Clara University• Savannah College of Art and Design• School of the Art Institute Chicago • Southern Oregon University • Texas A&M University • University of California, Davis• University of California, Irvine• University of California, Los Angeles

• University of California, Riverside• University of California, Santa Barbara• University of California, Santa Clara• University of California, Santa Cruz• University of California, Santa Diego• University of Cincinnati• University of Colorado, Boulder• University of Connecticut• University of Florida• University of Hartford, Barney School of Business / Accounting• University of Illinois, Urbana Champaign• University of Kentucky• University of Maine• University of Massachussets Amherst• University of Massachusetts System, Boston• University of Miami• University of Michigan Ann Arbor• University of Montana• University of Nevada, Las Vegas• University of North Texas • University of Oregon• University of Pittsburgh • University of Puget Sound• University of Southern California • University of Toledo• University of Washington• University of Wisconsin-Madison• Vanderbilt University• Western Kentucky University

24 25

GRADUATES 2014SCIS-HIS class of 2014 students will be found in all corners of the globe as they pursue their dreams and goals. Where in the world will you find our students? Maybe a better question is, where in the world won’t you find SCIS-HIS graduates!

• Beijing Film Academy (China)• Sophia University(Japan)• The University of Hong Kong (HKU)• The Hong Kong University of Science & Technology (HKUST)• The University of Nottingham (China)

• Capilano, Vancouver BC• Concordia Univeristy• Laurentian University• McGill University• Nipissing University• Université de Sherbrooke• Simon Fraser University• St. Mary’s College

• University of Alberta• University of British Columbia• University of Cape Breton• University of Ottawa• University of Toronto• University of Victoria• Vancouver Film School

• Aarhus University (Denmark)• Cardiff University (England)• Central St. Martins - University of the Arts London (England)• City College of London (England)• Copenhagen Business School (Denmark) • Delft University of Technology (Netherlands)• Design Academy Eindhoven (Netherlands)• Ecole Hoteliere de Laussane (Switzerland)• Kings College (England)• Kingston University (England)• Lancaster University (England)• London Metropolitan University (England)• London School of Economics, Sociology and Political Science (England)• Nottingham Trent University (England)• Oxford Brooks (England)• Polytechnic University of Milan (Italy)• Queen Mary College (England)• Royal Halloway,University of London (England)• Southampton University (England)• Stenden University (Netherlands)• University College London (England)• University of Bath (England)• University of Birmingham• University of Brighton (England)• University of Bristol (England)• University of Dundee (England)• University of Edinburgh (England)• University of Glasgow (England)• University of Liverpool (England)• University of Manchester (England)• University of Nottingham (England)• University of St. Andrews (England)

CANADA

UNITED STATES

ASIAEUROPE

• Acorn University• American University• Babson College• Baylor University• Berkeley College• Biola University• Boston University• California Polytechnic State University• Case Western Reserve• Central Michigan University • Colorado College• Colarado University• Depaul University • Drexel University• Eastern Kentucky University• Evergreen State College• Fairleigh Dickinson University • Florida State University• Fordham University• George Mason University• George Washington University• Georgetown University • Goucher College• Grand Valley State University• Hofstra University• Ithaca College • Kent State University• Long Island University Brooklyn Campus• Louisiana State University• Manhattan College• Manhattanville College• Marist College • Mary Washington College

• Marymount College• Massachusetts College of Pharmacy and Health Sciences • Miami University• Michigan State University• Mills College• New York University• Northeastern University• NYU Polytechnic School of Engineering• Oakland University• Ohio University• Ohio State University• Oregon State University• Parsons The New School for Design• Pennsylvania State--Hardminton• Pennsylvania State--University Park• Pepperdine University• Pitzer College• Portland State University • Purdue University• Rochester Institute of Technology • Rose-Hulman Institute of Technology • Salisbury University• San Diego State University • San Jose State• Santa Clara University• Savannah College of Art and Design• School of the Art Institute Chicago • Southern Oregon University • Texas A&M University • University of California, Davis• University of California, Irvine• University of California, Los Angeles

• University of California, Riverside• University of California, Santa Barbara• University of California, Santa Clara• University of California, Santa Cruz• University of California, Santa Diego• University of Cincinnati• University of Colorado, Boulder• University of Connecticut• University of Florida• University of Hartford, Barney School of Business / Accounting• University of Illinois, Urbana Champaign• University of Kentucky• University of Maine• University of Massachussets Amherst• University of Massachusetts System, Boston• University of Miami• University of Michigan Ann Arbor• University of Montana• University of Nevada, Las Vegas• University of North Texas • University of Oregon• University of Pittsburgh • University of Puget Sound• University of Southern California • University of Toledo• University of Washington• University of Wisconsin-Madison• Vanderbilt University• Western Kentucky University

26 27Class 2014Congratulation

26 27Class 2014Congratulation

28 29

I love bubble tea, and the past ten and a half years at Hangzhou International

School have been like a delicious cup of bubble tea: all bubbly and sweet. The

people that I have met during my time at HIS are the reason the past years have

been so sweet and bubbly because they accept me for who I am. Acceptance is

the element that sets our class apart, and it is what ultimately molded us into the

energetic and enthusiastic class that we are today. We accepted the various

battle scars received at sporting events, and helped each other recover through the

painful times. We accepted the various obsessions, and learned to channel these

obsessions to create beautiful “landmarks” of the class of 2014; these “landmarks”

include beautiful photos of nature, amazing piece of music, creative works of art,

yearbooks, trophies, and many many selfies. We accepted the little things about

each other just like we would accept a cup of bubble tea even when it is sometimes

a little too sweet, or sometimes a little bitter. We accepted the impossible ideas,

and worked hard to turn those impossibilities into probabilities, and develop those

probabilities into definite realities. Although there are still many uncertainties, the

one definite reality is that we are all brilliant; brilliant because we accept each other,

and I could not have learned the art of acceptance anywhere better than right here

at Hangzhou International School. I cannot stress enough how much I value my

family, friends, and teachers; they have helped me develop in every direction possible,

and taught me how to lead effectively by seeing everyone’s differences, and

welcoming those differences to establish a peace. A kind of peace that one would

get while drinking that perfect combination of milk, tea, and bubbles.

Have a great day!

Yu-Tin (Cherry) Hsiao

GRADUATE HIGHLIGHT GRADUATE SPEECH

28 29

I love bubble tea, and the past ten and a half years at Hangzhou International

School have been like a delicious cup of bubble tea: all bubbly and sweet. The

people that I have met during my time at HIS are the reason the past years have

been so sweet and bubbly because they accept me for who I am. Acceptance is

the element that sets our class apart, and it is what ultimately molded us into the

energetic and enthusiastic class that we are today. We accepted the various

battle scars received at sporting events, and helped each other recover through the

painful times. We accepted the various obsessions, and learned to channel these

obsessions to create beautiful “landmarks” of the class of 2014; these “landmarks”

include beautiful photos of nature, amazing piece of music, creative works of art,

yearbooks, trophies, and many many selfies. We accepted the little things about

each other just like we would accept a cup of bubble tea even when it is sometimes

a little too sweet, or sometimes a little bitter. We accepted the impossible ideas,

and worked hard to turn those impossibilities into probabilities, and develop those

probabilities into definite realities. Although there are still many uncertainties, the

one definite reality is that we are all brilliant; brilliant because we accept each other,

and I could not have learned the art of acceptance anywhere better than right here

at Hangzhou International School. I cannot stress enough how much I value my

family, friends, and teachers; they have helped me develop in every direction possible,

and taught me how to lead effectively by seeing everyone’s differences, and

welcoming those differences to establish a peace. A kind of peace that one would

get while drinking that perfect combination of milk, tea, and bubbles.

Have a great day!

Yu-Tin (Cherry) Hsiao

GRADUATE HIGHLIGHT GRADUATE SPEECH

30 31

Friends, teachers, parents, and family, this is it, graduation day.

I first walked into this very auditorium 4 short years ago as a sleepy student, oblivious to the possibilities that this exuberant community would bestow upon me. Entering this room every week after that, I cannot say the same, well, maybe except for the sleepiness part.

Today, as I stand with my fellow seniors as high school graduates, bearing memories that will last a very long time, be it heartfelt and willingly cherished ones, or others perhaps uh… not so much, I am certain we can all agree that this community has positively shaped us in some way or another. The key word being: community. So how important is a community? Well, it’s kiiind of in the school name. That aside, a closely-knit school offering a plethora of interests to pursue, has moulded so many students here to become all-rounded individuals, sparking adventure, curiosity, thirst for knowledge, and friendliness. These are desirable attributes the graduates here tonight definitely do not lack.

Albert Einstein expressed, “Education is what remains after one has forgotten what one has learned in school.” And no, this doesn’t mean I’ll be in a rush to forget the various rules of trigonometry, Ms Wishart, nor anything else that has academically challenged me over these high school years. The quote simply reflects on the applicable knowledge that filters it’s way through our lives, often in the form of values, character, and problem solving skills picked up in classes and by role models alike. These are ignited within the community itself and cannot be directly taught, which is what makes everyone here so unique.

I think that this was made aware to us at a very young age, but I never realised the importance of it until my teenage high school years. When I was little my parents used to buy many many children books for me, books that were widely considered to be way overpriced, you know those pages of huge pictures and one or two accompanying nursery rhymes below them. One of these, a series of 26 short books, always ended with the phrase “Treat others the way you want to be treated.” I have never seen high school students and teachers so readily embrace this lesson.

Giving this speech as a recipient of The Award of Academic Excellence, I would like to stress that excelling academically, at least in my case, is in no way a result of dropping everything and being constantly engulfed in a workload. Rather, being an avid swimmer of 8 years, I have found that it is paramount to remain active in sports, clubs, or simply hanging out with friends. There is no reason not to in this community. It is because of the caring faculty and the students in an institution just the right size that enables us to all know one another. It is because culture can have no limits, causing ideas to be spread. I, as many of the IB students sitting before you, have been a victim of procrastination, no joke, I still have serious “leave-till-the-last-minute” issues. It is during these dark, guilty periods of delay time that these activities play an important role in our lives, allowing us to reach our full potentials.

Now that the IB exams have concluded our high school experience, I find myself missing things that I never thought I would from this humble campus. For example, waiting eagerly for lunch, then fighting for the egg sushi rolls that are a delicacy here. Or even the satisfaction of completing an essay that took all night. Michael Phelps once said “You can’t put a limit on anything. The more you dream, the farther you get.” Thank you to family, who has never failed to support dreams. Thank you to teachers, who help us aspire to unexpected heights, and thank you to the special people that have helped me and this Class of 2014 come so far.! !

This high school experience has been a journey, a good journey that has been made great by this community. So congratulations guys, and being the last student speech, I can finally say that we’ve done it! Stay dreamers. Stay awesome.

ANDREONGSCIS HONGQIAO

GRADUATE HIGHLIGHT GRADUATE SPEECH

Andre Ong is a focused student at SCIS who takes part in a wide variety of activities: academic, athletic, and personal. He can always be found focused in the classroom, performing in the swimming pool, and gaming on the weekends. His future holds National Serv-ice in Singapore for two years before applying to university, but he is excited about the opportunity to serve his country. As a student, Andre has taken several top honors this year and last, due to his resolve and desire.

30 31

Friends, teachers, parents, and family, this is it, graduation day.

I first walked into this very auditorium 4 short years ago as a sleepy student, oblivious to the possibilities that this exuberant community would bestow upon me. Entering this room every week after that, I cannot say the same, well, maybe except for the sleepiness part.

Today, as I stand with my fellow seniors as high school graduates, bearing memories that will last a very long time, be it heartfelt and willingly cherished ones, or others perhaps uh… not so much, I am certain we can all agree that this community has positively shaped us in some way or another. The key word being: community. So how important is a community? Well, it’s kiiind of in the school name. That aside, a closely-knit school offering a plethora of interests to pursue, has moulded so many students here to become all-rounded individuals, sparking adventure, curiosity, thirst for knowledge, and friendliness. These are desirable attributes the graduates here tonight definitely do not lack.

Albert Einstein expressed, “Education is what remains after one has forgotten what one has learned in school.” And no, this doesn’t mean I’ll be in a rush to forget the various rules of trigonometry, Ms Wishart, nor anything else that has academically challenged me over these high school years. The quote simply reflects on the applicable knowledge that filters it’s way through our lives, often in the form of values, character, and problem solving skills picked up in classes and by role models alike. These are ignited within the community itself and cannot be directly taught, which is what makes everyone here so unique.

I think that this was made aware to us at a very young age, but I never realised the importance of it until my teenage high school years. When I was little my parents used to buy many many children books for me, books that were widely considered to be way overpriced, you know those pages of huge pictures and one or two accompanying nursery rhymes below them. One of these, a series of 26 short books, always ended with the phrase “Treat others the way you want to be treated.” I have never seen high school students and teachers so readily embrace this lesson.

Giving this speech as a recipient of The Award of Academic Excellence, I would like to stress that excelling academically, at least in my case, is in no way a result of dropping everything and being constantly engulfed in a workload. Rather, being an avid swimmer of 8 years, I have found that it is paramount to remain active in sports, clubs, or simply hanging out with friends. There is no reason not to in this community. It is because of the caring faculty and the students in an institution just the right size that enables us to all know one another. It is because culture can have no limits, causing ideas to be spread. I, as many of the IB students sitting before you, have been a victim of procrastination, no joke, I still have serious “leave-till-the-last-minute” issues. It is during these dark, guilty periods of delay time that these activities play an important role in our lives, allowing us to reach our full potentials.

Now that the IB exams have concluded our high school experience, I find myself missing things that I never thought I would from this humble campus. For example, waiting eagerly for lunch, then fighting for the egg sushi rolls that are a delicacy here. Or even the satisfaction of completing an essay that took all night. Michael Phelps once said “You can’t put a limit on anything. The more you dream, the farther you get.” Thank you to family, who has never failed to support dreams. Thank you to teachers, who help us aspire to unexpected heights, and thank you to the special people that have helped me and this Class of 2014 come so far.! !

This high school experience has been a journey, a good journey that has been made great by this community. So congratulations guys, and being the last student speech, I can finally say that we’ve done it! Stay dreamers. Stay awesome.

ANDREONGSCIS HONGQIAO

GRADUATE HIGHLIGHT GRADUATE SPEECH

Andre Ong is a focused student at SCIS who takes part in a wide variety of activities: academic, athletic, and personal. He can always be found focused in the classroom, performing in the swimming pool, and gaming on the weekends. His future holds National Serv-ice in Singapore for two years before applying to university, but he is excited about the opportunity to serve his country. As a student, Andre has taken several top honors this year and last, due to his resolve and desire.

32 33

Thank you for this award it means a lot to me to have been chosen as a representative of international understanding in this community. Here international understanding is furthered everyday by the nature of the SCIS--HIS community, which is open minded and welcoming.

When I first heard I would have the honor of receiving this award in today’s graduation ceremony. I started to consider what does international understanding mean to me and what would I deem being international? Thus, I remembered a presentation by a senior at HIS, called Ando, in my first year in HIS. He talked about third culture kids, and that being an international student is not just a widening of your horizon culturally, but really international students have a culture of their own. At that time, I thought it was bizarre to call more than one specific place home. In my eyes home was where you were born and raised, and for me that was a small town in Germany. Over the years, I realized that only a few international persons, including me now, where born and raised in the same county let alone town. Then after a few years in the SCIS and HIS community I made a Facebook discovery, of groups that called themselves third culture kids, etc. and I read through some of the lists they give of what makes you a third culture kid and jokes that really only people form the international realm understand, such as you let non English words slip into your talking and it becomes a slang, you share with your friends, you are good at calculating time differences, the end of a school year for you is bittersweet because you go back home and get to see your family again but so many of your friends will not be back next year. As I read these lists I started to see that they really were a funny representation of what I now call my daily life.

I thought about being international for a while now, since I wanted to be well--prepared for this speech, IB makes one want to be over prepared for everything and so I realized that being international really is not just a term that describes the physical proximity to your birth place but is rather a lifestyle choice. Being international means that you are open towards other cultures and languages, you should try to learn at least one other than your mother language in my eyes as that opens you to so many more ways to experience a culture. However, more importantly you realize that there are differences between culture and thus among your class mates and you should not overlook these. True international understanding is, in my eyes, when you realize that you have more in common than you are different and that you can use the differences among your friends and their cultures to work together in order to excel on projects that you would have other wise, struggled with.

Now I would take the opportunity to thank everybody who made it possible for me to become an international student. Firstly thank you Mama, thank you Papa for providing me with the great opportunity to study at an international school, which was not always easy especially in the beginning, but which helped me become the person I am today. I would like to thank my siblings Sonja and Markus as well for always being there for me especially when I was homesick or distraught because of the IB.

Thank you, SCIS community, teacher, coaches, administration, parents, and fellow students for helping me continue on my path, for preparing me for college. I really appreciate everybody’s help and the great support. Especially thank you to my class mates who managed to make me laugh even though IB basically drained us of all our life spirit. A big thank you to everybody at HIS, who put up with my terrible to non existent English, in the beginning and made me feel like I belonged. I would like to thank the whole HIS and SCIS community for becoming a home away from home, so that I can now say that I understand what is meant when we do not just miss one home, because we have multiple homes. I believe that home is where your heart is and that your heart is with family and friends, and as these live all over the world an international person is at home everywhere they can make friends.

I wish everybody all the best for their future and hope that they stay as international as they are now and maybe discover another new home. Thank you for a wonderful time in Hangzhou and Pudong.

GRADUATE HIGHLIGHT GRADUATE SPEECH

CAROLINELOHBECKSCIS PUDONG

To be honest I have no idea where I am going to be in 20 years. I dream that by that time I have found the job I love, even though most people say it is impossible to find. I also aspire to drive a fast sports car and own my dream penthouse in a major city. I hope that I will still be in touch with my friends that I made in school and university and that we share millions of amazing memories. In the next 20 years, I intend to visit as many countries and experience as many cultures as I possibly can. Overall, I just want to be happy, healthy and spend a lot of time with my family and friends.

32 33

Thank you for this award it means a lot to me to have been chosen as a representative of international understanding in this community. Here international understanding is furthered everyday by the nature of the SCIS--HIS community, which is open minded and welcoming.

When I first heard I would have the honor of receiving this award in today’s graduation ceremony. I started to consider what does international understanding mean to me and what would I deem being international? Thus, I remembered a presentation by a senior at HIS, called Ando, in my first year in HIS. He talked about third culture kids, and that being an international student is not just a widening of your horizon culturally, but really international students have a culture of their own. At that time, I thought it was bizarre to call more than one specific place home. In my eyes home was where you were born and raised, and for me that was a small town in Germany. Over the years, I realized that only a few international persons, including me now, where born and raised in the same county let alone town. Then after a few years in the SCIS and HIS community I made a Facebook discovery, of groups that called themselves third culture kids, etc. and I read through some of the lists they give of what makes you a third culture kid and jokes that really only people form the international realm understand, such as you let non English words slip into your talking and it becomes a slang, you share with your friends, you are good at calculating time differences, the end of a school year for you is bittersweet because you go back home and get to see your family again but so many of your friends will not be back next year. As I read these lists I started to see that they really were a funny representation of what I now call my daily life.

I thought about being international for a while now, since I wanted to be well--prepared for this speech, IB makes one want to be over prepared for everything and so I realized that being international really is not just a term that describes the physical proximity to your birth place but is rather a lifestyle choice. Being international means that you are open towards other cultures and languages, you should try to learn at least one other than your mother language in my eyes as that opens you to so many more ways to experience a culture. However, more importantly you realize that there are differences between culture and thus among your class mates and you should not overlook these. True international understanding is, in my eyes, when you realize that you have more in common than you are different and that you can use the differences among your friends and their cultures to work together in order to excel on projects that you would have other wise, struggled with.

Now I would take the opportunity to thank everybody who made it possible for me to become an international student. Firstly thank you Mama, thank you Papa for providing me with the great opportunity to study at an international school, which was not always easy especially in the beginning, but which helped me become the person I am today. I would like to thank my siblings Sonja and Markus as well for always being there for me especially when I was homesick or distraught because of the IB.

Thank you, SCIS community, teacher, coaches, administration, parents, and fellow students for helping me continue on my path, for preparing me for college. I really appreciate everybody’s help and the great support. Especially thank you to my class mates who managed to make me laugh even though IB basically drained us of all our life spirit. A big thank you to everybody at HIS, who put up with my terrible to non existent English, in the beginning and made me feel like I belonged. I would like to thank the whole HIS and SCIS community for becoming a home away from home, so that I can now say that I understand what is meant when we do not just miss one home, because we have multiple homes. I believe that home is where your heart is and that your heart is with family and friends, and as these live all over the world an international person is at home everywhere they can make friends.

I wish everybody all the best for their future and hope that they stay as international as they are now and maybe discover another new home. Thank you for a wonderful time in Hangzhou and Pudong.

GRADUATE HIGHLIGHT GRADUATE SPEECH

CAROLINELOHBECKSCIS PUDONG

To be honest I have no idea where I am going to be in 20 years. I dream that by that time I have found the job I love, even though most people say it is impossible to find. I also aspire to drive a fast sports car and own my dream penthouse in a major city. I hope that I will still be in touch with my friends that I made in school and university and that we share millions of amazing memories. In the next 20 years, I intend to visit as many countries and experience as many cultures as I possibly can. Overall, I just want to be happy, healthy and spend a lot of time with my family and friends.

34 35

EDUCATIONAL INSIGHTS

As they head towards summer break, our graduating seniors have a lot to be proud of. Our students have

been accepted by elite institutions all over the world. Equally important, they have shown that we are not only a high school where academic students can get into the top tier universities of the world, but that we are also a high school where students with talents and interests that lie outside of school curriculum are also well prepared to take the next step in their lives. The flexibility of the IB diploma is quite impressive!

The class of 2014 has students who have been accepted to London School of Economics, New York University and McGill, as well the world’s top Hotel Management school in the world, Switzerland’s Ecole hôtelière de Lausanne, (which gave offers to two of our students). This eclectic and interesting group of 12th graders has never been averse to trying new things. For the first time, we had a student apply to the very competitive Beijing Film Academy. He was accepted. We better keep an eye out for him as he plies his talents in China’s burgeoning film industry.

The scholarship offers, now topping $400,000 are another testament to the desirability of our SCIS graduates. I used to tell families that public universities seldom give students scholarship

money, especially international students. For the second year in a row, I have been proven wrong. Offers of between $5,000 and $20,000 have not been unusual this year.

As I go into my 3rd year working with students in our IB program, I continue to be impressed by what a flexible and beneficial diploma it is for students to earn. It is widely regarded by universities around the world as the most challenging and most impressive credential a high school student can earn. What can be overlooked about the diploma is how useful it is for students who have interests they want to pursue after high school that might not include applying to Oxford or Harvard. For example, the IB Visual Arts program is ideal for students who want to go to art and design colleges. It helps them create a portfolio that will set them apart from other students. I have already mentioned our IB Theater student who got into the Beijing Film Academy. The depth of IB’s two-year courses allows students to reach a level of knowledge and expertise that sets them apart from high school students in other programs.

By RAFAEL KATZHongqiao Campus High School College Counselor

THE IB GETS THE CLASS OF 2014 WHERE THEY WANT TO GO!

Use appropriate tools strategicallyPencil and paper have been the tools that mathematicians (and students) have used for years to solve problems. Students should also learn when to use other tools that allow for more efficient and complete exploration of problems than pencil and paper provide. Some students have used dynamic geometry software to discover the properties of polygons themselves. Other stu-dents used clay to make physical models of solids of revolution before analyzing them using integral calculus. These applications of high-level thinking encourage our students to select the right tools to answer the questions they have about the world around them.

Make sense of problems and persevere in solving themMany questions worth answering do not have a single right answer. Other questions require multiple attempts to find a solution given their complexity and depth. Learning to ask the right questions and appreciating mistakes are the sort of positive learning attitudes teachers help students develop through their work together. Students must manage different representations of data in graph, table, or algebraic models. They must understand the strengths that each representation provides in communicating meaning. Identifying that one type of function better models a phenomenon than another leads to more precise results and more reliable conclusions. Students also grow to understand that every mistake along the way toward a correct answer is an opportunity for growth.

Construct viable arguments and critique the reasoning of othersOne of the first things students learn when they enter our

classrooms is that simply obtaining an answer is not sufficient for indicating true understanding. Effectively communicating the processes of obtaining an answer, verifying the correctness of an answer, or extending the meaning of that answer to a bigger context are also important elements of the entire process. Students in Math 9 have learned to write proofs of geometric statements using concepts of postulates, theorems, and properties. Class discussions in all of our courses focus on making the thinking behind an answer visible whenever possible. In the process of constructing arguments about their work, students gain valuable understanding of how to effectively communicate their ideas with others that may not agree.

ConclusionThese skills, like our ESLRs, are essential for maintaining a community of informed citizens in today’s society. Calculations are certainly part of the processes associated with these skills. These calculations, however, are a small piece of a much bigger and consequential picture that the mathematical habits mentioned here serve to frame. These habits are what students will remember long after they have forgotten how to differentiate a function or find the dimensions of a matrix. They are what we hope they will bring to their future careers, regardless of where or what those careers might be. It is for this reason we strive to develop these habits here at HIS. Whether or not a student can multiply two digit numbers in his or her head is not the point. Knowing how a decision might be better informed by making such a calculation is instead what I value among my students.

by EVAN WEINBERGHIS Math Teacher

…Continue from page 13

CURRICULUM FEATURE

34 35

EDUCATIONAL INSIGHTS

As they head towards summer break, our graduating seniors have a lot to be proud of. Our students have

been accepted by elite institutions all over the world. Equally important, they have shown that we are not only a high school where academic students can get into the top tier universities of the world, but that we are also a high school where students with talents and interests that lie outside of school curriculum are also well prepared to take the next step in their lives. The flexibility of the IB diploma is quite impressive!

The class of 2014 has students who have been accepted to London School of Economics, New York University and McGill, as well the world’s top Hotel Management school in the world, Switzerland’s Ecole hôtelière de Lausanne, (which gave offers to two of our students). This eclectic and interesting group of 12th graders has never been averse to trying new things. For the first time, we had a student apply to the very competitive Beijing Film Academy. He was accepted. We better keep an eye out for him as he plies his talents in China’s burgeoning film industry.

The scholarship offers, now topping $400,000 are another testament to the desirability of our SCIS graduates. I used to tell families that public universities seldom give students scholarship

money, especially international students. For the second year in a row, I have been proven wrong. Offers of between $5,000 and $20,000 have not been unusual this year.

As I go into my 3rd year working with students in our IB program, I continue to be impressed by what a flexible and beneficial diploma it is for students to earn. It is widely regarded by universities around the world as the most challenging and most impressive credential a high school student can earn. What can be overlooked about the diploma is how useful it is for students who have interests they want to pursue after high school that might not include applying to Oxford or Harvard. For example, the IB Visual Arts program is ideal for students who want to go to art and design colleges. It helps them create a portfolio that will set them apart from other students. I have already mentioned our IB Theater student who got into the Beijing Film Academy. The depth of IB’s two-year courses allows students to reach a level of knowledge and expertise that sets them apart from high school students in other programs.

By RAFAEL KATZHongqiao Campus High School College Counselor

THE IB GETS THE CLASS OF 2014 WHERE THEY WANT TO GO!

Use appropriate tools strategicallyPencil and paper have been the tools that mathematicians (and students) have used for years to solve problems. Students should also learn when to use other tools that allow for more efficient and complete exploration of problems than pencil and paper provide. Some students have used dynamic geometry software to discover the properties of polygons themselves. Other stu-dents used clay to make physical models of solids of revolution before analyzing them using integral calculus. These applications of high-level thinking encourage our students to select the right tools to answer the questions they have about the world around them.

Make sense of problems and persevere in solving themMany questions worth answering do not have a single right answer. Other questions require multiple attempts to find a solution given their complexity and depth. Learning to ask the right questions and appreciating mistakes are the sort of positive learning attitudes teachers help students develop through their work together. Students must manage different representations of data in graph, table, or algebraic models. They must understand the strengths that each representation provides in communicating meaning. Identifying that one type of function better models a phenomenon than another leads to more precise results and more reliable conclusions. Students also grow to understand that every mistake along the way toward a correct answer is an opportunity for growth.

Construct viable arguments and critique the reasoning of othersOne of the first things students learn when they enter our

classrooms is that simply obtaining an answer is not sufficient for indicating true understanding. Effectively communicating the processes of obtaining an answer, verifying the correctness of an answer, or extending the meaning of that answer to a bigger context are also important elements of the entire process. Students in Math 9 have learned to write proofs of geometric statements using concepts of postulates, theorems, and properties. Class discussions in all of our courses focus on making the thinking behind an answer visible whenever possible. In the process of constructing arguments about their work, students gain valuable understanding of how to effectively communicate their ideas with others that may not agree.

ConclusionThese skills, like our ESLRs, are essential for maintaining a community of informed citizens in today’s society. Calculations are certainly part of the processes associated with these skills. These calculations, however, are a small piece of a much bigger and consequential picture that the mathematical habits mentioned here serve to frame. These habits are what students will remember long after they have forgotten how to differentiate a function or find the dimensions of a matrix. They are what we hope they will bring to their future careers, regardless of where or what those careers might be. It is for this reason we strive to develop these habits here at HIS. Whether or not a student can multiply two digit numbers in his or her head is not the point. Knowing how a decision might be better informed by making such a calculation is instead what I value among my students.

by EVAN WEINBERGHIS Math Teacher

…Continue from page 13

CURRICULUM FEATURE

36 37

HONGQIAO HIGHLIGHTS

THE TRANSITION TO UNIVERSITY:A GUIDE FOR HIGH SCHOOL GRADUATES

Living in residence halls. Getting to class on time. Studying, Socializing….ah, the life of a university student. To high

school seniors, this sounds like a wonderful new life. But how can we be sure they are prepared for the different pressures they will feel? For most of our students, university will be an adventure in a different country than their immediate family is living in. So what do today’s graduates need to think about before they arrive at university?

One new experience for most students will be the living situations. With many universities requiring first-year students to live in residence halls, there will always be distractions. University of California Davis student Chris Tse, a 2013 Hongqiao graduate, wishes he had known more about this: “It’s such a different environment than being at home; there are tons of distractions.” He said he

needed to be “more conscious about studying and getting my work done.” While living in residence hall has its challenges, the benefit is learning how to deal with many different personalities all the time and working through it while also developing new social skills and study habits.

The study habits formed in high school will help students in university, but being prepared for university classes is not exactly the same as high school. “I wish I would have known that just by going to class, it doesn’t mean you’re ‘studying.’ The real studying is through the homework and reading out of class,” Joey Gribble, another 2013 Hongqiao graduate at UC Davis, said. University classes, with fewer assignments,

might seem to new high school graduates a relief, but the reality is that the onus of the work is on them. There may not be a teacher holding the student accountable for the information every time the class meets, but that doesn’t mean they don’t have to study. Homework and readings become a personal responsibility.

A big part of the responsibility comes down to time management. IB program graduates can have a leg up on this aspect after two years of intense course work in high school. Joey Gribble said, “I’m really glad that I learned to time manage in high school, as I don’t seem to have any problems here in college.” YeJi Lee, a 2013 Hongqiao graduate studying at Rice University, reinforced this idea: “Your really have to manage your time well to succeed in college. If college is the SAT, IB is the PSAT.”

Still, the main theme recent graduates shared was about personal responsibility. “There is an expectation for you to grow up” when you enter university said Alysha Watt, a 2013 Hongqiao graduate at the University of Melbourne. “You will be going to school with people who have an actual desire to learn and better themselves in their own field, so their priorities aren’t about what people do with their personal lives on the weekend.” Taking responsibility for learning and focusing on studying will be the motivating force for successful university students.

Joey Gribble summed up the transition best: “Overall, I am the true pilot of my success. No one expects me to be in class; I go because I choose to, because I want to. I can sleep, eat, study, or play whenever I want and as often as I want. It’s amazingly freeing.

“I’m in an environment of people who came to school because they wanted to, not because they had to. So college is pretty amazing.”

By JEFFREY DIBLERHongqiao Campus IB English and TOK Teacher

Christ Tse

Joey Gribble

YeJi Lee

Alysha Watt

HONGQIAO HIGHLIGHTS

How many adults take time out of their busy days to help nurture others who are less fortunate? How many adults

reflect on the global and ethical implications of their actions on a weekly basis? Conway, Amel, and Gerwien (2009) discuss the importance of service learning for student self-esteem, self-efficacy, compassion, and social awareness. If students begin the process of thinking about how they can help others, think about what they will be capable of achieving later in life. When parents and teachers formalize the activities and require students to get involved in local community service programs, it can sometimes destroy individual desire to help others, but when students are given the opportunity to see how their actions positively impact others, the results can be amazing. Over the last few years, SCIS students have had the opportunity to take part in a variety of programs designed to enhance their knowledge, attitudes, and understanding. However, the SCIS Service Program takes that a step further and demands that students begin thinking about the global and ethical implications of their actions. Why? By joining this after school and extra-curricular program, students have the opportunity to show not just their talents, but to introduce music, language, or activities to individuals who don’t have access to these types of programs due to physical or financial limitations. By participating, SCIS students often have the chance to realize the value that they bring to other’s lives through these service program opportunities. They also discover that “caring for others” is an important part of being a member of the global community. They learn to plan and work with others, see that little actions are the start of big changes, learn to empathize with others, and understand their differences while also sharing their similarities. Through the SCIS Service Program, students get involved in meaningful social issues and learn to grow into mature, caring, and principled individuals.

At SCIS Hongqiao, the SCIS Service Program has been growing at a rapid pace. While the Service Ethic encourages middle school

and high school students to get involved in outside of school activities, students are joining these activities to fulfill the requirements, and realizing that they are enjoying the opportunities to interact with “others” who they might not normally meet in their daily lives.

Students are visiting the Shining Star Blind Orphanage up to four times a week to help develop fine motor skills for blind children. More students are volunteering to visit the Qingpu Migrant School to share games, language lessons, and the joy of being a child with the migrant children on Saturdays. Others are volunteering to work with the ELG inclusion program by learning more about various physical and mental disabilities and how to overcome them. Still other students volunteer to entertain chil-dren who are waiting for or recuperating from heart transplants, by performing music or dances for them. Our students are gaining a deeper appreciation for the lives that others live and choosing to go above and beyond the required number of hours they have to fulfill for a passing grade.

SCIS students demonstrate the positive attitudes and behaviors that parents, teachers, and future employers want them to have. By getting initial experience with Service, they are becoming global members of a society that will need the help of everyone to survive. It’s great to see that what starts as a mandatory commitment often ends with the comment, “That was fun! Can I do this for one more quarter, or even better for the entire year, Ms. Andrea?”

Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233-245.

WHY COMMUNITY SERVICE IS IMPORTANT

By ANDREA STUBBS Hongqiao Campus Visual Arts/IB Visual Arts Teacher

36 37

HONGQIAO HIGHLIGHTS

THE TRANSITION TO UNIVERSITY:A GUIDE FOR HIGH SCHOOL GRADUATES

Living in residence halls. Getting to class on time. Studying, Socializing….ah, the life of a university student. To high

school seniors, this sounds like a wonderful new life. But how can we be sure they are prepared for the different pressures they will feel? For most of our students, university will be an adventure in a different country than their immediate family is living in. So what do today’s graduates need to think about before they arrive at university?

One new experience for most students will be the living situations. With many universities requiring first-year students to live in residence halls, there will always be distractions. University of California Davis student Chris Tse, a 2013 Hongqiao graduate, wishes he had known more about this: “It’s such a different environment than being at home; there are tons of distractions.” He said he

needed to be “more conscious about studying and getting my work done.” While living in residence hall has its challenges, the benefit is learning how to deal with many different personalities all the time and working through it while also developing new social skills and study habits.

The study habits formed in high school will help students in university, but being prepared for university classes is not exactly the same as high school. “I wish I would have known that just by going to class, it doesn’t mean you’re ‘studying.’ The real studying is through the homework and reading out of class,” Joey Gribble, another 2013 Hongqiao graduate at UC Davis, said. University classes, with fewer assignments,

might seem to new high school graduates a relief, but the reality is that the onus of the work is on them. There may not be a teacher holding the student accountable for the information every time the class meets, but that doesn’t mean they don’t have to study. Homework and readings become a personal responsibility.

A big part of the responsibility comes down to time management. IB program graduates can have a leg up on this aspect after two years of intense course work in high school. Joey Gribble said, “I’m really glad that I learned to time manage in high school, as I don’t seem to have any problems here in college.” YeJi Lee, a 2013 Hongqiao graduate studying at Rice University, reinforced this idea: “Your really have to manage your time well to succeed in college. If college is the SAT, IB is the PSAT.”

Still, the main theme recent graduates shared was about personal responsibility. “There is an expectation for you to grow up” when you enter university said Alysha Watt, a 2013 Hongqiao graduate at the University of Melbourne. “You will be going to school with people who have an actual desire to learn and better themselves in their own field, so their priorities aren’t about what people do with their personal lives on the weekend.” Taking responsibility for learning and focusing on studying will be the motivating force for successful university students.

Joey Gribble summed up the transition best: “Overall, I am the true pilot of my success. No one expects me to be in class; I go because I choose to, because I want to. I can sleep, eat, study, or play whenever I want and as often as I want. It’s amazingly freeing.

“I’m in an environment of people who came to school because they wanted to, not because they had to. So college is pretty amazing.”

By JEFFREY DIBLERHongqiao Campus IB English and TOK Teacher

Christ Tse

Joey Gribble

YeJi Lee

Alysha Watt

HONGQIAO HIGHLIGHTS

How many adults take time out of their busy days to help nurture others who are less fortunate? How many adults

reflect on the global and ethical implications of their actions on a weekly basis? Conway, Amel, and Gerwien (2009) discuss the importance of service learning for student self-esteem, self-efficacy, compassion, and social awareness. If students begin the process of thinking about how they can help others, think about what they will be capable of achieving later in life. When parents and teachers formalize the activities and require students to get involved in local community service programs, it can sometimes destroy individual desire to help others, but when students are given the opportunity to see how their actions positively impact others, the results can be amazing. Over the last few years, SCIS students have had the opportunity to take part in a variety of programs designed to enhance their knowledge, attitudes, and understanding. However, the SCIS Service Program takes that a step further and demands that students begin thinking about the global and ethical implications of their actions. Why? By joining this after school and extra-curricular program, students have the opportunity to show not just their talents, but to introduce music, language, or activities to individuals who don’t have access to these types of programs due to physical or financial limitations. By participating, SCIS students often have the chance to realize the value that they bring to other’s lives through these service program opportunities. They also discover that “caring for others” is an important part of being a member of the global community. They learn to plan and work with others, see that little actions are the start of big changes, learn to empathize with others, and understand their differences while also sharing their similarities. Through the SCIS Service Program, students get involved in meaningful social issues and learn to grow into mature, caring, and principled individuals.

At SCIS Hongqiao, the SCIS Service Program has been growing at a rapid pace. While the Service Ethic encourages middle school

and high school students to get involved in outside of school activities, students are joining these activities to fulfill the requirements, and realizing that they are enjoying the opportunities to interact with “others” who they might not normally meet in their daily lives.

Students are visiting the Shining Star Blind Orphanage up to four times a week to help develop fine motor skills for blind children. More students are volunteering to visit the Qingpu Migrant School to share games, language lessons, and the joy of being a child with the migrant children on Saturdays. Others are volunteering to work with the ELG inclusion program by learning more about various physical and mental disabilities and how to overcome them. Still other students volunteer to entertain chil-dren who are waiting for or recuperating from heart transplants, by performing music or dances for them. Our students are gaining a deeper appreciation for the lives that others live and choosing to go above and beyond the required number of hours they have to fulfill for a passing grade.

SCIS students demonstrate the positive attitudes and behaviors that parents, teachers, and future employers want them to have. By getting initial experience with Service, they are becoming global members of a society that will need the help of everyone to survive. It’s great to see that what starts as a mandatory commitment often ends with the comment, “That was fun! Can I do this for one more quarter, or even better for the entire year, Ms. Andrea?”

Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233-245.

WHY COMMUNITY SERVICE IS IMPORTANT

By ANDREA STUBBS Hongqiao Campus Visual Arts/IB Visual Arts Teacher

38 39

THEME FEATURE THEME FEATURE

When we witness a person acquire new information we typically refer to this as learning. This act is further confirmed when a learner displays

confidence in being able to apply their newly found skills in an appropriate way. In order to support this process, we can provide an opportunity for the learner to understand and practice through repetition the skills that are being developed.

Having described learning as an act or a process, it is important to note that there are also several factors less visible that impact learning. Inspiration, motivation and modeling are factors that are difficult to measure in terms of their impact on the learner, but in my own experience they are factors that have a profound impact on learning. Children as well as adults look to significant people in their lives to imitate. What we show them is far more impacting than what we tell them

Finding a way to guide a child towards a preferred outcome, making the process of learning fun and learner focused, and taking advantage of a child’s own interests and abilities are all factors that can make the process of learning a more meaning-ful experience.

A gentle reminder... We don’t always have to help people DIScover something they don’t know; we might find more success in helping people UNcover something they already know!

By ERIC CHERNOFFHIS P.E. Teacher and After School Activity Coordinator

HOW WE LEARNACQUIRE, APPLY, REPEAT... MODEL, INSPIRE, MOTIVATE...

38 39

THEME FEATURE THEME FEATURE

When we witness a person acquire new information we typically refer to this as learning. This act is further confirmed when a learner displays

confidence in being able to apply their newly found skills in an appropriate way. In order to support this process, we can provide an opportunity for the learner to understand and practice through repetition the skills that are being developed.

Having described learning as an act or a process, it is important to note that there are also several factors less visible that impact learning. Inspiration, motivation and modeling are factors that are difficult to measure in terms of their impact on the learner, but in my own experience they are factors that have a profound impact on learning. Children as well as adults look to significant people in their lives to imitate. What we show them is far more impacting than what we tell them

Finding a way to guide a child towards a preferred outcome, making the process of learning fun and learner focused, and taking advantage of a child’s own interests and abilities are all factors that can make the process of learning a more meaning-ful experience.

A gentle reminder... We don’t always have to help people DIScover something they don’t know; we might find more success in helping people UNcover something they already know!

By ERIC CHERNOFFHIS P.E. Teacher and After School Activity Coordinator

HOW WE LEARNACQUIRE, APPLY, REPEAT... MODEL, INSPIRE, MOTIVATE...

40 41

IS THERE A VALUE IN PLAY?In an early childhood settings the word ‘play’ is likely used

hundreds of times a day. Enzo plays with the Legos and builds a rocket. Martha and David are in play kitchen and are pretending to be cooking a grand meal. A gaggle of students move in a scrum from one side of the field to the other playing a version of soccer that is perhaps only identifiable by the ball being used. Still, there is a growing field of study based on the concern that the value of play has been forgotten as communities prioritize the race for attaining academic skills even in the earliest of ages.

While attending the East Asian Regional Conference of Schools (EARCOS) Administrator’s conference I was able to participate in an excellent round table presentation on ‘play’ and its value within our learning environments. It became rather clear that there is a common feeling amongst early childhood educators that play was in fact being undervalued in many school and home settings. It is a commonly held belief that academic skills will be enhanced by further exposure at earlier ages; however, research is actually guiding us to the understanding that play may actually better prepare students for classroom learning by strengthening the development of positive cognitive, socio-emotional, and physical behaviors.

In order for our students to succeed in the ever-changing world they must carry with them a level of mental flexibility, problem solving, and peer relationship building like no generation before them. These are skills that are honed far more on the playground and in the imagination centers of early childhood classrooms than on the back of flashcards. Facts and

figures are abstract concepts that are difficult even for adults to synthesize in meaningful ways; this is no different for children. Play supports students as they process their understanding.

In the workshop, the administrators around the room came to a general agreement that our children today also play differently compared to previous generations. Less time is spent with peers and siblings and more is spent alone with educational toys, television shows, and video games. Many of these activities do bring incredible learning opportunities, but they also take their toll on the creative and social-emotional skills developed through play. As a result, it is vital that adults involved in the lives of young learners recognize and support unstructured, group, and individual play opportunities for children in and out of their school environment.

According to Maria Montessori, “Play is the work of the child.” While engaged in play a child is not simply having a good time, they are breaking down their understanding of the world around them. Open-ended play without external constructs or rules directly supports young children’s cognitive development. These experiences tap into children’s individual interests, draw out their emerging capabilities, and hone their sense of inquiry and exploration of the world around them. Ultimately, through engaged play experiences children become further motivated and prepared to enjoy an environment in which the learning outcomes of a curriculum are more likely to be achieved.

By DANIEL ESCHTRUTHECE Campus Head of School

HONGQIAO HIGHLIGHTS

China, an ancient land encompassing a vast array of climate zones and landforms, from the starkly barren Tarim Basin

in the far west to the humid tropical forests of Guangxi province in the south. China, home to fifty-six different ethic groups, each unique in its expression of culture and tradition. Shanghai, a land of region natives as well as millions of migrants. The 21st Century, a place where nationals and foreigners live and work together. This country, city, and world exude diversity. That’s the truth. And we are fortunate to have the opportunity to be here.

As a teacher at SCIS Hongqiao, the diversity I find in the city is even more pronounced within our school. Students and teachers grace the halls of our school from every continent of our world, and my classroom’s climate benefits from this diversity. Students share their culture and traditions with one another and enrich their own lives everyday. Our curriculum and community activities promote this diversity from the elementary school’s Indigenous Cultures Artifacts Museum to the variety of literature offered in the Language Arts departments in the Upper School. Dance students learn traditional dances from around the world and, of course, the International Food Fair and UN Day are a highlight for many.

One club in particular strives to teach that although diverse, people and their respective countries do share common interests and seek solutions to problems that persist in our world. Model United Nations helps students see that, while we are all different, we are in fact very much alike. This year one of our conferences was in Singapore, and I was fortunate to be able to take a small, but diverse group of students to the conference. While there, besides debating important global issues, we also had the opportunity to take in the Arab and Indian quarters of Singapore. Even this small excursion opened students’ eyes to new experiences and the beauty that comes from diversity. Hearing the Muslim call to prayer ring out across the neighborhood and witnessing a variety of rituals in a Hindu temple at the start of Diwali were life experiences for many. The smells of spices wafted through the streets and we enjoyed hummus and falafel for lunch.

We live in a diverse world, in a diverse city, in a diverse county, and send our children to a diverse school. Often, those of us who are only here temporarily yearn for home and a return to “our culture,” but remember that there is no greater gift to your family than offering them the experiences afforded to them here. Relish it whenever you can!

By XERXES BILLY KRUGERHongqiao Campus Social Studies Teacher

HONGQIAO HIGHLIGHTS

FORTUNATE TO LIVE HERE

40 41

IS THERE A VALUE IN PLAY?In an early childhood settings the word ‘play’ is likely used

hundreds of times a day. Enzo plays with the Legos and builds a rocket. Martha and David are in play kitchen and are pretending to be cooking a grand meal. A gaggle of students move in a scrum from one side of the field to the other playing a version of soccer that is perhaps only identifiable by the ball being used. Still, there is a growing field of study based on the concern that the value of play has been forgotten as communities prioritize the race for attaining academic skills even in the earliest of ages.

While attending the East Asian Regional Conference of Schools (EARCOS) Administrator’s conference I was able to participate in an excellent round table presentation on ‘play’ and its value within our learning environments. It became rather clear that there is a common feeling amongst early childhood educators that play was in fact being undervalued in many school and home settings. It is a commonly held belief that academic skills will be enhanced by further exposure at earlier ages; however, research is actually guiding us to the understanding that play may actually better prepare students for classroom learning by strengthening the development of positive cognitive, socio-emotional, and physical behaviors.

In order for our students to succeed in the ever-changing world they must carry with them a level of mental flexibility, problem solving, and peer relationship building like no generation before them. These are skills that are honed far more on the playground and in the imagination centers of early childhood classrooms than on the back of flashcards. Facts and

figures are abstract concepts that are difficult even for adults to synthesize in meaningful ways; this is no different for children. Play supports students as they process their understanding.

In the workshop, the administrators around the room came to a general agreement that our children today also play differently compared to previous generations. Less time is spent with peers and siblings and more is spent alone with educational toys, television shows, and video games. Many of these activities do bring incredible learning opportunities, but they also take their toll on the creative and social-emotional skills developed through play. As a result, it is vital that adults involved in the lives of young learners recognize and support unstructured, group, and individual play opportunities for children in and out of their school environment.

According to Maria Montessori, “Play is the work of the child.” While engaged in play a child is not simply having a good time, they are breaking down their understanding of the world around them. Open-ended play without external constructs or rules directly supports young children’s cognitive development. These experiences tap into children’s individual interests, draw out their emerging capabilities, and hone their sense of inquiry and exploration of the world around them. Ultimately, through engaged play experiences children become further motivated and prepared to enjoy an environment in which the learning outcomes of a curriculum are more likely to be achieved.

By DANIEL ESCHTRUTHECE Campus Head of School

HONGQIAO HIGHLIGHTS

China, an ancient land encompassing a vast array of climate zones and landforms, from the starkly barren Tarim Basin

in the far west to the humid tropical forests of Guangxi province in the south. China, home to fifty-six different ethic groups, each unique in its expression of culture and tradition. Shanghai, a land of region natives as well as millions of migrants. The 21st Century, a place where nationals and foreigners live and work together. This country, city, and world exude diversity. That’s the truth. And we are fortunate to have the opportunity to be here.

As a teacher at SCIS Hongqiao, the diversity I find in the city is even more pronounced within our school. Students and teachers grace the halls of our school from every continent of our world, and my classroom’s climate benefits from this diversity. Students share their culture and traditions with one another and enrich their own lives everyday. Our curriculum and community activities promote this diversity from the elementary school’s Indigenous Cultures Artifacts Museum to the variety of literature offered in the Language Arts departments in the Upper School. Dance students learn traditional dances from around the world and, of course, the International Food Fair and UN Day are a highlight for many.

One club in particular strives to teach that although diverse, people and their respective countries do share common interests and seek solutions to problems that persist in our world. Model United Nations helps students see that, while we are all different, we are in fact very much alike. This year one of our conferences was in Singapore, and I was fortunate to be able to take a small, but diverse group of students to the conference. While there, besides debating important global issues, we also had the opportunity to take in the Arab and Indian quarters of Singapore. Even this small excursion opened students’ eyes to new experiences and the beauty that comes from diversity. Hearing the Muslim call to prayer ring out across the neighborhood and witnessing a variety of rituals in a Hindu temple at the start of Diwali were life experiences for many. The smells of spices wafted through the streets and we enjoyed hummus and falafel for lunch.

We live in a diverse world, in a diverse city, in a diverse county, and send our children to a diverse school. Often, those of us who are only here temporarily yearn for home and a return to “our culture,” but remember that there is no greater gift to your family than offering them the experiences afforded to them here. Relish it whenever you can!

By XERXES BILLY KRUGERHongqiao Campus Social Studies Teacher

HONGQIAO HIGHLIGHTS

FORTUNATE TO LIVE HERE

42 43

CURRICULUM FEATURE CURRICULUM FEATURE

Here at SCIS, Health and Physical Education are based on a broad notion of Health. It encompasses all aspects of

an individual’s well being, inclusive of physical, social, mental and spiritual health. The syllabus is concerned with developing students’ skills and knowledge and understanding and attitudes that will enable them to adopt and lead healthy and fulfilling lives. Student’s will develop their physical fitness, motor skills, and coordination through movement, as well as enhance and develop skills in communication, interpersonal relationships, decision-making, and problem solving.

Student at the Pudong High School campus are currently enjoying participating in the Basketball unit, in which they develop teamwork and individual skills that are transferable to other areas of their lives. Working together to achieve common goals, performing a specific role, and working alongside less able peers (or more able peers), are skills inherently learned along the way. The program recognizes a wide variety of abilities, comprising of different activities with a clear progression of difficulty and levels of achievement. The program is student-centered, providing students with the opportunity to choose activities, as well as select modifications in games with the goal to maximize participation for everyone.

Basketball is a very stop/start sport and as such puts great strain on knee and ankle joints. Warm up sessions are focused on injury prevention by building muscle around these joints. Students

learn the importance of warm up and how fitness and strength improve performance and plays a role in injury prevention.

In conjunction with the physical aspect of the course, students are currently researching sports injuries in the Health unit. Students select two injuries of interest to present to the class as a keynote presentation. Students are required to use academic journals as their main source of information and use correct citations. Understanding these two research methods will assist them in their later years of schooling.

By CARLA TOBINPudong Campus Upper School PE and High School Math Teacher

HOW PHYSICAL EDUCATION AND HEALTH WORK TOGETHER

Health/Physical Education Many classroom teachers often use background music during their classes as it has been

proven to increase math scores, improve memory and retention, help students to focus, and establish a positive learning environment. I’ve found that the positive effects of music certainly extend beyond the classroom and into the gymnasium. Most researchers would agree with me and one, Costas Karageorghis, was quoted as saying that “One could think of music as a type of legal performance enhancing drug.” Amazingly, in some cases, music is actually illegal, like back in 2007 when the United States Track and Field Association banned the use of headphones, by runners competing for monetary gain, in order to prevent them from having a competitive edge. Clearly music has a profound effect on our minds and bodies.

Music is a powerful teaching tool that I use everyday in the lower school gym. For example, rather than blowing a loud and piercing whistle to stop an activity and gain the attention of all students, I simply just stop the music and magically my students pause anticipating the next set of instructions. I’m constantly updating my iTunes playlist with up-to-date fast tempo songs (which of course are content appropriate). These songs help to motivate my students. The beats help keep them engaged, increase their enthusiasm towards each activity and have shown to improve their attitudes and behaviors. Most recently, during our circuit-training unit, I’ve noticed that the music has helped my students to get in “the zone.” Listening to music has distracted them from feeling fatigued, therefore improving their endurance.

Fortunately, with today’s technology and a recommendation from the lower school PE teachers at our Hongqiao campus, I’m able to use the Remote App for my iPhone. This allows me to circulate to all locations of the gym, to assist students, while still being capable of starting and stopping the music from my phone. I believe that music has an amazing effect on my students, and I often wonder how I would ever teach without it.

By JOHN BRENNANPudong Campus PE/Activities Coordinator

MOVING TO THE MUSIC: HOW MUSIC HELPS WITH PE

As educators, one of our primary motives is affecting young lives. These lives are looking at us to make a difference in

motivating them, guiding them, and believing in them. Often times, it feels like a thankless, do-no-right, dark and dingy path. But there is light at the end of the tunnel. That light becomes brighter when we witness a student making a correct decision, helping a fallen friend, or smiling after overcoming an adverse

situation. When education becomes real and when real becomes education, that’s when we make a difference.

In P.E. class, those lessons are put directly into practice. Beyond teaching a student how to dribble a basketball or how to do a push-up or even the importance of doing so, comes the life lessons of commitment, effort, and hard work. It’s about doing your best, helping one another, and playing fair. One “wins” by discovering their potential, by standing beside their teammates, and by learning and flowing within life’s vast boundaries.

More specifically, learning to do a push-up becomes a lesson about determination and perseverance. And that is best done by modeling and inspiring a young learner that it is in their best interest to learn how to do that push-up, without ever needing to speak a single word. And when we see a young learner taking a skill and applying it in a real-life situation, we know it matters. We know we’re educating… and we’re making a difference!

By ERIC CHERNOFFHIS PE Teacher

MAKING A DIFFERENCE…

In Health and Physical Education, participation and a positive attitude are what really matters! For the past few years, the HPE program

has gone through many changes for the better. We continue to tailor our program to our student’s needs, in the pursuit of discovering what HPE is truly about. We, as a department, feel it is very important for the students to have a strong holistic understanding of their mind and bodies as a unit. That holistic understanding will aid proper decision-making and choices that can affect the rest of their lives. We are fostering not only the understanding of health concepts, but also the development of a healthy lifestyle.

PLAY HARD. PLAY FAIR. HAVE FUN. THE HEALTH AND PHYSICAL EDUCATION CLASSES

Continue on page 30…

42 43

CURRICULUM FEATURE CURRICULUM FEATURE

Here at SCIS, Health and Physical Education are based on a broad notion of Health. It encompasses all aspects of

an individual’s well being, inclusive of physical, social, mental and spiritual health. The syllabus is concerned with developing students’ skills and knowledge and understanding and attitudes that will enable them to adopt and lead healthy and fulfilling lives. Student’s will develop their physical fitness, motor skills, and coordination through movement, as well as enhance and develop skills in communication, interpersonal relationships, decision-making, and problem solving.

Student at the Pudong High School campus are currently enjoying participating in the Basketball unit, in which they develop teamwork and individual skills that are transferable to other areas of their lives. Working together to achieve common goals, performing a specific role, and working alongside less able peers (or more able peers), are skills inherently learned along the way. The program recognizes a wide variety of abilities, comprising of different activities with a clear progression of difficulty and levels of achievement. The program is student-centered, providing students with the opportunity to choose activities, as well as select modifications in games with the goal to maximize participation for everyone.

Basketball is a very stop/start sport and as such puts great strain on knee and ankle joints. Warm up sessions are focused on injury prevention by building muscle around these joints. Students

learn the importance of warm up and how fitness and strength improve performance and plays a role in injury prevention.

In conjunction with the physical aspect of the course, students are currently researching sports injuries in the Health unit. Students select two injuries of interest to present to the class as a keynote presentation. Students are required to use academic journals as their main source of information and use correct citations. Understanding these two research methods will assist them in their later years of schooling.

By CARLA TOBINPudong Campus Upper School PE and High School Math Teacher

HOW PHYSICAL EDUCATION AND HEALTH WORK TOGETHER

Health/Physical Education Many classroom teachers often use background music during their classes as it has been

proven to increase math scores, improve memory and retention, help students to focus, and establish a positive learning environment. I’ve found that the positive effects of music certainly extend beyond the classroom and into the gymnasium. Most researchers would agree with me and one, Costas Karageorghis, was quoted as saying that “One could think of music as a type of legal performance enhancing drug.” Amazingly, in some cases, music is actually illegal, like back in 2007 when the United States Track and Field Association banned the use of headphones, by runners competing for monetary gain, in order to prevent them from having a competitive edge. Clearly music has a profound effect on our minds and bodies.

Music is a powerful teaching tool that I use everyday in the lower school gym. For example, rather than blowing a loud and piercing whistle to stop an activity and gain the attention of all students, I simply just stop the music and magically my students pause anticipating the next set of instructions. I’m constantly updating my iTunes playlist with up-to-date fast tempo songs (which of course are content appropriate). These songs help to motivate my students. The beats help keep them engaged, increase their enthusiasm towards each activity and have shown to improve their attitudes and behaviors. Most recently, during our circuit-training unit, I’ve noticed that the music has helped my students to get in “the zone.” Listening to music has distracted them from feeling fatigued, therefore improving their endurance.

Fortunately, with today’s technology and a recommendation from the lower school PE teachers at our Hongqiao campus, I’m able to use the Remote App for my iPhone. This allows me to circulate to all locations of the gym, to assist students, while still being capable of starting and stopping the music from my phone. I believe that music has an amazing effect on my students, and I often wonder how I would ever teach without it.

By JOHN BRENNANPudong Campus PE/Activities Coordinator

MOVING TO THE MUSIC: HOW MUSIC HELPS WITH PE

As educators, one of our primary motives is affecting young lives. These lives are looking at us to make a difference in

motivating them, guiding them, and believing in them. Often times, it feels like a thankless, do-no-right, dark and dingy path. But there is light at the end of the tunnel. That light becomes brighter when we witness a student making a correct decision, helping a fallen friend, or smiling after overcoming an adverse

situation. When education becomes real and when real becomes education, that’s when we make a difference.

In P.E. class, those lessons are put directly into practice. Beyond teaching a student how to dribble a basketball or how to do a push-up or even the importance of doing so, comes the life lessons of commitment, effort, and hard work. It’s about doing your best, helping one another, and playing fair. One “wins” by discovering their potential, by standing beside their teammates, and by learning and flowing within life’s vast boundaries.

More specifically, learning to do a push-up becomes a lesson about determination and perseverance. And that is best done by modeling and inspiring a young learner that it is in their best interest to learn how to do that push-up, without ever needing to speak a single word. And when we see a young learner taking a skill and applying it in a real-life situation, we know it matters. We know we’re educating… and we’re making a difference!

By ERIC CHERNOFFHIS PE Teacher

MAKING A DIFFERENCE…

In Health and Physical Education, participation and a positive attitude are what really matters! For the past few years, the HPE program

has gone through many changes for the better. We continue to tailor our program to our student’s needs, in the pursuit of discovering what HPE is truly about. We, as a department, feel it is very important for the students to have a strong holistic understanding of their mind and bodies as a unit. That holistic understanding will aid proper decision-making and choices that can affect the rest of their lives. We are fostering not only the understanding of health concepts, but also the development of a healthy lifestyle.

PLAY HARD. PLAY FAIR. HAVE FUN. THE HEALTH AND PHYSICAL EDUCATION CLASSES

Continue on page 30…

44 45

It is hard to believe that in 2013, the debate about homework across schools

is far from being settled. Strong arguments have been made for and against it. In the 1940’s theorists claimed that home-work interfered with other activities and created a negative impact on students. A few years later, homework became popular again in response to the notion that schools lacked rigor and discipline. More recently a study concluded that 50 percent of parents reported having a serious problem with their children over homework, and 34 percent reported homework as a source of stress and struggle. (Kravollec & Buell, 2001). More shocking is the correlation that emerged between homework and an increasing rate of student drop out. With that said, the reasonable questions are: what is the problem with homework? If there is a problem, is it possible to turn homework into an enjoyable, non-threatening experience for both students and parents?

As an ESOL teacher I have the respon-sibility to ensure that students become

fluent in the English language in the least amount of time possible. As a consequence, practice beyond school hours is a must. Homework, then, inevitably becomes a frequently used word in my classroom. But instead of assigning the students “busy work,” I have adopted a rather friendly approach to homework. The questions I often ask myself while planning assignments are: What would be good practice? How long will it take? Is parental help acceptable?

Drawing the line between “busy” and “purposeful” work does not come easy. In fact, not every student needs to have the same homework. Identifying areas where a particular student might need additional practice is a necessary habit. Failure to do so would be the equivalent of having a doctor prescribe the same medication for all his patients. To some, it might be helpful. To others? Potentially harmful. Here are some strategies that might be helpful for teachers and parents:

1. Get to know your students: Invest some time to specifically listen to your students’ interests. What kind of music do they listen to? What sports do they play? What is their favorite movie? This will come in handy when deciding the nature of the assignments.

2. Make real-life connections with homework: I once watched lesson where the focus was on statistics and percentiles. The teacher had his students watch a portion of a Barcelona soccer game and count the number of passes to determine the overall ball possession rate. Although more popular with boys, this assignment had a tremendous learning impact with students.

3. Turn homework into a collective ef-fort: When every student is responsible for one piece of the puzzle, you remove the expectation of them working for

you only. They will be more likely to comply with a particular assignment when they feel that they are contributing to a large-scale project.

4. Incorporate technology: I recently came across the first ESOL online video game. Students navigate through a school campus completing a number of tasks in order to fix a time machine. This was a great way to extend practice while having fun! It only takes a bit of digging in the net before you strike oil!

5. Involve family: My ESOL class recently put together a recipe cooking video. It was a pleasure to watch parents help out as camera crew and to participate with demonstrations. I am sure they all enjoyed the tasty final product in the end.

6. Make homework relevant: Explicitly communicate to your students why you are sending out a particular assignment, and never ever turn homework into a punishment.

The bottom line here is that while home-work can be necessary, it does not have to be a painful experience. Surely parents appreciate having their children do some work after school, but after all, we all enjoy unwinding after a long day while having some family time. Homework can be an activity that can be both purposeful and enjoyable!

Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning. Boston: Beacon Press.

EDUCATIONAL INSIGHTS EDUCATIONAL INSIGHTS

By ANDRES SANCHEZHIS Upper School ESOL Teacher

THE HOMEWORK DEBATE

Everyday in the lower school, teams of teachers meet together in different groupings to discuss, demonstrate, share, query

and seek help from each other. Some of these meetings are incidental or unplanned…teachers or friends sharing the daily ebb and flow of the classroom. However, more often these meetings are planned and sought out opportunities to discuss teaching and learning. The meetings help to ensure that great practice is being shared, that grades are working towards common standards, and that each class have essential learning experiences that are similar, while still retaining their own unique flavor.

Teachers usually loathe meetings because much of what is discussed tends to centre on administrative matters and has limited impact on what they are struggling with daily. When they can talk about the things that matter most—their students and teaching—then teachers are highly motivated.

It is not just grade teams meeting together to ensure greater consistency and depth to what they are teaching, the specialist staff too are becoming part of these meetings as well. The staff is working at enriching units from the different lens that each learning area can provide.

The impact of this collaboration is often publicly displayed at assemblies. Take for instance the recent assembly where Grade Two students are currently inquiring into the Science topic of Matter. Student created dances demonstrating their knowledge of dance around space and movement were then successfully linked to their understandings of how atoms move in states of solids, liquids and gases. Concurrently, student created art work showcasing their knowledge of poetic forms, rhyme, rhythm and beat was based off from the prose provided from the Science they are studying.

Grade Five showcased their work in technology by creating mini plays and vignettes around school rules. Interviewing, recording and editing their work to ensure it entertained and got the rules clearly across to the audience. Grade Four utilized these too but also displayed the production process and thinking that had taken place to make the mini iMovies. Elaborate storyboards reminiscent of the best Hollywood epics displayed the snapshots needed to put together a story.

This collaboration is also taking place in the important areas of assessment. Common assessment tasks are regularly shared and all students have summative assessment tasks at the conclusion of the inquiry study they have undertaken. More often these require students to transfer knowledge and demonstrate it in a performance piece. Invention Convention, Gold Rush Wax Museum, Pot Luck Nutrition Lunch and Market Day are some instances of this.

In addition, teachers are meeting to moderate student work across the grade to have a clear understanding of how learning is developing in writing, reading, spelling and problem solving. Teachers and school leaders examine assessments from a variety of perspectives and develop strategies to support, motivate and extend students across all grade levels.

They say 2 heads are better than one ………..when teams of teachers collaborate the power is exponential.

By LYNN PENDLETONHongqiao Campus Lower School Vice Principal

THE POWER OF COLLABORATION

44 45

It is hard to believe that in 2013, the debate about homework across schools

is far from being settled. Strong arguments have been made for and against it. In the 1940’s theorists claimed that home-work interfered with other activities and created a negative impact on students. A few years later, homework became popular again in response to the notion that schools lacked rigor and discipline. More recently a study concluded that 50 percent of parents reported having a serious problem with their children over homework, and 34 percent reported homework as a source of stress and struggle. (Kravollec & Buell, 2001). More shocking is the correlation that emerged between homework and an increasing rate of student drop out. With that said, the reasonable questions are: what is the problem with homework? If there is a problem, is it possible to turn homework into an enjoyable, non-threatening experience for both students and parents?

As an ESOL teacher I have the respon-sibility to ensure that students become

fluent in the English language in the least amount of time possible. As a consequence, practice beyond school hours is a must. Homework, then, inevitably becomes a frequently used word in my classroom. But instead of assigning the students “busy work,” I have adopted a rather friendly approach to homework. The questions I often ask myself while planning assignments are: What would be good practice? How long will it take? Is parental help acceptable?

Drawing the line between “busy” and “purposeful” work does not come easy. In fact, not every student needs to have the same homework. Identifying areas where a particular student might need additional practice is a necessary habit. Failure to do so would be the equivalent of having a doctor prescribe the same medication for all his patients. To some, it might be helpful. To others? Potentially harmful. Here are some strategies that might be helpful for teachers and parents:

1. Get to know your students: Invest some time to specifically listen to your students’ interests. What kind of music do they listen to? What sports do they play? What is their favorite movie? This will come in handy when deciding the nature of the assignments.

2. Make real-life connections with homework: I once watched lesson where the focus was on statistics and percentiles. The teacher had his students watch a portion of a Barcelona soccer game and count the number of passes to determine the overall ball possession rate. Although more popular with boys, this assignment had a tremendous learning impact with students.

3. Turn homework into a collective ef-fort: When every student is responsible for one piece of the puzzle, you remove the expectation of them working for

you only. They will be more likely to comply with a particular assignment when they feel that they are contributing to a large-scale project.

4. Incorporate technology: I recently came across the first ESOL online video game. Students navigate through a school campus completing a number of tasks in order to fix a time machine. This was a great way to extend practice while having fun! It only takes a bit of digging in the net before you strike oil!

5. Involve family: My ESOL class recently put together a recipe cooking video. It was a pleasure to watch parents help out as camera crew and to participate with demonstrations. I am sure they all enjoyed the tasty final product in the end.

6. Make homework relevant: Explicitly communicate to your students why you are sending out a particular assignment, and never ever turn homework into a punishment.

The bottom line here is that while home-work can be necessary, it does not have to be a painful experience. Surely parents appreciate having their children do some work after school, but after all, we all enjoy unwinding after a long day while having some family time. Homework can be an activity that can be both purposeful and enjoyable!

Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning. Boston: Beacon Press.

EDUCATIONAL INSIGHTS EDUCATIONAL INSIGHTS

By ANDRES SANCHEZHIS Upper School ESOL Teacher

THE HOMEWORK DEBATE

Everyday in the lower school, teams of teachers meet together in different groupings to discuss, demonstrate, share, query

and seek help from each other. Some of these meetings are incidental or unplanned…teachers or friends sharing the daily ebb and flow of the classroom. However, more often these meetings are planned and sought out opportunities to discuss teaching and learning. The meetings help to ensure that great practice is being shared, that grades are working towards common standards, and that each class have essential learning experiences that are similar, while still retaining their own unique flavor.

Teachers usually loathe meetings because much of what is discussed tends to centre on administrative matters and has limited impact on what they are struggling with daily. When they can talk about the things that matter most—their students and teaching—then teachers are highly motivated.

It is not just grade teams meeting together to ensure greater consistency and depth to what they are teaching, the specialist staff too are becoming part of these meetings as well. The staff is working at enriching units from the different lens that each learning area can provide.

The impact of this collaboration is often publicly displayed at assemblies. Take for instance the recent assembly where Grade Two students are currently inquiring into the Science topic of Matter. Student created dances demonstrating their knowledge of dance around space and movement were then successfully linked to their understandings of how atoms move in states of solids, liquids and gases. Concurrently, student created art work showcasing their knowledge of poetic forms, rhyme, rhythm and beat was based off from the prose provided from the Science they are studying.

Grade Five showcased their work in technology by creating mini plays and vignettes around school rules. Interviewing, recording and editing their work to ensure it entertained and got the rules clearly across to the audience. Grade Four utilized these too but also displayed the production process and thinking that had taken place to make the mini iMovies. Elaborate storyboards reminiscent of the best Hollywood epics displayed the snapshots needed to put together a story.

This collaboration is also taking place in the important areas of assessment. Common assessment tasks are regularly shared and all students have summative assessment tasks at the conclusion of the inquiry study they have undertaken. More often these require students to transfer knowledge and demonstrate it in a performance piece. Invention Convention, Gold Rush Wax Museum, Pot Luck Nutrition Lunch and Market Day are some instances of this.

In addition, teachers are meeting to moderate student work across the grade to have a clear understanding of how learning is developing in writing, reading, spelling and problem solving. Teachers and school leaders examine assessments from a variety of perspectives and develop strategies to support, motivate and extend students across all grade levels.

They say 2 heads are better than one ………..when teams of teachers collaborate the power is exponential.

By LYNN PENDLETONHongqiao Campus Lower School Vice Principal

THE POWER OF COLLABORATION

46 47

THERE IS NO PLACE LIKE “HOME” – CHALLENGES OF REPATRIATION

“There is nothing permanent except change.” The fact that this adage, first uttered by the Greek philosopher Heraclitus two thousand five hundred years ago, still applies in today’s fast-paced, technology-crazed, globalized world is a testament to its astuteness. For expat families, change often happens suddenly, and when it is least expected.

Much has been said and written about moving abroad. The Internet is full of articles, blogs and documentaries detailing experiences of people whose work, interests and passions have taken them to faraway places. However, there isn’t nearly as much interest in the experience of moving back to one’s country of origin. Nonetheless, for many former expats—adults and children alike—moving “home” leads to unexpected feelings of anxiety, confusion, and even grief.

As reverse culture shock sets in, we begin to see old things in a new light. Because our experiences with other cultures change our vantage point, we become highly sensitized to generalizations and misconceptions many people have about other cultures. This contributes to what is perhaps the biggest challenge of repatriation: difficulty reconnecting with friends and family. In addition to having developed different outlooks when it comes to global issues, normal everyday life has also moved on in our absence, and we find it that our relationships have changed. While we were away, loved ones were buying houses, getting married, having babies, changing jobs, and building lives that did not include us. Even though technology today allows us to keep up with the most important developments, Skype and Facebook do not replace being there to witness all the important and not-so-important moments in the lives of those we love.

Repatriates also often mention noticing the lack of interest of people back “home” in their life as an expat. Children and adolescents find it particularly difficult to accept that their friends do not want to hear their stories about life abroad, and feel that an important part of their identity has been invalidated. As a result, they experience feelings of alienation, loneliness and reverse homesickness. Young people feel lost between cultures and often struggle with their social identities.

Although it might take some time, most families repatriate successfully and eventually find balance. It is important to recognize potential challenges and to be prepared to face them. Repatriates should expect changes in themselves, their family members, places and lifestyles. Finding a group of people with similar international experiences can be an excellent way to broaden one’s social circle, and share the rich experiences gained during life abroad.

As families navigate repatriation, they may find the following resources useful:

www.fausa.org - Website of FAWCO Alumnae USA: an association of former expatriates from North America. It is designed to assist with the repatriation experience by providing information and brining former expatriates together.

www.denizenmag.com - Online magazine and online community for individuals who grew up in multiple countries, international school alumni, or Third Culture Kids

www.internations.org - Online magazine and community for expats worldwide. The organization operates in over 300 cities and 180 countries around the world and connects its members through social events and mixers.

www.expatexchange.com/returning.cfm - Website that features a forum for networking with other repats.

www.figt.org - Families in Global Transitions is an organization that focuses on cross cultural education and training to support the entire expat family. FIGT organizes conferences and webinars about global living.

http://fausa.org/site/wp-content/uploads/WorkshopRepatFAW-COConfMar13.pdf Families in Transition: Abroad and Home Again. A presentation on how women and children experience reverse culture shock. It includes some coping strategies that minimize its impact.

Homeward Bound: A Spouse’s Guide to Repatriation – a book by Robin Pascoe (2000)

Strangers at Home: Essays on the Effects of Living Overseas and Coming “Home” to a Strange Land – a collection of essays edited by Carolyn D. Smith (1996)

By MAJA KELLYPudong Campus Upper School Counselor

EDUCATIONAL INSIGHTS

A GREAT DAY TO BE A DRAGON

This year’s high school volleyball “Dragon Cup” was played at the SCIS

Hongqiao campus on Saturday August 31st. Approximately 135 high school boys and girls from SCIS Hangzhou, Pudong and Hongqiao took part in this one-day tournament. I have been told from veteran coaches of this event, that this was some of the best competition in years. The perfect example of this was the opening match between Hongiao and Pudong’s Junior Varsity girl’s teams. The home team HQ Dragons just eked out a cloase 34-32 victory.

The goals of the Dragon Cup Tournament are not about wins and loses, but about

teamwork, team spirit, and sportsmanship. It is a day to play for the love of the game and your team. For volleyball, the Dragon Cup trophy is awarded to the school that best exemplified these team characteristics during the tournament as voted on by their opponents. By a very close vote the Dragon Cup was awarded to the Hangzhou Dragons. Congratulations Hangzhou!

The Dragon Cup Tournament not only brought each school’s team together, but also brought our entire SCIS-HIS community together. As Henry Ford once said, “Coming together is a beginning. Keeping together is progress.

Working together is success.” This day was a SCIS-HIS success.

I want to congratulate all of the players and coaches in this year’s Volleyball Dragon Cup. It was good competition played with a true spirit of teamwork and fun. Thank you also to all the parents, teachers and students who came out to support our teams. It was a great day to be a Dragon!

By MR. KEVIN REIMERHongqiao campus Athletics & Activities Coordinator

COMMUNITY FEATURE

46 47

THERE IS NO PLACE LIKE “HOME” – CHALLENGES OF REPATRIATION

“There is nothing permanent except change.” The fact that this adage, first uttered by the Greek philosopher Heraclitus two thousand five hundred years ago, still applies in today’s fast-paced, technology-crazed, globalized world is a testament to its astuteness. For expat families, change often happens suddenly, and when it is least expected.

Much has been said and written about moving abroad. The Internet is full of articles, blogs and documentaries detailing experiences of people whose work, interests and passions have taken them to faraway places. However, there isn’t nearly as much interest in the experience of moving back to one’s country of origin. Nonetheless, for many former expats—adults and children alike—moving “home” leads to unexpected feelings of anxiety, confusion, and even grief.

As reverse culture shock sets in, we begin to see old things in a new light. Because our experiences with other cultures change our vantage point, we become highly sensitized to generalizations and misconceptions many people have about other cultures. This contributes to what is perhaps the biggest challenge of repatriation: difficulty reconnecting with friends and family. In addition to having developed different outlooks when it comes to global issues, normal everyday life has also moved on in our absence, and we find it that our relationships have changed. While we were away, loved ones were buying houses, getting married, having babies, changing jobs, and building lives that did not include us. Even though technology today allows us to keep up with the most important developments, Skype and Facebook do not replace being there to witness all the important and not-so-important moments in the lives of those we love.

Repatriates also often mention noticing the lack of interest of people back “home” in their life as an expat. Children and adolescents find it particularly difficult to accept that their friends do not want to hear their stories about life abroad, and feel that an important part of their identity has been invalidated. As a result, they experience feelings of alienation, loneliness and reverse homesickness. Young people feel lost between cultures and often struggle with their social identities.

Although it might take some time, most families repatriate successfully and eventually find balance. It is important to recognize potential challenges and to be prepared to face them. Repatriates should expect changes in themselves, their family members, places and lifestyles. Finding a group of people with similar international experiences can be an excellent way to broaden one’s social circle, and share the rich experiences gained during life abroad.

As families navigate repatriation, they may find the following resources useful:

www.fausa.org - Website of FAWCO Alumnae USA: an association of former expatriates from North America. It is designed to assist with the repatriation experience by providing information and brining former expatriates together.

www.denizenmag.com - Online magazine and online community for individuals who grew up in multiple countries, international school alumni, or Third Culture Kids

www.internations.org - Online magazine and community for expats worldwide. The organization operates in over 300 cities and 180 countries around the world and connects its members through social events and mixers.

www.expatexchange.com/returning.cfm - Website that features a forum for networking with other repats.

www.figt.org - Families in Global Transitions is an organization that focuses on cross cultural education and training to support the entire expat family. FIGT organizes conferences and webinars about global living.

http://fausa.org/site/wp-content/uploads/WorkshopRepatFAW-COConfMar13.pdf Families in Transition: Abroad and Home Again. A presentation on how women and children experience reverse culture shock. It includes some coping strategies that minimize its impact.

Homeward Bound: A Spouse’s Guide to Repatriation – a book by Robin Pascoe (2000)

Strangers at Home: Essays on the Effects of Living Overseas and Coming “Home” to a Strange Land – a collection of essays edited by Carolyn D. Smith (1996)

By MAJA KELLYPudong Campus Upper School Counselor

EDUCATIONAL INSIGHTS

A GREAT DAY TO BE A DRAGON

This year’s high school volleyball “Dragon Cup” was played at the SCIS

Hongqiao campus on Saturday August 31st. Approximately 135 high school boys and girls from SCIS Hangzhou, Pudong and Hongqiao took part in this one-day tournament. I have been told from veteran coaches of this event, that this was some of the best competition in years. The perfect example of this was the opening match between Hongiao and Pudong’s Junior Varsity girl’s teams. The home team HQ Dragons just eked out a cloase 34-32 victory.

The goals of the Dragon Cup Tournament are not about wins and loses, but about

teamwork, team spirit, and sportsmanship. It is a day to play for the love of the game and your team. For volleyball, the Dragon Cup trophy is awarded to the school that best exemplified these team characteristics during the tournament as voted on by their opponents. By a very close vote the Dragon Cup was awarded to the Hangzhou Dragons. Congratulations Hangzhou!

The Dragon Cup Tournament not only brought each school’s team together, but also brought our entire SCIS-HIS community together. As Henry Ford once said, “Coming together is a beginning. Keeping together is progress.

Working together is success.” This day was a SCIS-HIS success.

I want to congratulate all of the players and coaches in this year’s Volleyball Dragon Cup. It was good competition played with a true spirit of teamwork and fun. Thank you also to all the parents, teachers and students who came out to support our teams. It was a great day to be a Dragon!

By MR. KEVIN REIMERHongqiao campus Athletics & Activities Coordinator

COMMUNITY FEATURE

48 49

The first day of school is a bit different for grade 12 students returning from summer break. It’s not because I have solved a quantum physics equation to predict student behavior. It’s because I’m an IB Teacher. Let me explain what I mean…

As an IB teacher I look forward to seeing grade 12 students return from summer. Their 11th grade year has most likely been a year of tremendous growth academically. They return after the summer break with confidence, improved study skills and a clearer understanding of expectations (both mine and the IB expectations). I can already answer the questions above regarding my grade 12 classes and I am sure they have a list of things they can answer about me. Returning after break to the same students and their specific personalities means there is no need to play getting-to-know-you games. We are already warmed up and can jump right into the deep end of the curriculum.

This is of huge benefit to us as we head into the second year. Grade 11 surely was a huge leap for these students academically but now we have the momentum to quickly cover content and consistently meet higher expectations while learning to deal with the pressures of looming deadlines. The two-year IB program allows teachers and students to maximize the benefit of getting to know each other and determining how best to work with one another.

Learning a student’s name is easy. Learning who a student is and how she works best is a challenge that takes time and is often in flux. To me, the two year curriculum is the real value of the IB program.

STUDENT QUOTES24 hours in 12th grade passes much quicker than 24 hours in 11th grade. – Jimmy Wong

Knowing how the IB works has made studying and learning easier than last year when I was new to the IB. – Jelmer Ottens

11th grade is a surprise slap to the face. 12th grade is like losing a slap bet. You know its going to happen but it is still a slap in the face. – Dennis Sandy

In 12th grade you are more responsible for your actions. You are ready to take each step with caution. – Kevin Zhang

In 11th grade you begin to learn the curriculum and expectations. In 12th grade you are immersed in the curriculum and are applying the expectations. – Hudson Miears

By MR. MATTHEW KASTNERHongqiao campus IB Physics teacher

COMMUNITY FEATURE

IS TWO YEARS BETTER THAN ONE?

In a typical class on the first day of school, teachers and students often share their names, where they are from, some of their

favorite things or some of their summer activities. The real learning begins on the days that follow. While the students might be learning fractions, reactions or contractions, the teachers are trying to learn the answers to these questions among others:

• Which student does not know the meaning of a common English word like “transparent”?

• Which student cannot detect sarcasm?• Which student will miss a small deadline but always be

prepared by the exam?• Which student will miss every deadline, plan to complete

everything eventually with full effort but ultimately complete little?

• Which student will nod when you ask, “Do you understand?” even if they do not have the faintest clue?

• Which students work well with headphones and which ones spend the entire study session switching songs?

• Which students are most likely to be watching an NBA/MLB/NFL game while you are discuss quantum physics with the class and which ones can take notes on their computer without distraction?

• Which students will respond positively to a critical correspondence with parents and which students will not?

• Which students might be moody after a break up or a confrontation with another teacher?

In early October 2010 a group of fourteen kids from SCIS PD showed up at Century Park in Pudong with guitars, trumpets,

trombones and saxophones in hand. They were playing right inside the entrance gate on the opening day of the biggest Jazz Festival in China, and after weeks of hard work they were ready to play precisely one and a half songs! The flute players, only two weeks prior had their flutes pried from their hands and instead found sliding trombones in their arms, and bass clefs on their music. A jazz band must have a low brass section after all! With a hard rockin’ “Louie Louie” and some swingin’ “Saints” they all left the festival that day feeling like rock stars, and the SCIS Pudong Jazz Bands were born.

Our jazz band began small. The first group that met at lunch times in 2009 was a ragtag gathering of students, some of whom did not know how to play any instrument at all. We had 4 piano players, a violist, a flute and maybe a trumpet. Raising this band was going to be a challenge, but if there is one thing that SCIS students have always had, it is a willingness to learn and the determination to succeed.

With the first JZ Jazz Festival behind us we slowly built up our group to include all of the sections needed to make great music. We built our repertoire and even learned how to improvise. Within two years we had so many student in our jazz band, we divided into two groups, middle school and high school. Now, five JZ Jazz Festivals later, we have over sixty students in our jazz program.

This past year, we added a new director, Mark Miller, to the middle school jazz band and he brought a wealth of skills and knowledge to the students. Patiently training a drummer and a bass player, he not only solidified the group, but brought them together to perform at the Disneyland in Hong Kong for the second year in a row.

In the next few weeks, my high school jazz band will be preparing music for our upcoming SCIS Vivace Music Festival. They will be directed by our guest, Jason Crafton, professor of trumpet and jazz band director from Virginia Tech, who will lead them through the most challenging music they have encountered to date.

Six years into working with our amazing SCIS students finds me moving on to new adventures. I feel a great sense of pride and satisfaction in knowing that not only are these students in good hands and that their love of jazz and playing music will be nurtured, but also that I’ve worked with amazingly talented, fun and dedicated students. These Green Dragons will always hold a place in my heart, and I truly hope they continue to make music wherever they find themselves in life!

By TRACEY RAMSEYPudong High School Campus Intrumental Music and Choir Teacher

BUILDING A JAZZ PROGRAM

COMMUNITY FEATURE

48 49

The first day of school is a bit different for grade 12 students returning from summer break. It’s not because I have solved a quantum physics equation to predict student behavior. It’s because I’m an IB Teacher. Let me explain what I mean…

As an IB teacher I look forward to seeing grade 12 students return from summer. Their 11th grade year has most likely been a year of tremendous growth academically. They return after the summer break with confidence, improved study skills and a clearer understanding of expectations (both mine and the IB expectations). I can already answer the questions above regarding my grade 12 classes and I am sure they have a list of things they can answer about me. Returning after break to the same students and their specific personalities means there is no need to play getting-to-know-you games. We are already warmed up and can jump right into the deep end of the curriculum.

This is of huge benefit to us as we head into the second year. Grade 11 surely was a huge leap for these students academically but now we have the momentum to quickly cover content and consistently meet higher expectations while learning to deal with the pressures of looming deadlines. The two-year IB program allows teachers and students to maximize the benefit of getting to know each other and determining how best to work with one another.

Learning a student’s name is easy. Learning who a student is and how she works best is a challenge that takes time and is often in flux. To me, the two year curriculum is the real value of the IB program.

STUDENT QUOTES24 hours in 12th grade passes much quicker than 24 hours in 11th grade. – Jimmy Wong

Knowing how the IB works has made studying and learning easier than last year when I was new to the IB. – Jelmer Ottens

11th grade is a surprise slap to the face. 12th grade is like losing a slap bet. You know its going to happen but it is still a slap in the face. – Dennis Sandy

In 12th grade you are more responsible for your actions. You are ready to take each step with caution. – Kevin Zhang

In 11th grade you begin to learn the curriculum and expectations. In 12th grade you are immersed in the curriculum and are applying the expectations. – Hudson Miears

By MR. MATTHEW KASTNERHongqiao campus IB Physics teacher

COMMUNITY FEATURE

IS TWO YEARS BETTER THAN ONE?

In a typical class on the first day of school, teachers and students often share their names, where they are from, some of their

favorite things or some of their summer activities. The real learning begins on the days that follow. While the students might be learning fractions, reactions or contractions, the teachers are trying to learn the answers to these questions among others:

• Which student does not know the meaning of a common English word like “transparent”?

• Which student cannot detect sarcasm?• Which student will miss a small deadline but always be

prepared by the exam?• Which student will miss every deadline, plan to complete

everything eventually with full effort but ultimately complete little?

• Which student will nod when you ask, “Do you understand?” even if they do not have the faintest clue?

• Which students work well with headphones and which ones spend the entire study session switching songs?

• Which students are most likely to be watching an NBA/MLB/NFL game while you are discuss quantum physics with the class and which ones can take notes on their computer without distraction?

• Which students will respond positively to a critical correspondence with parents and which students will not?

• Which students might be moody after a break up or a confrontation with another teacher?

In early October 2010 a group of fourteen kids from SCIS PD showed up at Century Park in Pudong with guitars, trumpets,

trombones and saxophones in hand. They were playing right inside the entrance gate on the opening day of the biggest Jazz Festival in China, and after weeks of hard work they were ready to play precisely one and a half songs! The flute players, only two weeks prior had their flutes pried from their hands and instead found sliding trombones in their arms, and bass clefs on their music. A jazz band must have a low brass section after all! With a hard rockin’ “Louie Louie” and some swingin’ “Saints” they all left the festival that day feeling like rock stars, and the SCIS Pudong Jazz Bands were born.

Our jazz band began small. The first group that met at lunch times in 2009 was a ragtag gathering of students, some of whom did not know how to play any instrument at all. We had 4 piano players, a violist, a flute and maybe a trumpet. Raising this band was going to be a challenge, but if there is one thing that SCIS students have always had, it is a willingness to learn and the determination to succeed.

With the first JZ Jazz Festival behind us we slowly built up our group to include all of the sections needed to make great music. We built our repertoire and even learned how to improvise. Within two years we had so many student in our jazz band, we divided into two groups, middle school and high school. Now, five JZ Jazz Festivals later, we have over sixty students in our jazz program.

This past year, we added a new director, Mark Miller, to the middle school jazz band and he brought a wealth of skills and knowledge to the students. Patiently training a drummer and a bass player, he not only solidified the group, but brought them together to perform at the Disneyland in Hong Kong for the second year in a row.

In the next few weeks, my high school jazz band will be preparing music for our upcoming SCIS Vivace Music Festival. They will be directed by our guest, Jason Crafton, professor of trumpet and jazz band director from Virginia Tech, who will lead them through the most challenging music they have encountered to date.

Six years into working with our amazing SCIS students finds me moving on to new adventures. I feel a great sense of pride and satisfaction in knowing that not only are these students in good hands and that their love of jazz and playing music will be nurtured, but also that I’ve worked with amazingly talented, fun and dedicated students. These Green Dragons will always hold a place in my heart, and I truly hope they continue to make music wherever they find themselves in life!

By TRACEY RAMSEYPudong High School Campus Intrumental Music and Choir Teacher

BUILDING A JAZZ PROGRAM

COMMUNITY FEATURE

50 51

LANGUAGE SCHOOLS AT SCIS PUDONG A WORLD OF OPPORTUNITIES AWAIT!

At SCIS, we recognize that native language fluency is an important predictor for overall academic success. To help meet the needs of diverse learners, we

provide after school mother tongue instruction in a variety of languages.

Our goal is to facilitate language instruction to the Shanghai community by providing foreign language teachers, resources, and a venue for students to continue developing their first language. The program aims to offer similar curriculum and instruction to what students would receive in their home country.

Lessons are differenciated across learning needs with instruction targeting reading, writing, and oral language. This focus in turn supports students’ English language learning.

The language program provides a context for students and families to develop friendships and celebrate cultural traditions. We have found our language schools to be highly successful and enriching for all who participate.

SCIS Pudong offers the above native language classes to all students of Shanghai. Classes are taught by experienced teachers from their respective home countries and held after school. Look inside for more information on the opportunities available for your family.

Information and contacts for each program

Dutch School “De Oranje Draak”Classes held:Monday 12:00-3:00 (3-4 year olds)Wednesday 12:15-3:15 (5 year olds)Wednesday 4:00-6:15 (6-16 year olds)Contact: Christa Sterkdirectiedeoranjedraak@gmail.com

Swedish SchoolClasses held Tuesday 4:00-6:00Contact: Anna Lindquistanna.lindquist@mac.com

Brazilian Portuguese SchoolClasses held Mondays 4:00-5:30Contact: Maiko Ferrazmaiko.s.ferraz@gmail.com

Danish SchoolClasses held Mondays and Tuesdays4:00-5:30Contact: Charlotte Jensenjensenshanghai@hotmail.com

French SchoolClasses held Mondays 3:15-4:45Contact: - Sandrine Rundströmsandrine.rundstrom@gmail.com

Finnish SchoolClasses held Saturdays 9:30-12:00Contact: Liisa-Mari Heinonenliisa-mari.heinonen@pp.nic.fi

German SchoolClasses held Mondays4:00-5:30Contact: Daniel Jubertdjubert@scischina.org

PARTNER PAGE

50 51

LANGUAGE SCHOOLS AT SCIS PUDONG A WORLD OF OPPORTUNITIES AWAIT!

At SCIS, we recognize that native language fluency is an important predictor for overall academic success. To help meet the needs of diverse learners, we

provide after school mother tongue instruction in a variety of languages.

Our goal is to facilitate language instruction to the Shanghai community by providing foreign language teachers, resources, and a venue for students to continue developing their first language. The program aims to offer similar curriculum and instruction to what students would receive in their home country.

Lessons are differenciated across learning needs with instruction targeting reading, writing, and oral language. This focus in turn supports students’ English language learning.

The language program provides a context for students and families to develop friendships and celebrate cultural traditions. We have found our language schools to be highly successful and enriching for all who participate.

SCIS Pudong offers the above native language classes to all students of Shanghai. Classes are taught by experienced teachers from their respective home countries and held after school. Look inside for more information on the opportunities available for your family.

Information and contacts for each program

Dutch School “De Oranje Draak”Classes held:Monday 12:00-3:00 (3-4 year olds)Wednesday 12:15-3:15 (5 year olds)Wednesday 4:00-6:15 (6-16 year olds)Contact: Christa Sterkdirectiedeoranjedraak@gmail.com

Swedish SchoolClasses held Tuesday 4:00-6:00Contact: Anna Lindquistanna.lindquist@mac.com

Brazilian Portuguese SchoolClasses held Mondays 4:00-5:30Contact: Maiko Ferrazmaiko.s.ferraz@gmail.com

Danish SchoolClasses held Mondays and Tuesdays4:00-5:30Contact: Charlotte Jensenjensenshanghai@hotmail.com

French SchoolClasses held Mondays 3:15-4:45Contact: - Sandrine Rundströmsandrine.rundstrom@gmail.com

Finnish SchoolClasses held Saturdays 9:30-12:00Contact: Liisa-Mari Heinonenliisa-mari.heinonen@pp.nic.fi

German SchoolClasses held Mondays4:00-5:30Contact: Daniel Jubertdjubert@scischina.org

PARTNER PAGE

52

PROVIDING OPPORTUNITIESTHAT ARE JUST RIGHT…

Tour our state-of-the-art facilities by calling 86-571-8669-0045www.scis-his.org

NURSERY – GRADE 12 The International School of Choice

Ian, Grade 12Varsity Volleyball Member of MUN and OutreachAspiring business major