1MYP NEXT CHAPTER

NEW BEGINNINGS

Focus onEnglish

MYP Next ChapterChanges introduced to the MYP Curriculum

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Year 13 students reflect on graduation

S H I J I E - T O L O O K O U T I N T O T H E W O R L DTHE MAGAZINE OF DISCOVERY COLLEGE Spring 2014Grow. Discover. Dream.

2 MYP NEXT CHAPTER

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3LANGUAGE OF LEARNING

Spring 2014

Language of Learning

Mark BeachPrincipal

This spring, our students are demonstrating their learning and creativity in a myriad of ways, many of which are highlighted in the pages of this magazine. From the Primary Drama production to the MYP Personal Project, students are deeply engaged in learning and are demonstrating their own creativity, understanding and perspectives.

In the Primary language units and Secondary English units, the foundation for this learning takes place. This includes both the essentials of reading and writing and the exploration of complex themes in literature or poetry. This foundation sets them up for success in their other subjects and undoubtedly gives students skills that will be useful throughout their lives.

The importance of critical thinking, creative expression and examination of critical issues cannot be understated. As our Year 13 students prepare for graduation, I can see that their enhanced skills in these areas will serve them well as they move into the next phase of their lives, and some of them have shared their own reflections with us in this issue.

As we continue to be a College that not only educates, but also encourages students to look at the world with inquiring minds, we are proud to provide this foundation for our students. Through the study of language and English, our students not only learn about literature and enhance their reading and writing skills, but they also are building a set of skills to share their ideas creatively, better understand a complex world and appreciate the international community we live in.

4 LANGUAGE OF LEARNING

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Shi JieSpring 2014

EDITORMichelle Mouton

CONTRIBUTING WRITERS

PHOTOGRAPHYClaire Fraser

CIRCULATION & CONTACTDiscovery College

38 Siena AveDiscovery BayHONG KONG

Tel: +852 3969 1000Fax: +852 2987 8115

Email: office@discovery.edu.hkWebsite: www.discovery.edu.hk facebook.com/discoverycollege

Circulation (1500)視 界 is printed on Alpine Satin which is PEFC certified, Elemental Chlorine Free (ECF) and manufactured under ISO14001 certification, using 100%

virgin fibre from well-managed forests.

Contents | Spring 2014

FOCUS ON ENGLISHReading, Writing and Literature, Oh My! 7Cultural Creativity 8The Laramie Project 9Student Reflections 9Written Language 10Oral Language 11Writing and Speaking 11

STAFF PROFILEKirsty de Wilde 12Brandon Nichols 13

HAPPENINGSDC Earns Accreditation 14Library Welcomes Visiting Authors 14Four Days of Adventure 15Discovering the Arts 16The Lion, the Witch and the Wardrobe 18A World of Music 20Primary Chinese Speech Competition 21Say What? 21

SPORTSCobra Sports 22

CURRICULUMMYP Curriculum 24Personal Project 25

STUDENTSThe Path Ahead 26

ALUMNIWhere Are They Now? 28Hugo, Manon and Camille Libine

CONTENTS

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11

CONTENTS

Facebook “f ” Logo CMYK / .eps Facebook “f ” Logo CMYK / .eps

Evelina AlexFiona Altoft

Kirsten AndersonThomas Au Zak BaldwinKristy Baron

Sarah BennettAshley Brooks

Kim CasselJeff Chan

Kirsty de WildeFrank DonnoliBecky EdwardsJason EdwardsDonna ElleryTerry EvansJoel Ford

Justin FungAdrian Gan

Annette GarnettLauren GordonKylie Harrison

Claire HolubowskyjGrace Kai FongZach Kilbourne

Ezra KohnPeter Lasscock

Kathy LauNicole LauJoanne LiAlfred Lo

Ava McKeeFlora Mather

Barak MichaelisShinya Mizuno

Peter MuirAndy Munn

Aleesha NaqviNicole O’BrienAaron OshlackEleanor RiceZachary Sang

Leanne SercombeDebbie Tai

David ThapaVania TiattoPerlei ToorAlsace WuMichael Xin

5PRIMARY ATHLETICS DAY

Spring 2014

Arriving at the Kwai Chung Sports ground in dry conditions, our 630 brightly-coloured Primary students were ready to run, jump and throw. All students were extremely busy throughout the full day, participating to their best ability for their House. The rotation of activities included tug of war, sprints, hurdles, long jump, and throwing objects including rubber chickens, fish and a quoit. The fun filled event finished with the Years 4-6 House relays. It was great to see all students in Years 1-6 support and compete in such a positive manner. The day ended with Green House placing first in the House Chant competition, followed by Purple House in second place, and Yellow House finishing third. The House Athletics results saw Yellow House place first, followed by Red House in second place and Green House in third. The success of the event comes down to the wonderful students, the efforts of staff and the parents who come along to support.

Andy MunnSports Coordinator

Primary athLetics Day

6 PRIMARY ATHLETICS DAY

7

Spring 2014

READING, WRITING AND LITERATURE

R e a d i n g , W r i t i n g a n d L i t e r a t u r e , O h M y !At Discovery College, language is used as a medium of inquiry, providing opportunities to challenge, nurture and develop students. Learning language is integral to the development of personal, cognitive, social and cultural identity as well as to making meaning of the world around us. Through the study of language in Primary and focused English units in Secondary, Discovery College recognises that language is the foundation of all learning.

Students bring to any learning situation their prior knowledge and engage with the curriculum through the activities and assessments experienced. Within the interrelated components of the curriculum, students make sense of these experiences and construct meaning. Because our students come with many different language backgrounds, they will all progress at different paces. Discovery College values differentiated and varied instruction, which embraces multiple learning styles. In the PYP, language learning takes place in authentic contexts and is dynamic, challenging and relevant. Through transdisciplinary units of inquiry, students are encouraged to construct linguistic meaning using a range of strategies, make connections across content and make ongoing cultural discoveries. Teaching and learning also occurs through opportunities to develop language skills and attitudes. Examples of skill development in language include handwriting skills lessons, reading strategy skills development and writing sessions with a focus on developing punctuation, spelling and grammatical skills. Through a literature-rich environment with numerous experiences in language learning, the curriculum builds on students’ prior knowledge and understanding. All teaching integrates the language strands of listening, speaking, reading, writing, viewing and presenting.

In Secondary, the English Department delivers a varied, challenging and enriching programme for students to develop literacy and writing skills as well as cultivate their ability to explore at a conceptual level. Using evidence based planning, the department seeks to tailor classroom experiences for each student. Our curriculum emphasises the three strands of

written, visual and oral communication in terms of both their reception and production. Teachers use a broad variety of historical and contemporary literary and non-literary texts to build critical literacy and encourage students to think laterally and independently across a range of issues.

At its core, literature seeks to capture, explain and question the human experience. This is reflective of the major concerns of our English programme, to promote understanding of self as the basis for appreciating diversity as well as comment on the nature and function of human society. These concerns are evident in all levels of the curriculum from Years 7 to 13. Understanding of self begins in Year 7 with, ‘What makes me, me?’ Students use awareness of their cultural and personal identity as the basis for developing their narrative writing skills. Through exploring a range of visual, poetic and narrative texts students consider how values and beliefs are shaped by their personal experiences. By fostering this self-awareness, students become more able to appreciate the stories and experiences of others. In Year 8, students interrogate the relationship between individuality and conformity by asking, ‘How does my social and physical environment contribute to my sense of self?’ Through study of Jerri Spinelli’s Stargirl and supporting texts drawn from social media and popular culture, students explore important issues such as peer pressure and acceptance within young teenagers.

As well as enabling students to understand their own identity within the communities in which they exist, we encourage students to think critically about human society. In Year 8 students study Lois Lowry’s dystopian novel, The Giver, which raises questions about the need for systems and their ethical implications. There is a clear focus upon developing the ability to plan, construct and develop an argument in a coherent and persuasive way both through essay writing and in Socratic Seminars. In Year 9 students engage with the genre of science fiction to understand that literature can be used as platform for envisioning the future and, in doing so, also point out its flaws. In Year 11, students consider the role of rhetoric in provoking social

change. By exploring a range of speeches from the iconic Martin Luther King Jr.’s ‘I have a dream’ and Elie Wiesel’s ‘Listen to the Silent Screams’ to more contemporary oratory such as ‘If I should have a daughter’ by TedTalk sensation Sarah Kay, students investigate language as an agent of change. One of the culminating tasks of this unit is that students use their own oratory skills to raise social awareness and change attitudes towards a human rights issue of their choice.

The DP English courses seek to extend each student’s maturing awareness of language and its relationship to power. Units that explore taboo and gender also draw on literary criticism and cultural theory as a basis for reading and producing increasingly sophisticated texts. Inquiry into the relationship between language and mass media provide the opportunity for critical analysis of the relationships between politics, society and media as well as engaging with more complex genres such as satire. Study of literature enables students to broaden their perspective on social issues such as war, immigration, marginalisation and environmental concerns. As students graduate we aim to have equipped them with transferable life skills of communication and critical thinking as well as the capacity to continue inquiry as a life-long endeavour.

Donna Ellery, PYP CoordinatorFlora Mather, Head of English

FOCUS ON ENGLISH

cuLturaL creativityYear 10 studies world poetryYear 10 students have been engaging with cultural poetry spanning the globe from countries such as Israel, Mexico and Vietnam, to India and Pakistan. Through the concept of cultural identity, students have examined how we, as well as poets, bring our own emotions, values and experiences to the creative process. Students have developed their skills in both creative and critical thinking through an examination of poetic and literary techniques. This also involved students creating a variety of different presentations on their favourite songs, comparing the use of structure, rhythm and lyrical language to that of poetry.

The first culminating task for this unit involved students creating their own cultural poems, either from their own experiences and sense

…My breath was pulled apart

by stallions of wild windI braced myself for the impact of the ground

or the impact of lead on fleshI had to make it

For those who couldn’t

“If there is a God, he will have to beg for my forgiveness”That came off my parched tongueOf the secluded sonwho stood on the edgeHurtling.Hurting.Humiliated.His anger boiling in the heinous hellfireOf his neighbours.

Yet over my head stood a boyWith the barrel of death at my head

The quintessence of patrioticNourished, healthy, euphoric

And fiercely loyallest he disappoint our Führer

his Führer

I watched a boyWho saw his mother dieAnd must hold back his tearsLest his emotion shatterLike chinaHe cannot show his pain to the othersBut he can show glory in deathShould he jump?

And in that momentWithin the smallest space of time where his

broken soul exited his tormented bodyEverything, all things, light,

blinding light shoneAnd illuminated all that was hidden

from humanity’s eyes

Will we ever learn?Will we always be doomed to forget?

Never Again.

“If there is a God, he will have to beg for my

forgiveness.” -Unknown

Excerpt from ‘Never Again’ by Aaron Oshlack

of identity or by assuming and capturing the cultural perspective of another. This enabled them to explore in depth the functions of creative writing and to really appreciate the complexities of constructing their own poems. Their final task was to compare and contrast two poems of their own choosing, synthesizing both their understanding and skills developed throughout the unit.

Kirsty de WildeTeacher, Secondary English

Excerpt from ‘My Sea of Identity’ by Grace Kai Fong…I am the weaving of these cultures united.Individualism versus Collectivism.Sewn through thread by threat into the fabric of my future,my Whanau, my reputation all lone characters.Tossed in the sea of identity and swept onto shoreCollecting the traditions of love and festivities.Like the storing of sea glass in my childhood history.An individual shard producing my pain and my love.Forever packed into my unassuming baggage.

8 CULTURAL CREATIVITY

Spring 2014

Year 11 students engaged in a new unit of inquiry this year through the study of The Laramie Project. This play, written by Moises Kaufmann and the Tectonic Theatre Company, is based on a series of interviews following the 1998 murder of 21-year-old university student Matthew Shepard in Laramie, Wyoming, USA. The focus of the inquiry was to explore the ways in which writers manipulate genre for the purpose of exploring ethical judgments and moral reasoning. Capturing the voices of individuals within the community, this powerful and deeply moving play enabled students to gain insight into the perspectives of those involved. To provide greater context to the play, students also read a range of articles, editorials, songs and poems that were related to the events in Laramie but also revealed the extent of the impact upon American discourse around gay rights and justice, and the ongoing debates around these issues. Reading the play and supporting texts sparked discussions about the nature of hate crimes, the ethics of capital punishment, human rights and forgiveness. Students were able to build upon their skills of critical reading and analysis, as well as examine the ways in which context shape meaning both in terms of how a text is written and in terms of how it is read. The unit also encompassed a multidisciplinary component in which students also explored the play in their Drama classes. By building set dioramas or designing costumes to represent aspects of the play’s themes, the students further explored the topics and issues discussed.

The culminating task for the unit enabled students to construct a written response to the play and the issues raised by reading it. Here students were given the choice of a range of genres in order to craft their responses. Students selected text types such as dramatic monologue, screenplay, editorial, letter, short story or writing Act IV for the play, and a sample of these is included here. The quality of student writing was outstanding, reflecting appreciation for genre conventions and language for specific effect as well as empathic understanding of the play’s characters.

Flora MatherHead of English

Excerpt from Ezra Kohn’s slam poem ‘Hatred or Hope’

In my opinion, angels and demons cannot coexist.Like day during night, or clear air during mist.Maybe there’s no such thingAs villains or heroesJust people who could do anythingIf given the right windows.Given the right circumstances,Given enough chances,I believe Matthew could’ve been an AaronMatthew could’ve been a Russell,I believe anyone could be a killerWith enough reason and muscle.For the only angels and demons that existAre the ones we encourage and resistThe ones that writhe inside us,And we surrender when they persist. Because after all, we are just one and the sameSimilar in nature but different by nameMaybe we’ll be the victim.Maybe we’ll tie the rope.Sometimes the placement’s easyWhen we choose between hatred and hope.So next time you meet someone newThink of all the people they could beKillers, lovers, fighters, mothersPeople like you, or people like me.

the Laramie ProjectYear 11 studies complex themes

Excerpt from Michael Xin’s editorialThe piece is written to reflect social attitudes ten years after the murder of Matthew Shepard and one year before The Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act was passed.

‘... This event should be something bigger, an open door for America to change itself. However as time moves on, the sheer brutality and importance of Shepard’s death is fading rapidly, and as it stands, it is only a “tragedy,” but nothing else. It should have been the starting point for America, and the world as well, to recognize that there are people in our community who are in constant fear of violence and even death at all time simply because they have a different sexual orientation. Yet so far, no change has been enacted, the voice of LGBT rights activists are still a weak wailing, and most of the world shut their ears and turn their backs whenever faced with this issue. In English speaking countries, the words ‘gay’ and ‘f*ggot’ are common profanities, insults in a politically incorrect context, used to replace words like ‘lame’, ‘loser’, ‘cowardice’, and others of a similar meaning. Change is difficult, yet this is already ten years after the murder, and something should have been done.’

Student reflections

THE LARAMIE PROJECT 9

10 WRITTEN LANGUAGE

FOCUS ON ENGLISH

Written Language

Teachers at Discovery College use a range of instructional procedures to support students in becoming confident, independent writers. Students are provided with regular opportunities to write for a variety of purposes.

With modelled writing, teachers demonstrate writing to the whole class, focusing on a specific learning goal. The thinking process behind the choices made for each step is discussed aloud with the class, and students have the opportunity to watch and hear how a piece of writing is developed. This helps students understand that writing is composed for a specific audience and purpose. In guided writing, all students actively participate to help create a piece of writing in a small group. Students help to make decisions and choices on the text and see themselves as writers involved in the writing process. They consult with each other and the teacher to clarify their understanding around the choices they make in their writing.

Similarly, in independent writing, students make decisions about what they will write about and take responsibility for their own writing. They are able to apply their understanding of the processes and purposes of writing in meaningful contexts. They have the opportunity to revisit texts previously written and add to, rework or refine them. Students see themselves as authentic, independent writers.

Sarah BennettYear 1 Team Leader

Developing writers in Year 1

ORAL LANGUAGE

Spring 2014

11

During the, ‘How we express ourselves’ unit in Year 6, students analysed the ways in which moving media, such as film, is designed to influence the perception of the viewer. The students demonstrated their understanding by producing a silent film that portrayed or elicited emotion. Students practiced ‘unlocking’ the symbolic, technical, audio and written codes of classic movies such as Citizen Kane and Star Wars. They analysed how elements such as the colours, camera angles, music and sound effects could be used to make the viewer think and feel a certain way.

At the end of the unit, students got together in teams of four to five people to create a silent film. Teams started with a certain emotion and crafted their film to provoke or portray that feeling by using the symbolic, technical, audio and written codes. By following the film making process, teams scripted, planned, filmed and edited their movies. Sound effects and music were added in their Music lessons. Students enjoyed being mini ‘film-makers’ and were very proud of the movies they produced. They also enjoyed the collaborative nature of the task and the independence that they were able to demonstrate through the filming process.

Kim Cassel Year 6 Teacher

Year 6 explores silent filmsDuring the ‘How we express ourselves” unit of inquiry, Year 5 students investigated persuasive language techniques. Before students were able to focus on the speaking strand and debating, they had to develop their understandings and skills of persuading an audience through their writing. Students wrote persuasive texts, using the structure and features of expositional writing whilst building a bank of persuasive words and language. Students, in groups of five, then went on to investigate a topic and gather evidence to use in a debate situation. One such topic was that children should only go to school three days a week. They surveyed students, teachers and parents, looked for research evidence and then teams debated against each other giving very convincing arguments for and against. An adjudicator gave points for each speaker and argument, finally awarding one team the winning points. The students in the audience voted for the most convincing speaker for the debate and then feedback from both adjudicator and students was given to each speaker in the teams. Debating is an excellent opportunity to merge the writing and speaking strands together to give students the opportunity to demonstrate their understanding and skills of persuasive language techniques.

Terry EvansYear 5 Team Leader

Writing & sPeakingStudents debate issues

oraL Language

Throughout the year, students in Year 2 have been focusing on developing their receptive and expressive oral language skills through speaking and listening. It is important that there is equal emphasis placed on the development of good listening and speaking skills.

We have been working on asking open-ended questions in order to elicit more detailed information from a presenter, as well as to assist in guiding our research questions for further inquiry. Using these questions became an explicit focus during the ‘How we express ourselves’ unit on Celebrations, particularly during visits from our guest speakers. These open-ended questions also extended into the criteria for the children’s own “Show and Tell” presentations, where they were asked to present a celebration that was special to their family. The audience – their classmates – listened carefully to the presentation and then provided feedback to the student as to whether they had covered all aspects of the criteria. Audience members then deepened and clarified their own understanding by asking open-ended questions of the presenter.

As a result of the explicit and ongoing teaching of oral language skills, there has been a significant shift in student’s vocabulary, their depth of understanding, and their confidence in presenting in different situations.

Kylie HarrisonYear 2 Teacher

Speaking and Listening through Show and Tell

12 KIRSTY DE WILDE

kirsty De WiLDe

Kirsty de Wilde was Head of Year as well as English teacher at the International School of the Hague in The Netherlands for 10 years before coming to Discovery College. She moved to Hong Kong in search of a new adventure. At DC, Kirsty teaches secondary English. She starts her Learning Time everyday with her Y11 students by holding a group chat and meditating for a few minutes. The students love it and makes for a bonding experience. It also enables students to start their day on a positive note.

Kirsty has always found cultural learning styles fascinating. Having just finished her master’s thesis on the subject, she is constantly drawn back to ideas of developing pastoral care through positive psychology and character strengths. Kirsty was involved in developing pastoral care at her last school and she is delighted that DC is so committed to this to and that she can be a part of it. Originally from Scotland, where she began her teaching career before leaving for sunnier shores, Kirsty has also lived and taught English in the United States, Australia and The Netherlands. She is an avid reader and is passionate about literature and learning. She recently completed her master’s degree in International Education from the University of Bath and is already busy with another course of study. Being a keen runner and tennis player, she tries to fit both into her busy life of work and being the mother of three wonderfully energetic children.

David ThapaCommunications and Scholarship Assistant

aPPreciating nature through Poetry

English Teacher

STAFF PROFILE

During the unit of inquiry ‘How we express ourselves,’ Year 3 students explored a range of poetry styles and linked their inquiries to the unit’s central idea: An appreciation of nature can influence creative expression. Four different poetry types were researched within reading and writing, including Haikus, Cinquains, Acrostic and Rhyming poems. In all cases the students looked at ways in which nature could be appreciated through their reading or writing of poetry and then used nature to inspire their writing.

Jason EdwardsYear 3 Team Leader

Acrostic poem by Justin Fung

W-waves and rivers all around the worldA-artists appreciate all the delightful nature around themT-trekking down swift rivers into the massive oceanE-ecstatic views from aboveR-rolling across rivers mysteriously at night

13BRANDON NICHOLS

Spring 2014

BranDon nichoLs

Known for both his unique, spiky hairstyle and his bright and colourful ties, Brandon Nichols is one of our new English/Humanities teachers. Brandon first learned about DC from current English teacher Christina Post, who went to university with him. She encouraged Brandon to approach the Discovery College booth at the Bangkok Teaching Fair in 2013, and the rest is history. Before coming to DC, Brandon worked at Brent International School in the Philippines teaching Middle and High School English and Diploma Level Theatre. Brandon’s wife Lissie also joined the DC staff this year in the Maths department. Brandon’s typical day at DC is split equally between the English and Humanities department. Brandon usually spends a majority of his day with many of the awesome and energetic Year 7 students. During break times and lunches, he usually makes a point of meeting with students to help on course work or chat with students that he doesn’t see during the rest of the school day. Brandon has a tendency of finding an extracurricular activity to become really involved in and passionate about. This year, he is coaching Cobra Boys Basketball, and things have really taken off. He has been excited to see the amazing results of the basketball students here at DC this season, with all four U16 and U20 teams making it to the playoffs and 10 DC students being selected for the ESF All-Star team this year. He hopes to continue to help the Cobra Basketball programme flourish even more next year.

Brandon was born and raised in the Midwest region of the United States. His first real exposure to working with young people was working as a youth counsellor and backpacking guide in the Sawtooth Mountain Range of Idaho, USA. Prior to becoming an international teacher, he taught high school literature and communication in Austin, Minnesota. Despite becoming very involved in the sports and athletic programmes, Brandon is also very interested in theatre and music. He has acted in six musical productions, including leading roles in “Grease” and “South Pacific.” He was also a member of the Minnesota All-Star Men’s Choir and actively participated in a drum line for many years.

David ThapaCommunications and Scholarship Assistant

English/Humantities Teacher

Haiku by Ava McKee

Leafy sea dragons,Swimming in the sea today,Swaying like seaweed.

Ryming Poem by Aleesha Naqvi

Here I sit on the beach,Shadows wildly dancing,Oh what a beautiful night,They look like horses prancing.

Cinquain by Becky Edwards

SnowLovely, whiteFalling, dancing, driftingCovering everything it touchesBlanket

14 DC EARNS ACCREDITATION

HAPPENINGS

Dc earns accreDitationCollege receives commendationsDiscovery College has successfully gained Council of International Schools and Western Association of Schools and Colleges (CIS/WASC) accreditation. This process was the final step in our international quality assurance process that sees us as a fully authorised three programme International Baccalaureate World School – now with CIS/WASC accreditation.

This accreditation is the successful result of a two year process involving all teaching staff, in addition to many parents and students in a exhaustive self study. The process culminated in a visiting team spending a week in the College evaluating every aspect of our operation last November. In late January we received CIS accreditation. The college received 16 Major Commendations ranging across all areas of operation including guiding statements, teaching and learning and governance. The positive nature of the report was summed up in these two sentences in the concluding statements section: “Discovery College richly deserves accolades for the progress that has been achieved in the past six years. All members of the school community should take a moment to review and appreciate their accomplishments.”

The WASC accreditation arrived soon after, and the accreditation letter commended us on the “stellar aspects of the school and the quality of instruction being offered.”

A copy of the concluding statements can be found on the Discovery College website under ABOUT US>Accreditation and Authorisation.

Peter LasscockDeputy Head of College

LiBrary WeLcomes visiting authorsStudents learn about the creative processAvid readers and writers at Discovery College certainly weren’t disappointed this year as we welcomed five engaging, enthusiastic and well credentialled authors and illustrators.

In Primary, we have had the pleasure of authors Nury Vittachi, Liz Million and Sarah Brennan visiting us this year. Each brought with them a different strength and perspective on the writing and publishing of books. Nury added humour, Liz Million focused on the illustration of characters before developing stories around them and Sarah Brennan weaved in the cultural aspects of Hong Kong’s history. Some authors read their story and discussed how they became a writer, while some worked with individual classes and developed characters. All enjoyed the many questions that Discovery College students had about their work.

In Secondary and Upper Primary, we had the privilege of welcoming two renowned international authors to the school. Australian

author James Roy was thoroughly entertaining and shared some hilarious anecdotes from his life and career as a writer. He also conducted a motivating writing workshop for a select group of Year 8 students, who clearly appreciated such an opportunity. British author Alex Scarrow’s Time Riders series is hugely popular amongst teen readers and our students had the opportunity to hear Alex talk about the creative ideas behind the series. It was particularly encouraging to see students so keen to have a chat with each author after the talks and to see so many new fans of their books borrowing from the library.

Of course, the common elements are that each author brings their book to life. We know that each author will have a different effect on their audience, and we know that

students are inspired by interactions with these authors. We value the opportunity to have authors and illustrators from different backgrounds visit us here at DC and we look forward to having many more in the future.

Leanne Sercombe and Joel FordLibrarians

15FOUR DAYS OF ADVENTURE

Spring 2014

four Days of aDventureYear 8 goes on campThe Year 8 Camp was an experience for everyone to enjoy. My group started with just relaxing at “In Camp.” We played teamwork games in which everybody participated enthusiastically. It took a while for some people to figure out how to cooperate with others, but that just made it more interesting. We then went on to what, for some people, was the most challenging task of all – cooking! We gathered some ingredients, got together in groups and started cooking. After cooking our tacos, we invited over the group that had been kayaking that day to come and eat with us. Although this might come as a surprise, none of the food was actually burnt.

Before we all went to sleep we had a fun night activity. We went into our dorm groups and were handed newspaper and tape. We were then instructed to make newspaper outfits, which were in the categories of the funniest, the most creative and the most likely to be seen on a catwalk. You can imagine the laughter at the funniest costumes, and especially when the students let out their wild side in front of the teachers – but only those wearing masks of course. At night there was the typical chatting in bed with flashlights, but as soon as the teacher walked in all the flashlights went out and there was silence. It was exactly what a good night in a dorm is like!

On the second day our group went kayaking. Working in pairs in the kayaks and trying to coordinate our paddling, while actually going forward, was a fun challenge! After lunch, we had to find our way around the beach coast with the help of a compass and a simple map. It was a great adventure. After resting on top of the kayaks, and racing across the top of them, we got changed and headed back to “In Camp.” Everybody was practically dying to have a shower and to wash off the sticky layer of salt water. Later, we were invited to eat our dinner, and we watched the movie Catching Fire.

The next day, we hiked for four hours to “Out Camp.” The hike might have been hard, but the result was mesmerising! The beach had beautiful water and clean sand. We spent time singing songs around the campfire, roasting marshmallows and sleeping in tents on the beach. In the morning we packed up the tents and hiked back, even though the majority of us weren’t ready to go home yet.

Perlei Toor Year 8

16 DISCOVERING THE ARTS

The DCPTA organised a number of shows open to the public, many of which were sell outs. Children were delighted by ‘Andrew the Brilliant Balloon Man’ and ‘Puppet Tales’ with the Wong Fai Puppet Shadow Company. Comedians from the TakeOut Comedy Club in Central staged two stand-up comedy shows, one tailored to teens and one for adults. The wider community also enjoyed the festival’s Friday evening Arts Fair. The fair enabled artists, artisans and students to exhibit and sell their work and featured great entertainment from DC student choirs, Year 6 dragon dancers, DMR dance school and the HK Brothers Lion and Dragon Dance Association. Through the generous support of parents, students and the DB community purchasing tickets for the shows or becoming Arts Fest corporate and family patrons, the festival was once again self funding with over HK$145,000 raised to cover the HK$140,000 artists and material costs that make this such an amazing week. The Arts Fest committee would like to thank the many members of staff, the DCPTA, parent volunteers, and students who made Arts Fest such a great success.

Lauren GordonDC Parent

HAPPENINGS

Discovering the artsArts Fest provides engaging experiencesIt was an exciting celebration of the Arts at Discovery College when the school presented its 6th Annual Discovery Arts Fest. Students and the extended school community were involved in a range of music, drama, dance and visual arts activities, run by leading local and international artists, educators and entertainers. Workshops for Years 1 to 9 included Capoeira, Chinese water colour painting, street dance with DMR, dragon dancing, stage fighting with Faust International Youth Theatre and graffiti with acclaimed contemporary artist Ceet Fouad. Senior students were treated to specialist electives aimed at their curriculum needs and personal interests. New this year were a wonderful tour of the Disney dubbing and theatrical studios, cake decorating at the Complete Deelite studios, a singing master class with Louise Thoreau and a costume design workshop thanks to DC parent Garry Panons. The highly regarded multi-percussionist and music educator Kalani Das was artist-in-residence, providing professional development sessions for teachers and workshops and drum circles for primary and secondary students. The DC Annual Concert and Visual Arts Exhibitions were highlights of the festival as were the student performances at Busker’s Corner. First prize in the ‘Hong Kong Culture’ photography competition went to Hannah Henderson for her stunning photograph ‘In Every Community.’

17DISCOVERING THE ARTS

Spring 2014

18 THE LION, THE WITCH, AND THE WARDROBE

design which gave the students an opportunity to contribute, grow and in the end, shine. The enthusiasm, energy and practical assistance of the Discovery College staff, parents and students made the theatre production process a rewarding experience and once again the persistence, drive, dedication and talent displayed by all made the show a resounding success. As director, I am always excited and humbled by how much I learn from the students who fearlessly work through this rigorous process. Frank DonnoliPrimary Drama Teacher

On 9-10 April, the Year 5 and 6 students staged the production of The Lion, the Witch and the Wardrobe. This dramatization, by Joseph Robinette, of C.S. Lewis’ classic was set in the land of Narnia, recreating the magic and mystery of Aslan – the great lion – his struggle with the White Witch, and the adventures of four children who inadvertently wandered from an old wardrobe into the exciting, never-to-be-forgotten Narnia.

The intense action featured chases, duels and escapes as the witch was determined to keep Narnia in her possession and to end the reign of Aslan. We saw the temptation of Edmund by the witch, the slaying of the evil wolf by Peter, the witnessing of Aslan’s resurrection by Susan and Lucy, the crowning of the four new rulers of Narnia, and more. The supporting characters of the unicorn, the centaur and other forest animals, along with Father

the Lion, the Witch, anD the WarDroBePrimary production is a hit

Christmas, Mr and Mrs Beaver and Tumnus the Faun were very well portrayed by the actors. The production process was designed to layer the complexity of live performance into manageable steps. The concept of layers in the actual stage play, set design, lighting, sound and of course the performance of the actors were the focus of this process. All the resources provided by the Discovery College Theatre were utilised to ensure that the experience for the students, teachers and parents was nothing less than a full one.

In choosing the play for students, the aim was to satisfy both educational and artistic goals. The script demanded discipline and risk-taking from the actors whilst providing scope for fun and celebration. The rehearsal process involved script writing, dance workshops, music composition, makeup and costume

HAPPENINGS

19THE LION, THE WITCH, AND THE WARDROBE

Spring 2014

20 A WORLD OF MUSIC

a WorLD of music

Over the past few months, Discovery College’s music life has been busier than ever. Our sixth Young Performers Evening, showcasing musical talents from students in the Primary School, was held in mid-February, and we had the pleasure of listening to a wide range of growing musicians. The performances ranged from vocalists to pianists to even trumpeters. It was a great opportunity for us to appreciate their musical abilities, and we hope to see more as they continue through their school life.

Two weeks later, the College hosted the sixth Annual Music Concert which tied in nicely with this year’s Arts Fest. The Annual Concert has always been one of the biggest highlights in the music department as we look forward to the wonderful surprises from performers. This year, all 27 acts amazed us as they perfected their well-chosen and challenging repertoire. Not only was it enjoyable for audiences, but all performers had a fabulous time listening to and supporting each other.

As part of their Jazz unit, Year 11 Music students were asked to explore the elements of Jazz music and perform pieces. After several months of rigorous practices and hard work, the class showcased their talents and efforts at the MYP Music Exhibition. From personal experience, this was a difficult and demanding unit; nonetheless, we would like to congratulate the cohort on giving entertaining performances at very high standards.

Overall, this year has been a wonderful for the music department as we continually share and recognise the outstanding musical talents across the school. On behalf of Discovery College’s music captains, we would like to thank all teachers involved with making these three concerts so successful and all the students who participated in these events. We look forward to seeing and hearing what next year’s performers will bring.

Nicole LauYear 12, Music Captain

21PRIMARY CHINESE SPEECH COMPETITION

Spring 2014

The Discovery College Primary Chinese Speech Competition took place during the week of 27 January. The competition saw more than 50 participants from the Primary school in both near-native and non-native groups. These students demonstrated their talent and hard work, as well as the impact of Chinese language learning. Awards of Excellence were offered to 12 outstanding speakers. Though some adults may see Chinese as a difficult or impossible language to master, our students are rising to the challenge. With practice, determination and motivation, our courageous Primary students challenged themselves to give their speeches in a language they are still learning. Some students recited ancient poems or told stories; some presented a two-person talk show or a rap song.

Here students do not just learn the language, but also learn about the language and learn through the language. Students have integrated Chinese learning together with communication skills and a culture-rich curriculum. Students acquire confidence in speaking in Chinese, and a learning community exists for language development. Our students see speaking Chinese as part of their regular curriculum and activities like the speech competition help them further develop their skills. Though learning a language cannot be achieved overnight, DC Primary students are already making a great start.

Debbie TaiPrimary Chinese

Primary chinese sPeech comPetitionStudents rise to the challenge

Hong Kong International Schools Chinese Debating provides an opportunity for students to improve their Mandarin and to develop public speaking skills. The Discovery College Chinese Debate team has been competing for four years. Their hard work has paid off, with the team earning first runner-up in the 2014 inter-school competition.

In 2010, the team started off alternating six students in the Year 10 Chinese Language A class. By 2013, a new team was formed because many of the Chinese debaters are graduating this year. After gaining experience in the first year, the team won second runner-up in the next two consecutive years and had the opportunity to go to Taipei to participate in the first Bilingual Chinese-English Debate Competition organized by ESF and Taipei European School in 2012. Their continued success has left a legacy for future teams.

Joanne LiHead of Lanuage B

say What?Chinese debate team thrives in its fourth year

22 COBRA SPORTS

SPORTS

U16 Girls BasketballThe U16 Girls had an excellent season, winning five of six regular season games. This was a great turn-around from the previous season where they lost five of six games. The U16 Girls defeated DSC 31-19 in the semi-finals to advance to the grand final meeting with DBIS. Unfortunately the girls lost this game 4-10 dominated by tight defense. Despite the disappointment, these girls have every right to feel proud of their season. I enjoyed every minute of this season, and it has been a privilege to coach the U16 Girls. -Adrian Gan, coach

U16 Boys BasketballIn a season that saw huge improvement as a team, early games were dominated by brilliant individual performances, but at the end of the season it was teamwork that got us into the finals. It was a heartbreaking semi final against AIS where we lead for the entire game only to go down by two points in overtime. Despite the final result, this was our finest game due to the fact that theree of our starters were unavailable to play, and everyone in the team stepped up and outplayed the opposition, who had beaten our full strength team by 17 points earlier in the season. -Dion Kay, coach

U20 Boys BasketballThe man stepped in. Coach Nichols had an ambition, decided to rise with his golden hair shining like an approaching comet to make his impact upon Discovery College. His passion and desire drove us to our limit and we were rewarded with a feeling of pride. Over the course of the season we faced a series of difficult adversaries, with an undefeated streak of four games, which was unfortunately broken by Hong Kong Academy. However, we were still able to enter the play-offs and subsequently win against American International School in the semi-finals. Ultimately,we lost in the championship game against West Island School on our home court with a final score of 41-33. Still, we will never forget what we accomplished. And now, a legacy persists in the Cobra pit. We have all grown, and it was all thanks to Mr. Brandon Bartholomew-Jameson Nichols. -Thomas Au, Zachary Sang and Barak Michaelis, Year 13

U20 Girls BasketballThe U20 girls team showed a lot of development this season. We had a great start to the season by winning the first home game. Despite some losses, with a bit of determination we made it to the semi-finals. Sadly, we did not place in the top three, but we hustled as a team until the very end, where we lost our last game 22 (DC) to 28 (VSA). Overall, it was a competitive basketball season and we all became closer, not just as teammates but as friends, and we hope for a more successful basketball season next year. -Peter Muir, coach

TennisThis year we entered our first ever tennis teams in the ISSFHK competition – a boys and a girls team both playing in division one. Each tie is made up of two singles and two doubles matches. It was really great to experience playing against players from other schools, and the

girls team only narrowly missed out on qualifying for finals. It is really exciting to think about developing this team in the new year. -Kirsten Anderson, coach

U12 Mixed RugbyCongratulations to the U12 mixed rugby team, combined with DBIS, who won the 2nd division. All of the DC players contributed to the success of the team, with the squad saving their best performances until the day of finals. The highlight of the finals day was our defence, not allowing a single point to be scored in our three matches. Well done to all squads member who were committed to attending early morning training sessions. -Andy Munn and Sean Healy, coaches

U16 Boys RugbyThis season has proven to be a challenge due to the lack of players. We practiced hard every Wednesday morning at DBIS pitch with our DBIS teammates. Although we lost all of our games, the team has developed greatly, and we have a positive outlook for the future of rugby at Discovery College. -Zak Baldwin, Year 11

U16 Girls RugbyThe U16 girls rugby team has had a fantastic season, being undefeated in all our matches. For the first time, the DC Cobras united with DBIS to put out a team with an array of abilities, ranging from first timers to National Age Grade players. With one of the smallest squads, we showed commitment and passion for the game to come out on top of more experienced teams. For the last several years, this group has remained undefeated. They deserve higher HK rugby recognition and full credit. -Ashley Brooks, Year 11

EquestrianThe Discovery College Equestrian Team has had a very promising season. The higher division placed first in the heats for the CLS Inter-school Equestrian Challenge and will be one of four teams competing in the finals. The Higher and Lower Divisions also competed successfully in the Cheong Lee Securities Inter-School Equestrian Challenge. Lots of dedication and practice has seen the team improve in both their Show Jumping and Dressage skills. -Truth Omole, coach

U12 Boys BadmintonThis season, the U12 Boys have been playing extremely hard games, but everyone worked as a team and never gave up. The U12 Boys successfully beat all schools and went through to win their title undefeated. In the final they defeated RCHK 3-0. -Alfred Lo, Year 7

U12 Girls BadmintonWinning the championships for U12 girls made me feel really proud of my teammates. I am also very happy about the victory for both U12 girls and boys badminton teams because it felt like we made a new record for our school. -Alsace Wu, Year 6

coBra s P o r t s season highLights

23

Spring 2014

COBRA SPORTS

U14 BadmintonOur U14 Boys won through to the championship play off. In the finals they battled hard in the first round against the top team in the competition ISSFHK, but ultimately lost. In the second playoff they went up against CDNIS and again put in a brave effort with some close games. Ultimately CDNIS proved too strong and the DC team ended up in fourth place. The U14 Girls fought gallantly through the season to finish with four wins out of eight matches, just missing out by one place for a spot in the championships. -Peter Lasscock, coach

U16 Boys BadmintonOur U16 Boys team had their best season yet, just missing out on the championships despite their very determined play through the season. Tied on matches against two other schools, the final count back and game tally put them in fifth place. -Peter Lasscock, coach

U16 Girls BadmintonThe U16 Girls Badminton Team have been training year-round for this year’s competitions. We have had some great games this season, but unfortunately no wins yet, but we continue to try our best in the competition. It’s been amazing traveling to all the schools to play, and we would like to just thank each of our members for their efforts: Alison Lam, Chantel Woo, and Kathy Lau. Special thanks to our substitutes Shirley Tang and Tyra Eberwein, as well as our team captain Keisha Zanichelli. We will try our best in the upcoming competitions. -Kathy Lau, Year 11

U20 Boys and Girls FootballThe Sport4kids coached U20s football teams have had the perfect seasons so far. The boys finished the season undefeated and league champions, and the are girls undefeated going into their final game. The Cobras are now seeing the benefits of entering this division a few years ago, and players are performing at a high level. -Andy Munn, Sports Coordinator

Year 5/6 Netball (Sunday)This season the Year 5 and 6 players had an exciting opportunity to join the Hong Kong Junior Netball League for the first time. The players were all new to this type of competition, but within a few weeks had their first win. Throughout the season the players learned new strategies and knowledge through their training and games and put these skills and into practise on the court, which lead to the team winning the Division 4 plate. Congratulations to Lucy, Rosie, Kimberly, Renee, Erin, Maelee, Maddie M, Maddie B, Tara, Evie and Lily. -Kristy Baron, coach

U13 Netball (Saturday)The U13 girls had a great season, making it to the finals and placing second with Casey O’Brien earning Player of the Game. The girls worked well together and were determined to play their best, and they trained hard. For some it was their first try at netball so they did very well. We had great defence by Lauren, Emma, Alix and Maya and first time player Clemence was awesome as our centre with Jemina, Casey,

23

and Charlotte helping her out playing attack. We had a great team that we are very proud of. -Fiona Altoft and Vania Tiatto, coaches

U13 Netball (Sunday)This season provided many firsts for our U13 Sunday team: new players to the game joined our team, we had the opportunity to be coached by the DB Pirates elite squad members, we tried new positions on the court, and we learned game play strategies. The season was challenging, and even though results may not indicate it, the team demonstrated much growth in their abilities, skills and mindsets. Well done to Alix, Maya, Daneika, Emma, Lauren, Charlotte, Clemence, Casey, Bella and Miwa. -Nicole O’Brien, coach

Netball Secondary A (Saturday)Our Netball team had varying levels of success due to injury and the extra commitments the team members had. We did not have one consecutive week where the same members played, which made establishing a game plan difficult. Team members were flexible to the situation and often successfully played out of position. While the season proved challenging, our individual skill set and our ability to work as a team developed, and we placed third in the U20 League. -Annette Garnett, coach

Netball Secondary B (Saturday)It was a challenging season for the team. We entered the competition with a few first time netballers and a few younger players moving up from U13 who all rose to the challenge. There was alot of improvement and development from week to week, with all having opportunity to experience new positions, and we managed to win a few games ending our season in fourth place. -Kaylene Adcock, coach

Netball Secondary B (Sunday)We had a rather large squad for our B team requiring us to make lots of changes throughout the season. The team was absolutely awesome, and their commitment to training and the tournaments was outstanding.We had a few first time players, who were picking up the game skills very quickly with the support and encouragement from other team members. We were undefeated throughout the season playing in the grand final against West Island and winning 24-9. One of our youngest players Sophie Telford received MOM, and we brought the first secondary netball cup home to DC. -Kaylene Adcock, coach

Primary TeamsThe younger Cobras have participated in a number of tournaments throughout the year. The sports included are netball, basketball, football and rugby. In the past, tournaments were mainly only ESF schools. Now the opposition includes most of the international schools. A high number of Years 5 and 6 students have been involved in the ISSFHK and Netball league competitions. All students have performed well. Highlights have included fielding two girls football teams and the tag rugby team reaching the top four in the cup. - Andy Munn, Sports Coordinator

24 MYP CURRICULUM

CURRICULUm

The IB will be introducing changes to the Middle Years Programme (MYP) starting in the 2014-15 academic year. The purpose of these changes, called The Next Chapter, is to more closely align with the Primary Years Programme (PYP) and the Diploma Programme (DP). Changes will include name changes to most subject areas, the organisation of assessment criteria, the award of the MYP Certificate and the emphasis of a conceptual focus to all work units studied.

Subject name changes

From 2014-15 onwards some MYP subject names will change. (Refer to the table below for details of these changes.)

Assessment

All eight subject areas and the Personal Project will now be assessed by four assessment criteria and each of these will be awarded levels of achievement between 0-8. Currently MYP subjects can have anywhere between three and six criteria. This change should make the MYP reporting system easier to understand.

MYP Certificate eligibility

Under the Next Chapter, the final award of the MYP Certificate will now be determined by a student’s Personal Project grade and their final grades in six subjects.

Subjects that will contribute to the award of the MYP Certificate are Language and Literature, Language Acquisition, Individuals and Societies, Sciences and Mathematics. The IB will also take a student’s best subject grade from the Arts Group, Design or Physical and Health Education to determine the sixth.

Requirements that do not change are that students must:• achieve at least a subject grade of ‘2’ in each subject;• achieve at least a grade of ‘3’ in the Personal Project; and• achieve an overall score of 28 points from a maximum possible 42

points.

MYP Certificate assessment

From 2016 onwards, the assessment processes leading to the award of the MYP Certificate will change to a mixture of on-screen assessment tasks and ePortfolios.

Subjects moving towards a one-off onscreen assessment will be: Individuals and Societies (Humanities), Language and Literature (English and Chinese A), Mathematics, Sciences and a new Interdisciplinary assessment task.

Subjects moving towards ePortfolios assessment will be:Language Acquisition (Languages B), Physical and Health Education (Physical Education) and the Arts group of subjects will be assessed through a ePortfolio of work.

myP curricuLumThe Next Chapter

MYP Unit Conceptual focus

The MYP will introduce a conceptual framework called ‘Global Contexts,’ which will ground a unit’s content, skills and processes within a contextualised conceptual understanding. This framework is intended to help students to see the connections between the disciplines, create interdisciplinary solutions to problems and promote higher order thinking.

The ‘Global Contexts’ are built up on the Primary Years Programme’s transdisciplinary themes and will help ensure the strong inquiry skills in the PYP continue to be nurtured in the MYP. The thinking promoted by the ‘Global Contexts’ will also prepare students for the ways of thinking nurtured by the Diploma Programme’s Theory of Knowledge (TOK) course.

Adrian GanMYP Coordinator

Current Subject Name 2014-15 Subject Name

Languages A Language and Literature

Languages B Language Acquisition

Humanities Individuals and Societies

Physical Education Physical and Health Education

Technology Design

Spring 2014

Personal Project fuels passion

This year’s Personal Project was a great experience for all of the students in Year 11. It gave us an opportunity to do something we were really interested in, and something that we enjoyed doing. Students created a large variety of products, from writing books, magazines and manuals on their topics, to making documentaries, movies, photo albums and works of art. Some projects stood out more from the rest, such as Anna McMaster’s ballet costume and the spectacular paintings created by talented young artists such as Ruby Jurecka and Viola Graef. According to Anastasia Kosachevskaya, “All projects are amazing; they are all very unique and different from each other. It was very fascinating to see what everybody in our year is interested in and how different we all are.” This project was a profound achievement for all of us. It was a challenging task according to Chantel Woo. “It was immensely difficult balancing the Personal Project with all the other subject areas, particularly because it is perceived that there isn’t as much time pressure. This challenged my time management skills immensely, but I do think that the nature of my project motivated me to keep working,” she said. Many of us felt the same way because we had to balance our personal projects along with our other MYP subjects. The Personal Project was a test of our skills in organisation and time management and duly resulted in significant learning for all involved. Mr Jasina, the Personal Project Coordinator said, “I see the personal project as the significant task students attempt in the MYP. It challenges students to synthesize learning from across a range of school subjects as well as outside of the classroom.” Mr Gan, the MYP Coordinator, noted, “It’s really the crown jewel of the MYP.” At the end of the Personal Project, many of us felt quite proud of producing our products in addition to the 3,500 word reports. We were left with a feeling of accomplishment after ten months of research and planning followed by two months of writing it all down in our reports. In the end, we could not have done the Personal Project without our families supporting us, our subject teachers compromising and moving assessment deadlines, and most important of all, the most amazing Personal Project coordinators, Mr Jasina and Mr Gan, who guided us through the most difficult times and clearly outlined the goals and expectations. After the MYP Personal Project Exhibition, we felt that a significant milestone in the life of a Year 11 student had been reached. Jeff ChanYear 11

PersonaL ProjectYear 11 shares their work

For many students, the Personal Project is a labour of love – an opportunity to dig deeper and focus on a topic that matters to them.

Ruhi Kumar took her ideas and experiences living with diabetes and developed a book that aims to help others learn about living with the disease. Her book, which began as her Personal Project, was recently published and is being sold at the Dymocks in Discovery Bay. Ruhi recently held a book signing there where she had the opportunity to meet members of the community who were interested in this issue.

“I was surprised by the amount of people who came to the signing, and happy about the support I’ve gotten from my friends,” she said.

After about six months of work, including research into case studies and interviews with experts in Hong Kong, including the leadership of the Hong Kong Juvenile Diabetes Association, Ruhi’s Personal Project became another way for her to share her passion for education about diabetes.

Ruhi said that the most rewarding part of this project has been seeing the impact the book and its stories have had on others. For example, a newly diagnosed nine-year-old girl visited her book signing, and the girl and her parents were grateful to hear about Ruhi’s experience. There is a lot of misinformation about what it means to live with diabetes, Ruhi said, and seeing this family learn from her experiences was really meaningful.

“Using my experiences to help others has been amazing to see,” she said.

A portion of the proceeds from her book sales will benefit the Hong Kong Juvenile Diabetes Association.

Michelle MoutonCommunications and Development Manager

25PERSONAL PROJECT

26

My plans after graduationAfter graduation I’ll be going to Sweden for the summer before I go to college in August in the US. I will likely be studying English and Film, but I haven’t picked my major yet.

What I’m most looking forward to After graduation, even though it will only be for a few months, I’m really looking forward to the feeling of knowing that I have nothing to do. There are no essays, no practice papers, no tests, no extended essay, no internal assessments, no exams - nothing. I hope I’ll feel some sort of relief at these two years finally being over and not feeling like I should be working constantly.

Evelina AlexUnited States

My plans after graduationI plan to attend Bowling Green State University, and will be studying Business and Aviation.

My favourite memory from my time at DCMy most memorable moment

in DC was the first day of school. Moving from America to Hong Kong it was a complete shock to me. The students welcomed me right away, and DC has always felt like another home to me. The education I was able to gain at DC was remarkable, and will always be treasured. I feel very privileged to have been able to study at an international school and study at such a high level. It has opened many more doors for me, some that I would have never expected.

Zach KilbourneUnited States

My plans after graduationAfter graduation I am planning to move to America, where I will study Computer Science at the University of Cincinnati.

Where I see myself in five yearsIn five years time, I will have

hopefully graduated with a degree in computer science and possibly a minor in mathematics. I will be facing another new challenge, the new experience of total independence. I will be starting my career in what will likely be another unfamiliar place with even more unfamiliar people.

Zach SangUnited States

27THE PATH AHEAD

Spring 2014

the Path aheaDYear 13 reflects on graduation

The class of 2014 is ready to step into the world and begin the next phase of their journey after graduation. The range of interests and talents in this class is vast, and their plans after graduation will take them to all corners of the globe as they pursue university studies, new jobs, service work and internships.

As the Year 13 students prepare for their IB exams, farewells and plans for their next chapter, a few Year 13 students share their reflections on their time at DC and what they have to look forward to on the road ahead.

My plans after graduation Next year I’ll hopefully be reading Archaeology and Anthropology at Magdalen College, Oxford University.

What I’ve gained from Discovery CollegeI’ve changed an awful lot from the skinny girl with

the bad ponytail that showed up in 2008. I owe a large part of who I am today to the people I’ve met and the things I’ve experienced, and I’ve gained a lot of that from my time at DC.

Claire HolubowskyjUnited Kingdom

My plans after graduationOriginally I planned to go to London to drama school, but after auditioning and learning more about the future lifestlye that this route comes with, I decided it wasn’t the right time for me despite receiving an offer for a place. A university

education will open more doors rather than narrowing my options. Therefore I now have a place at Nottingham Trent University for Broadcast Journalism and will continue to do drama alongside my degree.

What I’ll miss most about DC I will miss the Discovery College community the most. I have been a student here since the beginning, and I’ve been lucky to witness and be a part of the growth of Discovery College. Before DC I had been to quite a few different schools, and none of them had the close-knit community that we have here in which we all support each other. It is something that we often take for granted, but we are all very lucky to be part of this community.

Eleanor RiceUnited Kingdom

My plans after graduationI will be studying chemical engineering at university. I hope to continue my studies and utilize the knowledge I gain to assist in the development of new energy sources.

My advice for Year 12 studentsBe well organised for time. Very very organised. You never know what’s coming and should always prepare ahead of time. Complete work as early as possible. You might want to spend your last years hanging around, but the IB Diploma is only one shot so you better make sure it counts.

Thomas AuHong Kong

My plans after graduationAfter graduation I plan to attend university. In addition, I will be doing a business project that I have been interested in for the last year, and I will be learning about penny stocks for the first few months after graduation.

In 10 years time...In 10 years, if my name is Googled, you will find the most successful entrepreneur in Asia under 30. I hope to establish a service-oriented business that will enable individuals to use their time more effectively and efficiently.

Shinya Mizuno Hong Kong

28 WHERE ARE THEY NOW

ALUmNI

Where are they noWHugo, Manon and Camille LibineWhere do you live now?We live in Switzerland in a city called Lausanne.

What brought you there?My dad’s work brought us here. He is a programme manager and has a new project in Switzerland after finishing the one in Hong Kong. Switzerland is also our home country.

Where do you go to school?We go to the International School of Lausanne, also known as ISL.

What are some differences between your school and Discovery College?Our school is way smaller than DC. The lunch and snack breaks are a little bit longer. It is under construction at the moment because they are making the school bigger. We also have an artificial turf football pitch, but we don’t have a swimming pool. Basically the grass is made out of plastic. During the winter months, the whole primary school goes skiing every Friday for 10 weeks.

What types of activities are you involved in?Hugo is involved in Forest Hiking where he does fun activities in a forest next to our school. He is also does the iPad tech club and Art. Manon is involved in movie making and volleyball. She also sings a lot and is writing her first novel. Camille is tutoring a younger student after school and helps with the lighting for shows. In winter, we go skiing and Manon has learned to snowboard.

What do you like best about living in your new home; how is it different from living in Hong Kong?There is less pollution than in Hong Kong, and our town is bigger than Discovery Bay... and our cat can go outside. In winter it snows and we have lots of fun skiing and sledding. But there is one thing that Switzerland can not replace – our long lost friends from Hong Kong and Discovery College.

Spring 2014

ESF SUMMER PROGRAMME 2014

www.esf.org.hk

30 June – 9 August

Courses include:Date: 30 June to 9 August Ages: 15 months to 16 yearsTime: 9:00 am to 12:00 pmVenues: Beacon Hill School Discovery College Hillside Kindergarten Renaissance College South Island School Tsing Yi Kindergarten Wu Kai Sha Kindergarten

Core Language ProgrammePlaygroupArtCookingDramaScience

WritingDebate and PresentationEntrepreneurial SkillsSpanish for BeginnersCambridge Preparation

Sign up for as many weeks as you’d like, as each week is different. A full brochure of our programme is available in the DC Main Office.

ESF SUMMER PROGRAMME 2014

www.esf.org.hk30 June – 9 August

SummerCamps runat DC from

30 June to 9 August

Enrol Online

Learn, Discover, Explore, with an ESF Summer ProgrammeThe 2014 ESF Summer Programme takes a “fun through learning” philosophy in providing an engaging and enriching summer camp. With a variety of core and specialist courses to choose from, students will find many opportunities to learn, discover & explore throughout the summer.

DC Magazine Language.indd 1 3/4/14 4:08 PM

30 WHERE ARE THEY NOW

Lifestyle Brokers Ad

31WHERE ARE THEY NOW

Spring 2014

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ESF SHARKSSWIMMING PROGRAMME

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