2019 we are ais v190812 - world schools

1WE ARE AIS

WEARE

08 | 2019

2 WE ARE AIS

INSPIRING SUCCESSFUL FUTURES

3WE ARE AIS

We are Rohan, Shaun, Samriddhi, Julius, Pippa, Brianna and Kaya. As part of

our Duke of Edinburgh International Silver Award, we decided to help develop

this year’s edition of the AIS magazine. With the guidance of our supervisor, we

completed this project and really enjoyed the process.

According to the Duke of Edinburgh International Award, “the programme is a

real adventure from beginning to end. It doesn’t matter who you are or where

you’re from. You just need to be aged between 14 and 24 and realise there’s more

to life than sitting on a sofa watching life pass you by.” The International Award

programme allows us to take part in a range of activities and projects and along the

way helps us have new experiences that will stay with us for the rest of our lives.

Developing this magazine was something we all enjoyed and we hope you find

interest in the articles, captivating stories and incredible accomplishments of the

AIS community.

#weareAIS

BY AIS STUDENTSFOR YOU!

4 WE ARE AIS

WE ARE AIS

HOW ARE WE DIFFERENT ?06

TOGETHER

WE COVER THE WORLD08

HEI

THE WAY WE LEARN10

GRADE 10

PERSONAL PROJECT14

GRADE 7

SCIENCE FAIR16

GRADE 11

GROUP 4 PROJECT17

GRADE 8

COMMUNIT Y PROJECT18

VISUAL ARTS

FROM PREK TO DP20

ISTA FESTIVAL

JOURNEYS OF HOPE26

HONOUR CHOIR

SING IN BEIJING27

REMEMBER

CREATIVE WRITING28

CLASS OF 2019

THE FUTURE IS NOW30

5WE ARE AIS

FROM AIS TO

UNIVERSIT Y32

RESULTS 2019

DP AND MYP33

WHEN I GROW OLD

I WANT TO BE34

STEM

AMBITION36

CAS

SMALL ACTS OF KINDNESS40

THE GIVING TREE

PAYING IT FORWARD44

SAY “NO”SE TO BULLYING

RED NOSE SCHOOL46

SPORTS

ONCE A GRIFFIN50

LEARNING BEYOND

THE CL ASSROOM56

INTERNATIONAL AWARD

A JOURNEY TO #WORLDREADY63

AIS COMMUNITY

HOME AWAY FROM HOME66

YOU ARE THE BEST

THANK YOU67

6 WE ARE AIS

Before coming to AIS this year I spent all of my prior years

as a student in the Flemish school system. Because of this,

I know both systems well from personal experience and I

would like to tell you more about the differences, both in

organisation and atmosphere.

WE ARE ORGANISED

Let me start with the first and main difference: there is

practically no standardisation in the Flemish system. There

are neither standardised tests or exams nor are the rules

the same in every class. These particular rules to a specific

class can make it very confusing to know what is expected

of you. Every teacher has different standards that the

students need to live up to. At AIS, however, there is a lot

more clarity about what teachers expect from you, both

inside and outside the classroom. which overall leads to less

stress.

A second major difference between the systems is the

number of subjects in which you do your final exams. In the

International Baccalaureate Diploma Programme (IBDP),

you take final exams in six subjects, while in the Flemish

system you take about ten. The length of the exams can also

vary greatly in the Flemish system, ranging from two to five

hours, while the longest Diploma Programme exam paper is

two hours and forty-five minutes (about the maximum time

a student can focus). In the IBDP, you choose one subject

from each of five groups and an additional sixth subject that

is free of choice, as long as it is an official IB subject. In the

Flemish system, on the other hand, you choose a ‘direction’

to study in. This means that you either receive additional

hours of certain subjects or one extra subject, like Latin

or Greek. This also means that other subjects, like Dutch,

Geography, Religious Studies and quite a few others, are

mandatory throughout Secondary School.

WE ARE A COMMUNITY

The second ‘category’ of differences is, as mentioned

before, the atmosphere in the school. In Flemish schools,

there is quite a lot of pressure to perform well. When you

do not perform as highly as they expect you to, it is easy

for them to make you change ‘direction’, change schools

or repeat the year. At AIS, however, there is more focus

on personal achievement, which again leads to less stress

in the classroom. The school community is extremely

welcoming at AIS, making it easier for new students to

settle in.

A final quality of AIS lies

in the fact that it is an

International School,

which teaches students

international mindedness,

a great skill to have in life

and something that Flemish

schools do not teach.

In the end, I believe that

being a student at AIS is a much more enjoyable way to get

an education known by universities all over the world. It is a

school that teaches important life skills while still focusing

on academics. In short, a great place to go to if you want

to be properly prepared for everything life has in store for

you.

HOW ARE WE DIFFERENT?

WE ARE AIS

AIS OFFERS

AN ENJOYABLE

EDUCATION

BY PIPPA

NEW STUDENT AT AIS

IN AUGUST 2018

7WE ARE AIS

Pippa joined AIS at the start of the 2018-2019 school year.

The decision to switch over from the Flemish Secondary

School to the IB Diploma Programme was mainly driven by

Pippa’s wish to specialise more and to be able to be more

competitive when applying to non-Belgian universities. As a parent, I was relieved to see Pippa not just being “adopted” into the AIS Family but also being challenged in her chosen subjects and allowed and encouraged to strive for results both academically as well as athletically. I have seen Pippa grow in confidence and stature and that (as a parent) is a great sight.

7WE ARE AIS

KARIN HARTOG-KROEZE, MYP COORDINATOR, SCIENCE TEACHER AND PIPPA’S MUM

8 WE ARE AIS

AIS is home to students from all over the world. We represent more than 40 nationalities.

TOGETHER WE COVER THE WORLD

8 WE ARE AIS

9WE ARE AIS 9WE ARE AIS

10 WE ARE AIS

HEIHO

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THE WAY WE LEARN

Antwerp International School is an intercultural hub, reflecting its cosmopolitan

and multilingual surroundings.

We challenge, support and

empower our students to

excel across all academic

fields. We foster emotional

and social well-being

through a wide range of

athletic, artistic and social

learning opportunities.

High academic standards

prepare our students to

develop well-rounded,

confident personalities,

ready for further

education and successful

futures in our globalised

society.

Students from varying

cultural and economic

backgrounds are

welcomed and actively

supported by our warm

and caring community.

11WE ARE AIS

In the past 50 years, we have taken multiple steps to

provide the best education for our students. We take pride

in what we have achieved on an educational level and are

happy to see AIS as the dynamic, intercultural learning

environment it is today.

We are the only school in Belgium to offer the full

continuum of the International Baccalaureate: Primary

Years Programme (PYP), Middle Years Programme (MYP)

and Diploma Programme (DP).

Through a holistic and personalised teaching approach,

we want our students to discover their true talents by

exploring different disciplines in the arts, science and

sports. We offer the best education possible, so when they

“spread their wings and fly,” they will take a love for learning

with them.

INTERNATIONAL BACCALAUREATE

We are an international school that leads by example

across every aspect of our teaching and learning. Through

academic excellence, caring community, strong leadership,

supportive parent partnerships and a deep sense of service,

we provide a world-class education, supporting every

child’s development, well-being and aspirations.

OUR MISSION

All members of the Antwerp International School

Community are expected to exemplify the attributes of the

IB Learner Profile and support our ARCH philosophy.

OUR VALUES

A R C HAC

CO

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Reflective | By understanding our own strengths

and weaknesses, we can support our own personal

development.

Balanced | A well-balanced life is paramount to our

intellectual, physical and emotional well-being. We respect

that of others whilst recognising our interdependence on

others and the world in which we live.

Risk-takers | We approach uncertainty with forethought

and determination, working both independently and

cooperatively in creating innovative strategies. We are

resourceful and resilient in the face of challenges and

change.

Caring | Empathy, compassion and respect are drivers in

how our students think and act. Our commitment to service

makes us aim to leave a positive impact behind in the world

and lives of others.

Open-minded | Self-reflection leads to an appreciation

of one’s own history and culture, whereas an open

mind respects the values and traditions of others. The

combination of the two skills helps us grow and develop the

ability to remain objective.

Principled | Our students are armed with a strong sense

of fairness and justice, respecting the dignity and rights of

others. AIS students act with integrity and honesty, taking

responsibility for their own actions.

Communicators | Our students are at the very least fluent

in two languages, and are able to express themselves

confidently. Collaborating and listening to the perspectives

of others complete the picture.

Thinkers | Critical thinking and creativity are both solutions

to analysing complex problems. Our students are trained in

making reasoned and ethical decisions.

Knowledgeable | Our students acquire knowledge across a

range of disciplines, knowing no boundaries for broadness

or depth. Our students learn to engage with issues and

ideas that have a local and global significance.

Inquirers | Curiosity and a love of learning are a second

nature to our students. We help develop skills for inquiry

and independent research, maintaining an enthusiastic and

positive attitude throughout.

IB LEARNER PROFILE

12 WE ARE AIS

The first steps towards an IB

Diploma.

A precursor to the IB Middle Years

(MYP) and Diploma Programme

(DP), the Primary Years

Programme (PYP) is specifically

designed for students aged 3 to 12.

It focuses on developing inquisitive

minds inside and outside the

classroom.

PYP

Building on solid foundations.

The Middle Years Programme

(MYP) builds upon the inquisitive

approach to learning acquired in

the Primary Years Programme

(PYP) and encourages students

to further develop their creative,

critical and reflective thinking

skills.

The MYP stimulates students to

make connections between what

they are learning and the real

world, preparing them for their

futures. Students are motivated to

become active learners, developing

an international mindset and

empathy for others.

MYP

The pathway towards university

and employment.

The Diploma Programme (DP) is a

challenging two-year curriculum

for students aged 16 to 19.

Created to give internationally

mobile students the opportunity

to study where they wished, it is

widely respected and recognised

by leading universities across the

globe.

By the end of the Diploma

Programme, students are well-

prepared for their futures. Fluent

in at least two-languages, IB

graduates are knowledgeable,

conscientious and multitalented

global citizens.

DP

13WE ARE AIS

14 WE ARE AIS

The MYP Personal Project (PP) is a way for students to explore their interests and

expand their knowledge on topics they are passionate about. It gives them the

opportunity to satisfy their curiosity on a topic of their choice. Not only does the

PP allow development and a deeper understanding of a chosen topic, but it also

allows students to learn more about themselves and their interests. The Personal

Project is an independent project where you decide upon a highly challenging goal

and work towards it.

MYP

PERSONAL PROJECTS

15WE ARE AIS

What was your goal?

“My goal was to create a final tattoo, placed on a

synthetic arm, of a design I drew myself.”

Why does this interest you?

“I love art and this strongly relates to art. I think

tattooing is a way to express myself in a unique way.”

Will you pursue this when you are older?

“Yes, as a part-time job.”

Are there artists you look up to?

“Yes, Kat von D and Jodie Davies.”

What was the hardest part of your project?

“Learning how to use the machines and being precise

while I am tattooing, for example learning to tattoo a

straight line.”

What skills did you develop?

“The biggest skills that I developed are my

communication skills. This came through talking to

tattoo artists and asking them for advice and through

asking for help when my tattoo machine broke.”

JULIE

TATTOO DESIGN

What was your goal?

“To sell 200 bottles and give the earnings to a good cause.”


“Every time I look at my surroundings I wanted to change them for

the better. So I wanted to create a startup and give all the earnings to

a charity.”

Is this a passion of yours?

“Yes, I have always wanted to create a business and give back to

people and this project was a good way to do so.”

Will you pursue this when you are older?

“Yes, I am trying to extend my start-up. I hope to shape it into a

profitable business.”


“The hardest thing was to obtain the products and to make a

successful start-up. The reason why it is so hard is because if one

thing fails, your whole business falls apart.”

What did you achieve in the end?

“I learned new experiences. With the money I earned from selling 200

bottles, the charity that I’m donating it to will be able to make lots

of water filters. With all these filters they will be able to filter 65.6

million litres of water for the people in Africa.”

THOMAS

WATER4WATER

16 WE ARE AIS

Every year, Grade 7 students participate in the Science Fair. For the Science

Fair the students decide on, construct and design an experiment in their science

classes. They then present this to their peers, teachers and parents. Like every

year, staff, parents and peers were amazed by the variety and uniqueness of each

student’s experiment and presentation. Taking the audience to the Middle Ages

through a self-built trebuchet, investigating our heart rates whilst running or

listening to music, or the science behind potatoes are just a few examples at this

year’s Science Fair.

GRADE 7

SCIENCE FAIR

KELSEY

FIZZY CANDY BALLOON

What was your goal?

“To test the amount of Carbon Dioxide present in sodas when adding pop rocks.”


“It interested me because I drink sodas and I wanted to see what was inside them”.


“I find it most challenging to find out how the reaction occurred”.


“I developed my research skills when I was deciding my science fair topic and also when I had to discuss why my experiment

happened. As this is a challenging project, I had to develop my time management skills to help get my work in on time”.


“I found that the least complicated molecular structures of soda had the most carbon dioxide present.

17WE ARE AIS

GRADE 11

GROUP 4 EXPERIMENTS

The Group Four project was a very different experience for everyone in Grade Eleven. Normally we would spend all our

classes in groups that had been well defined since the start of the year. However, during this two-day project, we were put

into groups comprising students from other science subjects. Despite it being limited in time, it was a refreshing experience.

The two experiment days were preceded by a few weeks of planning in which we went over the guidelines and the general

topic of our experiments: food.

Our group, Alex, Lotus, You and Morven, agreed on using eggs as our specific food item. Lotus and You are Chemistry

students, and Alex and Morven are Biology and Physics students respectively and would have to do experiments relating

directly to our science specification. Prior to the experiment date we had to plan what each of our experiments would be

and what material we would need to complete it. Finally the experiment day arrived. It was over these two days when we

would perform our individual experiment on the eggs. On the first day the main goal was to complete the experiments and

overcome any obstacles that occurred. Being able to ask for help with the process or get an opinion from someone not in

your field of science made the experience more enjoyable and often quite illuminating.

On the second day we moved towards finishing the experiments and beginning to assemble our data into charts and graphs

ready to be interpreted and used in our posters. We found the Group Four project immensely fun because we got to spend

time with other students and look into different sides of science.

ALEX, LOTUS, YOU AND MORVEN

18 WE ARE AIS

Annually, students from Grade 8 collaborate on a project named the Community

Project. Students work in groups to achieve a goal which helps their community.

This is an important opportunity for the students to get involved in service

learning.

MYP

COMMUNITY PROJECTS

19WE ARE AIS

AVA, SO EUN, MAXINE, LISA

BLUE CROSS

What was your goal?

“Our goal changed over time due to some issues we faced.

Our main goal was to help the animal community by either

improving their environment or by donating supplies they

are lacking.”


“We believed there are so many people in this world who

already help humankind, but many who ignore or forget

about animals. This is completely unfair and we wanted to

make a change”.


“During this project, we didn’t come across a great number

of challenges, since we planned everything very well.

However, we did have a couple of complications on our

way. Choosing the Global Context was quite challenging.

At first we chose “Identities and Relationships” because

that is about knowing who we are and how we connect with

communities and cultures, rights and responsibilities. If we

had interacted with the animals, which was our initial plan,

this would have been our Global Context. However, we

weren’t allowed to walk the dogs since we were too young,

so we had to change our Global Context to “Globalization

and Sustainability”.


“We improved and developed the ATL (Approaches to

Learning) skills. We developed new responsibilities and new

skills. We have learned how to communicate with others.

We also were able to learn more about the community,

the Blue Cross and the animals there. We learned how

there are many animals not being able to live their best life

such as the ones we have at our home. We overcame our

challenges and difficulties. Finally, we were also able to

achieve our goal and main intention, which was to help the

animals at the Blue Cross and improve their lives there”.


“We were able to donate a lot of supplies to the shelter,

and we all hope that we were able to make even a small

difference and the animals there will have a better life”.

What was your goal?

“Our goal was to make a change in the world, in the

environment. We wanted do this by trying to reduce plastic,

a small-scale change to the world, however, a large-scale

change to the school.”


“This interested us because we saw how much plastic was

used in the world and how hazardous and dangerous it was

to the environment”.

Is this a passion of yours?

“It’s not a passion, but we simply wanted to do this project

because we knew that our action wouldn’t have a huge

impact on the issue of plastic, but would bring us a small

step closer towards helping the environment and reducing

plastic”.


“We think the most difficult part of our project was to

create the idea of helping the environment. Most students

chose common ideas, similar to last year. However, we

thought outside the box and saw that there was a global

issue that was bigger than all of us. This took some time to

formulate the idea and therefore was one of the hardest

parts”.


“We developed the skill of organisation and also developing

international mindedness. Organisation was a huge part of

our project and throughout the project, all of us improved

our organisation skills. Also, international mindedness was

developed throughout this project as we thought globally

and recognised the issue of plastic”.


“We achieved the reduction of plastic in the Bistro as we

conducted a survey around school that showed us the

usage of plastic by students before and after our changes

in the Bistro at lunchtime. By eliminating the plastic water

bottles and mayo/ketchup packets, we recorded that our

actions made a change in the plastic usage around school.

AMAN, HARSHALL, VEER

MAKE THE SCHOOLECO-FRIENDLY

20 WE ARE AIS

ARTSVISUAL ARTS | DRAMA | MUSIC

At AIS, we encourage students to express themselves and their creativity through visual

and performing arts. The campus hosts a Fine Arts Centre with two art studios, multiple

music rooms and a 350-seat theatre.

21WE ARE AIS

As the culmination of a two year journey studying art at AIS in the IBDP, the students submit for assessment a selection of

resolved artworks for the DP Visual Arts Exhibition. The selected pieces show evidence of their technical accomplishment

during the Visual Arts course and an understanding of the use of materials, ideas and practices to realise their intentions.

DP VISUAL ARTS EXHIBITION

VISUALARTS

22 WE ARE AIS

“Symbolic self-portrait consisting of irregular polygons inspired by Tamara

De Lempicka, combining Renaissance beauty with Cubism. This ‘self-

portrait’ depicts animals that reflect my personality. The idea came from

Native American totem poles, where spirit animals represent a person’s

character. The owl, a creature of the night, symbolises wisdom, the deer

gentleness and caring and the peacock poise and beauty. Created by

outlining animal photos on a computer, sketched onto canvas and painted.”

- Dunya Vervat

SELF-PORTRAIT

DP ART

BY DUNYA GR ADE 12

“I created four portrait illustrations with references to the aesthetics

of fashion based on photographs of friends. The colours are bright and

striking for important features like the lips and eyes, creating a stylized

representational depiction of the human face. The works of Astrid Vos and

Erwin Blumenfeld were the main inspiration for these pieces. With this

painting, I mainly worked with hues of red, blue, and brown. The element

of fashion present here is a French beret.”

CLARA

“Portrait series emphasising coloured light and specific hand and arm

poses. The mixing of light creates dramatic coloured shadows, inspired

by the colourful work of Erwin Blumenfeld, while the bright variation of

colour is inspired by Andy Warhol’s ‘Marilyn’ series. Colour perception

is tricked here, making our eye go all over the work not knowing where

to focus. The poses are inspired by the works of Egon Schiele and Gustav

Klimt, but less intense and extreme and more serene and aesthetically

pleasing.”

COLOURED SHADOWS AND POSES

23WE ARE AIS

“Sentiero expresses that in older times, everything, even buildings, was

natural with every stone having its unique form. The way the natural

sunlight reflected upon objects would create a certain beauty with the

different tones of colour that isn’t present anymore. Everything has

become monotone and regular. Ballpoint pens allowed me to bring out

certain areas of objects through cross-hatching to depict the vibrancy of

every hue in the piece and convey the beauty in natural colours in older

times.”

SENTIERO

DP ART

BY HEEYAGR ADE 12

“Extinction addresses the issue of us leading other beings and ourselves

to extinction. We need to realize that we impact our surroundings and

be more considerate of others on this planet. I chose a powerful but

endangered animal - a tiger - and placed it next to a human face to convey

that other beings are as valuable as us. I used charcoal since it’s a bold

material. This made both the human and animal side of the piece the same

tone to communicate that we should be unified instead of enemies.”

EXTINCTION

“We used to be engaged with nature by communicating with cave

drawings and finding outdoor resources. Now, we are restricted to

rooms that we decorate with artificial light and plants to mimic outdoors,

isolating ourselves from surroundings. I used oil paints to give a natural

flow to the piece. The layered pages mimic the texture of the tree trunk

above it. The figure is painted in tones similar to her surroundings to show

a union between elements of the painting, showing she belongs to nature.”

UNTITLED

24 WE ARE AIS

EY ART

BY PREK

The Central Idea of one of the four Units of Inquiry in

PreK this year was ‘People can share their ideas, feelings

and stories through art’.” Students were exposed to a

variety of famous artists’ artwork: posters, fiction and

non-fiction books, video and museum visits. They explored

and experimented with a variety of tools, materials and

techniques.

Students visited the DP students during their course and

went to the DP exhibition for inspiration.

This Unit helped children to understand ways of

communicating ideas and feelings through the Visual Arts.

They created art in the style and mood of the artists they

were introduced to and learned to appreciate artwork and

what artists may be communicating through their art. At

the end of the unit students created their own museum and

became guides to parents and students from other classes.

PREK

ARTS MUSEUM

We went to a museum to look at art… My favourite was the teddy bear. I loved making the round balls. We made them with liquid glue and coloured paper.

RISHAAN

This is a self-portrait about me. I had a great time colouring myself. I think it looks like me too .... a little.

I liked making the dinosaur. We used coloured paper and circles.

We were learning about lines and arts and about this artist, Van Gogh. I like that his paintings are colourful. I like sunflowers because they are growing.

ALEXANDRA

AMEERA

CALEB


DRAMA

26 WE ARE AIS

ISTA FESTIVALJOURNEYS OF HOPE

For the first time since the foundation of the International Schools Theatre Association (ISTA), AIS can proudly call themselves a

host for their Middle School festival. The ISTA festival is an event dedicated to bringing international school students together and

extending their knowledge in drama and theatre arts.

At this year’s festival around a hundred students explored migration past and present through the eyes of migrants

who leave for new worlds in search of a better and safer future. The event lasted three days and included 8 different

international schools from Belgium (AIS), Denmark, Germany, Switzerland, Luxembourg, Poland and France.

According to ISTA, “the future of our world depends on confident, internationally-minded, collaborative and culturally

literate young people who are empowered to engage with and change the world responsibly.” It is fortunate that AIS gets to

be a part of this 200 school arts community and take the teaching of their students to a new level. During the festivals the

students interact with peers from different cultures and experience a variety of workshops given by experts in different

fields.

Not only does the festival expand the students’ knowledge on basic drama, but it also takes them further. According to one

of the students from AIS, taking part in the festival was great and it was very different from what they had done before. “I

was expecting it to be mostly related to theatre and drama, but it was a lot more than that. We focused on symbolism, the

meaning of things, and art”. The students described the festival as a great event to meet new people who share the same

interests and this made the group work fun as everyone was passionate about their work.

27WE ARE AIS

HS HONOUR CHOIR SING IN BEIJING

High School Honour Choir was an incredible experience that meant I was able to travel the world

and work with like-minded people and world-renowned conductors. This year the festival took

place in Beijing, China, and it was great to experience a new culture alongside Ottilie and Maria. I

was also surrounded by over 200 people from 40 different International Schools who came from

all over the globe, and although I already experience many different cultures every day at school,

there is nothing like the honour choir experience where you are genuinely working with people who

have entirely different experiences from you and learning about their home countries, and where

they currently live, over the three days. It can be a really eye-opening experience. Not only this, but

the fact that you are working with over 200 people who share the passion that you have for music

is something really special about the festival. The entire process requires a lot of hard work and

dedication because you have to be willing to sing for 9-hour rehearsal blocks each of the three days.

This year that was not too challenging because I was lucky to be part of the Mixed Choir (a choir

with both male and female singers) and our conductor brought a passion for the

songs that made rehearsals really engaging. I don’t think the other choirs struggled

with this either, especially the Tenor-Bass choir (Men’s choir) whose conductor

happened to win 3rd place in Britain’s Got Talent with his own choir back in 2017.

The entire festival ends with a concert, which always ends up being something truly

spectacular, but this year even more so because you could tell that every student

in each of the choirs was completely focused and invested in the performance, and

that is amazing to see.

MU

SIC

BY GEORGIA

GR ADE 11

28 WE ARE AIS

REMEMBERBY PIPPA HARTOG

As a reader of YA novels, it was easy to decide that I would base this story on those books and as a CAS student, I have to

engage in issues of global significance. I decided to combine those in this short story. It is set in a relatable, but isolated,

urban environment, with a twist that makes it interesting to the reader. I chose that twist to be the complete lack of male

rights; I decided this based on all of the female rights movements that are happening at the moment. With all of those

movements happening right now I wanted to explore what a world that lacks these rights looks like and I did just that

with my short story.

“It starts with the panic, then comes the anger and finally the

regret. I know that these feelings are just in my head, but they

always feel real, even though I’m sleeping. Mum says that it’s

completely normal, that she knows exactly what I am going

through because she and everyone else in the city have gone

through it as well. I’m told that most people believe that they’re

just dreams, that they’re insignificant, but I know that they are

not. They’re memories, memories of the ones that came before

us, memories of the ones that created the world we live in today.

The memories I see are those of my grandmother, Ava, she’s

the woman who created our society and I hate her for it. She is

the reason why my mum moved to the most remote house in

the whole of Antwerp, so I would have a better life. Ava is the

reason I have never met my father. Ava is the reason why from

the moment a boy is born he has no human rights. She wanted

to get her revenge on the men who mistreated her when she was

a child and she got it by ruining the lives of every male in our city

who were to follow.”

But then, like every morning, I wake up. I get to see the

world and, more importantly, my dog Bailey again. Bailey

is, apart from my mom, the only living creature I have ever

known. During the day, when mom has gone out to work

and I’m home alone Bailey and I do everything together. We

cook, read, learn, clean and walk together. Those walks with

her are my favourite part of the day. I have to be cautious

at all times so no strangers see me, but by now I know that

no one ever comes here. People believe that here in ‘Het

Verdronken Land Van Saeftinghe’ (‘The Sunken Lands of

Saeftinghe’) there is nothing but swamps so they just don’t

bother coming anymore. Today I thought it was no different.

But then, when Bailey and I were coming back from our

walk we heard something. It sounded like a girl, she was

hesitant at first, but after a while, she started shouting,

calling out to see if anyone was there. She was yelling:

“Hello, is anybody there? My name is Sophia, I mean you

no harm.” The last thing she said really woke my interest. “I

mean you no harm.” My mom always said that strangers are

bad and that they would, in fact, want to hurt me. So to find

out, I gathered all of my courage and I walked up to Sophia.

Well, it was more like shuffling up to her. Luckily Bailey

had for once decided to be calm so she stayed right by my

side. After a while, Sophia started looking around properly

and at first, I thought she was blind. It looked as if she was

scouring the area without seeing anything, but then she

turned around and she looked right at me. Everything inside

of me was telling me to move, even though it was too late.

She had seen me - a boy - standing out in the open with a

dog by his side. She seemed surprised, almost like she was

in awe of me and instead of doing what I did, which was

freezing on the spot, she ran up to me and gave me a hug.

She said: “Oh my god, oh my god, oh my god! Where have

you been, I’ve been looking everywhere for you!” I could not

have been more confused and I simply said: “Hi, I’m Noah”.

Sophia immediately continued talking. “Hi I’m Sophia and I

am hoping that you will join me in my fight against society.”

As soon as she said this, I bolted. I didn’t know what else to

do so I just ran, as fast as I could, straight back to the house.

I didn’t look back to see if Sophia was following me, instead,

I ran home and as soon as I was there, I bolted through

the door, made sure Bailey was inside too and locked the

door in every way you could possibly imagine. When I was

CREATIVE WRITING

ELECTIVE

29WE ARE AIS

finished I sat down against the door and I just tried to make

everything stop for a moment. My thoughts were racing

through my head: “What is she doing here?”, “Why was she

looking for me?”, “What does she want from me?”, “How did

she know I was here?”. It didn’t stop, all of these questions

just kept on coming without a way of stopping them. After

what felt like a long time, but was probably only a few

minutes, I realized that I had no idea where Sophia had

gone. I must have guessed that she had just left after I ran

away, but it didn’t take me long to realize that I could hear

her walking around in the grass in front of the house. So

once again, after thinking about how rude I had been to her,

I gathered all of my courage, opened the door and walked

out to Sophia for the second time that day.

This time around, it didn’t take her long to notice me. As

soon as I walked outside Sophia saw me and ran towards

me. Again, she started with: “Oh my god, oh my god, oh my

god! I’m so sorry that I just blurted that out, I never meant

to scare you that badly. Please, can I explain myself?” The

nod I gave her was probably the slowest nod in the history

of the human race, but she saw it and continued speaking.

“Okay perfect, so, hello, again, my name is Sophia Darien

and I am the leader of the ‘Male Rights Movement’ here in

Antwerp and it is my, unofficial, job to make sure that the

men of this city receive the same rights as the women. For

the past two years, I have been scouring the lands around

our city to find someone like you”. There are so many things

that I could have said to reply to her, but all that came out

was: “Okay, how can I help?”Thinking back, I guess there

was some part of me that was still feeling brave and that

made me say it, but for the most part, I had never regretted

anything more in my life.

I don’t think Sophia noticed though; she was so excited

about my ‘participation’ in her movement that she spent

the next fifteen minutes telling me about everything she

had been through with her organization. She talked about

their formation, how they have to do all of their activities in

secret, all of her amazing friends and how the formation of

the movement changed her life. Although she couldn’t see

my regret, she did notice my boredom. I wasn’t trying to be

disrespectful, but she still noticed that I was not interested

in her life story. As soon as she noticed it, she stopped

telling me her story and said “Oh, I’m so sorry I didn’t mean

to bore you so much. Is there maybe something else that

you want to know about me or perhaps the city?” This

question immediately woke my interest. “Actually, I would

love to learn more about what life is like in the city centre,”

I said.

As it turns out, this was an amazing conversation starter.

Sophia started telling me about the old Cathedral and the

‘Grote Markt’ (‘the Big Market’) in the centre, about the

more recent buildings, surrounding the centre, that look

like they’re made of glass and finally about the residential

areas like Berchem and Aartselaar where most of the

people live. I had always read about these places, but

hearing her talk about them, just made them feel so much

more real. Lucky for me, she didn’t stop there, she went on

to talk about the history of Antwerp that she was taught

in school, she talked about Ava and the other founders and

where they came from, about the reasons they had when

they were creating the system and about how dumb the

men at that time must have been. She said these things with

such conviction that I almost forgot about my nightmares.

She almost made me forget about those horrible memories

that I see every night when I’m in bed. Almost.

“Sophia,” I said, “there is something you something you

should know.” I think she was surprised when I said that; up

until that point I hadn’t said much so this really grabbed her

attention. I started talking. I told her about my ‘dreams’ and

how they are actually memories of previous generations,

passed on to us so that we would never forget them. I told

her that Ava was my grandmother and that in my dreams

I see her memories, that I know what actually happened

when our city was founded as if I was there. I told her that

the history of the city that everyone knows is false, that my

grandmother changed people’s memories so there wouldn’t

be an uprising against her. I tell Sophia everything I know

about the true origins of our society and when I’m done

Sophia doesn’t look the way I expected her to. I thought she

would be shocked by what I told her, but instead, she looks

pleased with herself. I see that she’s fumbling on a machine

in her backpack. I ask her what she’s doing so she shows it

to me. “This, Noah, is a recorder”, she says, “and I have just

recorded everything you said. So with your consent, I am

going to release this to the entire city. I’m going to start that

uprising that your grandmother was so afraid of”. As a reply,

I said: “Yes, make sure they all remember ”.

30 WE ARE AIS

CLASS OF 2019

31WE ARE AIS31 WE ARE AIS

THE FUTUREIS NOW

31 WE ARE AIS

32 WE ARE AIS

NORTH AMERICA

Boston University

Brigham Young University

Hofstra University

McGill University

New York University

Northeastern University

Pomona College

Queen’s University

Tufts University

University of British Columbia

University of Denver

University of Illinois Urbana Champaign

University of San Francisco

University of Toronto

University of Virginia

UK AND IRELAND

Central St. Martin’s

City University of London

Durham University

Hult International Business School

King’s College London

Queen Mary University

School of Oriental and African Studies

University College London

University of the Arts, London

University of Edinburgh

University of Exeter

University of Kent

University of St. Andrew’s

University of Warwick

EUROPE, ASIA AND AUSTRALIA

Bocconi University (IT)

Christ University Bangalore (IN)

Erasmus University (NL)

EU Business School (CH)

Howest (BE)

IE University (ES)

Karel de Grote University of

Applied Science (BE)

KU Leuven (BE)

Maastricht University (NL)

TU Delft (NL)

Tel Aviv University (IL)

University of Amsterdam (NL)

University of Melbourne (AU)

University of Vienna (AT)

Utrecht University (NL)

Victoria University (AU)

Vrije Universiteit Amsterdam (NL)

FROM AIS TO ...COLLEGE AND UNIVERSITYMATRICULATIONS*

* This is a small selection of the Universities and Colleges that matriculated students from Antwerp International School over the past five years.

33WE ARE AIS

2019

DIPLOMA PROGRAMME

THE RESULTS

MIDDLE YEARS PROGRAMME

20

40

60

80

100

95%100%90%100%

2019201820172016

100%

80%

60%

40%

20%

PASS RATE

0

20

40

60

80

100

20192018

100%

80%

60%

40%

20%

97%91%

PASS RATE

>35

35%

30-34

49%

24-29

16%

OVERALL SCORE

33AVERAGE

SCORE

39/45TOP

SCORE

SCORES

>50

7%

41-49

43%33-40

40%

28-32

10%

OVERALL SCORE

40AVERAGE

SCORE

52/56TOP

SCORE

SCORES

36%

BILINGUAL

DIPLOMA

BILINGUAL

CERTIFICATE

30%

34 WE ARE AIS

WHEN I GROW OLD I WANT TO BE...

BLANCAA POLICEWOMAN

FUMIKAA CHEF

BENJAMINA PILOT

AMAYAA FOOTBALL PLAYER

MAYAA TEACHER

KIANA DESIGNER

ALEXIAA POLICEWOMAN

ANNAA QUEEN

AADIA FOOTBALL PLAYER

RILEYA BASKETBALL PLAYER

MYRAA SINGER

LEONA POLICEMAN

34 WE ARE AIS

35WE ARE AIS

NOW I’M A SENIOR I WANT TO BE... AND GO TO ...

35WE ARE AIS

HARRYA SOFTWARE DEVELOPER

KU LEUVEN

CLARAA CREATIVE DIRECTOR

UNIVERSITY OF BOURNEMOUTH

TOMA FINANCIAL CRIME INVESTIGATOR

ERASMUS ROTTERDAM

MATTEOA CHEMICAL ENGINEER

KU LEUVEN

SAVANNAA DATA SCIENTIST

AMSTERDAM UNIVERSITY COLLEGE

MATTHIASA CEO

TILBURG UNIVERSITY

MARILÍAN INTERIOR DESIGNER

KAREL DE GROTE HOGESCHOOL

KATYAAN ENTREPRENEUR

KING’S COLLEGE LONDON

HEEYAA SOFTWARE ENGINEER

PARSONS NEW YORK

VALENTINAA NUTRITION SCIENTIST

BONN UNIVERSITY

HANNAHA DIGITAL ARTIST

HOWEST

SANSKRITIA SCIENTIST

UNIVERSITY COLLEGE LONDON

36 WE ARE AIS

AMBITION

We are proud to let you know that after 18 months of careful

consideration and planning, the AIS Board of Trustees has approved

the master building design for our 400 building and a €2.6 million

budget for construction of the first phase of the project. The design

delivers a solution for not only housing modern STEM facilities but

also converting underutilised and dilapidated areas into additional

classes and communal spaces. The first phase will see the completion

of the STEMzone in the next school year.

STEMzone is a crucial part of achieving our STEM ambition.

The approved design envisages a significant upgrade of our

current facilities and the creation of new spaces that will allow

interdisciplinary and hands-on learning. It will benefit all of our

students and will stimulate creativity, innovation, analytical

thinking and collaboration. This is an ambitious project that will,

together with STEM curriculum development work currently being

undertaken, put AIS on the map as a leading holistic educator in the

region. We believe that this investment in the future of our students

is the right path to take and are very grateful for the operational and

financial support we have received from our community.

A. Koini,

Head of School

STEM

A SUSTAINABLE TOMORROW STEMS

FROM TODAY’S COLLABORATION

Within the framework of our STEM Vision we are committing to:

upgrading our STEM facilities to an Interdisciplinary & Experiential Learning STEM space - STEMzone,

increasing interest and excitement for STEM subjects,

actively encouraging STEM participation by girls,

providing early exposure to STEM for our youngest students,

providing students with hands-on STEM opportunities,

fostering students’ awareness of environmental challenges,

emphasising the development of creativity, innovation, analytical thinking and collaboration through STEM

studies.

37WE ARE AIS

STEM ADVENTURES

In addition, we are very proud about our partnerships with the Thomas More Institute for Applied Science and the US

Mission to the EU to deliver Griffins STEM Academics Programmes, introducing our Primary School students to the field

of programming and engineering. The activities are also open to all of our neighbouring schools.

TECHNO TRAILER FUN

Grade 5 and 6 students tried out building bridges, making dice, learning about green screens, electric circuits and coding

in the Techno Trailer provided by the Province of Antwerp.

STEM FORUM

We ran our first STEM Forum, including the Grade 7 Science Fair, the Primary School STEM Fair, a panel discussion on the

“Future of Plastics” with an expert panel and the visit of Ecobirdy for our youngest students.

INTERDISCIPLINARY UNITS

In March 2019, we identified three interdisciplinary STEM units: Diamonds, Navigation and Petrochemicals. The units will

explore relevant topics by combining knowledge and modes of thinking from several disciplines and input from industry

experts. For the Diamond unit, we established educational links with AWDC (Antwerp World Diamond Center) and

included Mathematics, Individuals & Societies and Science. The goal is to pilot the units in the 2019-2020 school year.

38 WE ARE AIS

New STEM educational

links established with

external organisations and

companies.

People strong STEM

Task Force charged with

strengthening the AIS STEM

curriculum.

Construction of the first

STEM phase of the project to

be finalised.

New interdisciplinary STEM

units in planning.

Total redevelopment area in

the 400 building.

Finances already secured,

including €550,000 from

donations.

Approved budget for the

first STEM phase of the

project.

€2.15m

€2.6m

6

13

19-20

3

2000m2

€450KOur fundraising needs.

39WE ARE AIS

S T E M DONOR WALL

DONOR

PAPANIKOS MEISSNER

FAMILY

VAN NIEUWLAND

FAMILY

LEAD DONOR

DONOR

WILLIAM, HANNAH &

STEFAN KOINI

DONOR

EBBEN FAMILY

SILKROA IAMONDSD絲綢之路鑽石

LEAD DONOR

PARTNER

PAUL & LIESBETH

BORSTLAP

LEAD DONOR

DONOR

MONTANA ENGELS

DONOR

TIMOTHY LEMS

DONOR

AMAN, AHAAN

& AMAYA MEHTA

PARTNER

MEIJER-ALBADA

JELGERSMA FAMILY

LEAD DONOR

DONOR

LUCY CHANG

TYTGAT FAMILY

LEAD DONOR

MATEO & JESSICA

DE JONG

LEAD DONOR

LEAD DONOR

LEAD DONOR

MULDER FAMILY

LEAD DONOR

PARTNER

JANSSENS FAMILY

PARTNER

WASCHER FAMILY

PARTNER

PARTNER

DREESMANN FAMILY

LEAD DONOR

DE WAAL FAMILY

LEAD DONORGENKIN FAMILY

LEAD DONOR

DONOR

LEAKE- SCHELLEKENS

FAMILY

LEAD DONOR

VERDER FAMILY

LEAD DONOR

KRIS-DE CREMER FAMILY

LEAD DONOR

DONOR

PINKY & HIMANSHU

SHAH

DONOR

ALI BAZZY FAMILY

W E T H A N K O U R D O N O R S F O R T H E I R S U P P O R T !

4 0 WE ARE AIS

CASCREATIVITY | ACTIVITY | SERVICE

CAS is a mandatory component of the IB Diploma Programme. But don’t let this scare you

because it can be quite interesting. CAS projects refer to the service part of CAS. CAS

projects can include helping your community or international ones. You have quite a bit

of freedom with what you can do, as long as you meet the outcomes. The students can

initiate action themselves or join existing service projects. Our school is very helpful in

finding projects for students and giving new ideas.

41WE ARE AIS

AIS has had many different CAS projects throughout the years. A great

example is the Bottle Caps projects. This project started in 2017. Three

students in Grade 11 worked on it together and got the whole school

involved. They were collecting bottle caps to provide a trained dog

for the visually impaired. Children from Primary School to Secondary

School donated their bottle caps. This is a simple project but does have

a huge impact. The students didn’t end their project once their CAS was

completed. The three students have passed on the project to students

from this year’s Grade 11.

BOTTLE CAPS

Another amazing service project was the Born in Capricorn project.

An alumnus of the school, Caitlin Broeders, began this project. The

project is to raise funds and supplies for the education of students in

Capricorn, South Africa. Caitlin Broeders founded Born In Capricorn while

volunteering during her gap year. She had a life-changing experience while

volunteering at Sunrise Educare. When she returned she wanted to do

more.

“Born in Capricorn is driven by a single goal: improving the education

provided to children in one of the poorest townships in South Africa,

Capricorn, which could have a small, yet significant impact on the large

number of children who lack quality education.”

How will they achieve this goal? From August 2018 until April 2019 Caitlin

Broeders, students at AIS and businesses will be filling a 20-foot container.

This container will be full of different necessary supplies. This includes

educational, art and sports supplies. In addition, money will be raised to

build a sports field for the students. Many students in AIS got involved

with this project. They created different fundraising events to raise money

for the supplies.

BORN IN CAPRICORN

As a part of our KIVA elective, we (a group of Grade 10 students), decided

that we wanted to aid underprivileged children and young adults by

raising money to support their educational fees. We customized hoodies

that represented equality and sold them in our community. We believe

that no matter the circumstance, background or gender every person

deserves a good education. We worked together very well, with each

member playing a different role in the process. After having sold more

than 35 hoodies and raising over 400 euros for charity, we all feel that we

have had a new and unique experience, which allowed us to develop our

international-mindedness.

KIVA

42 WE ARE AIS

Books for Gambia

AIS teachers, Sara and Ellen,

organised a collection of English and

Foreign Language books to send to

the Latrikunda Upper Basic School

in Gambia. The “Friends of Gambia”

have delivered our books to the

Latrikunda Upper Basic library.

Write for Rights

As part of the write for rights

campaign, Grades 6 to 9 French

Language and Literature students

sold pens in support of Amnesty

International’s work.

Kerstkaarten voor Ouderen

Grade 2 - 5 Dutch classes wrote

Christmas Cards in Dutch as part of

the “Kerstkaarten voor Ouderen”

plan of Nationaal Ouderenfonds.

KINDNESSSMALL ACTS OF

WITH A BIG IMPACT

43WE ARE AIS

Buddy Bench

Grade 1 student Maya initiated

the Buddy Bench idea for students

who need a friend. Alma, Anaël and

Fumika helped with the decoration.

The Royal Dutch Guide Dog

Foundation

Students from Grade 11 and

Kindergarten are collecting plastic

caps to support the training of

guide dogs for the visually impaired

or handicapped through a charity

named The Royal Dutch Guide Dog

Foundation (KNGF).

Nelson Mandela Children’s Fund

Grade 10 students, with the help

of Mr. Gafan and the Booster

Club, sold Red Ribbons to create

awareness for AIDS. All proceeds

went to the Nelson Mandela

Children’s Fund.

4 4 WE ARE AIS

For this project, Mrs Carey Locklar, a

mum of 4 young students, partnered

with Juno Children’s Home in Schoten.

She felt very touched by this home’s

struggles, influencing her to help

them. This children’s home struggles

to provide toys and clothing for the

children who stay with them. With

this in mind, Mrs Locklar decided to

introduce our school to this problem

within our community. Teachers and

other parents thought this project was

a great idea as it allowed the school to

work with local groups, thus creating

a strong awareness of how even in a

developed country there are still many

people struggling.

Over the autumn-winter period, the Antwerp International School community

decided to raise funds and buy Christmas gifts for the children at Juno’s home.

The children made wishlists (with a €30 budget) of what they’d like to receive for

Christmas and the AIS families worked to fulfil their wishes. Juno’s budget for each

child is typically €10 so the home was overwhelmed with the generosity of the

Antwerp International School community.

Tags were made detailing information about each child and the gifts they wanted.

These children asked for as little as a black t-shirt or even a pair of socks. They have

so little that they are incredibly grateful for any gift at all. The tags were placed on a

wooden Christmas tree. AIS families were encouraged to pick a tag which described

a gift one of the children wanted, hence the name ‘The Giving Tree.’ Thereafter,

the families purchased suitable gifts and then later gave them to school where the

Primary School students participated in wrapping and decorating these gifts. These

gifts were delivered to Juno before Christmas Day for the students to open them up

with excitement. 53 gifts were delivered to Juno’s children home.

The idea for this project began in October/November and is hoped to

continue as an annual holiday tradition to help the AIS community give

back to the community. Through the belief that everyone deserves

to have worth, value and dignity, the AIS community rallied around

this project with students like Caitlin in Grade 9 and Shaelyn and

Josefine in Grade 10, raising an extra €190 in support by organising a

Christmas Cookie Decoration Workshop for the little kids, whilst many

parents and faculty expressed their excitement and gratitude at the

opportunity to serve this organization.

.

THE GIVING TREETHE AIS COMMUNITY PAYING IT FORWARD

AN INTERVIEW WITHMRS LOCKL AR

MOTHER OF AIS STUDENTSLUCY, CALEB, JACKSON AND ANNA

THE GIVING TREE CREATED

AN OPPORTUNITY FOR

AIS STUDENTS TO THINK

BIGGER AND REACH OUT

TO SERVE OUR

COMMUNITY.

46 WE ARE AIS


AIS IS A RED NOSE SCHOOL

47WE ARE AIS

Sofie Keyaerts, a Grade 7 student actively interested in the

world around her, raised awareness at AIS about bullying and

mental health issues. Her goal in our community was to share

the importance of prevention of intimidation and bullying,

and to help people with mental health issues.

In preparation for Rodeneuzendag (Red Nose Day) on

30 November, Sofie visited Primary School classes. She

explained what bullying is and highlighted the harmful and

negative impacts or influences bullying can have. She believes

that everyone needs to know how bullying works in order

for it to be eradicated. Additionally, Sofie sold red noses

to the AIS students, staff and parents. With the hashtag

#saynosetobullying she urged parents to post their Red Nose

photos on Instagram.

Sofie raised 900€ for

Rodeneuzendag. The

proceeds of her fundraiser

and other contributors will

be divided over the Red

Nose schools in Flanders, in

order to support children

with mental health issues.

AIS did not stop campaigning against bullying after Red

Nose Day. Another project was launched in March, during

the “Vlaamse week tegen pesten” (Flemish Week against

Bullying). Students from Grades 6-9, together with Mr Russo,

the Pastoral Care Advisor, prepared an assembly for their

grades with information, sketches and real life examples.

As a symbol we put four dots on our hand and showed a fist

against bullying. The four dots represent 1) I think bullying

is wrong and I won’t take part, 2) I will talk to somebody if

bullying makes me sad or scared, 3) I won’t exclude anybody,

and 4) I will always try to stand up if I see or know somebody

is being bullied. The students are now working on a movie

about bullying. We hope to share that with you soon.

I WANT CHILDREN

TO TALK ABOUT

THEIR PROBLEMS.


AN ARTICLE ABOUT

RED NOSE DAY

#SAYNOSETOBULLYING

48 WE ARE AIS

I came to school one bright day

When I reached my friends, they walked away

I said “sorry”, I said “please”

… But my friends did not stay.

I felt hurt, I felt pain.

Tears flooded down my eyes.

I did not know why I got the blame

Or why someone would spread those lies.

I tried to ignore

I said “I did not care”.

They were rotten to the core

Something I could not bear.

I felt trapped in the darkness.

I felt like everything was lost.

My thoughts rushed in, what a mess.

Alone in my room keeping my fingers crossed.

I don’t understand- what am I doing?

At the end of every tunnel there is a light.

I need to get up and stop the bullying.

And I will not give up until I win this fight.

NEVER GIVE UPA POEM ABOUT BULLYING

Milanne P. & Sonia D.Grade 10 Language Acquisition

49WE ARE AIS 49

VANESSA MCCULLOCH, MYP AND DP LANGUAGE ACQUISITION TEACHER

This poem was written as part of a MYP unit on bullying and inclusion. It is really difficult to write creatively in a second language. The students have done a great job.

50 WE ARE AIS

SPORTSCLAWS IN THE FRONT,

WINGS IN THE BACK,

ANTWERP GRIFFINS,

READY TO ATTACK

#GOGRIFFINS

51WE ARE AIS

What does it mean to be a Griffin?

“Being a Griffin means learning how to work

with people that you might not know personally,

but you still have a commonality being the sport

that you are enthusiastic about and love to do.

Being a Griffin is working together to make

something happen, setting a goal as a group and

trying to accomplish that goal at every practice.

It is also about learning how to improve your

skills by traveling to different countries to play

against teams that will push us to play better

and harder. You must be open to innovative

ideas. You must be able to accept everyone.

Being a Griffin is also a responsibility. You

represent a community”.

- from a Grade 10 Griffin

52 WE ARE AIS

NECIS BASKETBALL VARSITY BOYS

2019 CHAMPIONS

53WE ARE AIS

GRIFFINS SLAM, DUNK AND WIN IN CANADA

Last December, our Athletics Director,

Mr Peter Vandebovenkamp (aka Mr V.)

took nine eager basketball players to

his homeland, Canada, for a basketball

and cultural experience.

The team had the privilege to

participate in the 61st Annual Purple

and White Tournament at Western

University in London, Ontario, which

is Mr V.’s old university. It’s the oldest

high school tournament in Canada

and always attracts the top teams.

Finishing 5th out of 16 teams was a

fantastic result. The boys beat London

Laurier High School and Barrie St. Joe’s

High School but lost to Windsor Holy

Names High School.

After the tournament, they played

two friendly games: at Essex District

High School in Essex and at Stratford

Northwestern High school in Stratford,

Ontario. A victory for AIS in both

games. And a mention in the local

online newspaper.

Just so the boys realised Canada is not

only about basketball, the chaperones

added some Canadian culture to

the trip. The boys enjoyed watching

a Raptors Game and a semi-pro ice

hockey game, and took part in a

Canadian Axe Throwing competition.

The group celebrated New Year’s Eve

in London, Ontario.

Rohan interviewed Shaan (Grade 12), who was one of the players who went to

Canada.

What was the purpose of the trip to Canada?

The purpose of the trip was to participate in the Purple and White Basketball

tournament at Western University (Mr. V’s university) and also play some friendly

games around Ontario.

How long was the trip and which city (cities) did you go to?

The trip was 10 nights/11 days. We stayed for 8 nights in London and 2 in Toronto.

We also played friendly games in Essex and Stratford.

How was the experience?

It was a great experience as it was my first time in Canada and we got to play

against really strong schools in Ontario. We only lost one game from the 5 we

played, which was an added bonus to the trip. Mads Andersen and Alexander

Gomes, basketball players who do not go to our school, came on the trip with us as

well. I had previously played basketball with them and it felt good to play with them

on the court again.

Do you feel that this trip helped

to make you a better player?

Yes definitely, I feel that I have

become a better player and my

skills have developed.

What was the best part of the

trip?

Watching the Raptors game

and playing at Western

University. We got special box

seats with a great view of the

game. Playing at Western was a

unique opportunity as it was a

fantastic court with a huge jumbotron.

IT WAS AN UNFORGETTABLE

EXPERIENCE WITH THE MOST

AMAZING TEAM.

DANIEL, MVP

54 WE ARE AIS

Little did we know that in the fall of 2017 a simple search for live stream technology would lead to a student centered, live

sports production team called Griffins TV.

In my role as Athletics Director at the Antwerp International School in Antwerp, Belgium I like to get students involved.

When we made the decision to change our live stream system, I asked two of students to do the research and report back

with a recommendation. They discovered that FIBA was doing good work live streaming youth basketball tournaments.

Contact with FIBA’s technical team led them to a company in Kiev, Ukraine called “Well Run” that produced the APEX

Production Studio system. Well Run’s manager made a great pitch and we decided to buy the system.

For a reasonable fee, representatives from Well Run flew to Antwerp to deliver the system and teach our students how to

use it. The initial training session lasted only 30 minutes because the system was so intuitive. The Well Run team stayed for

the weekend to provide support while we hosted a 16-team basketball tournament, giving our students a great start. Just

like that, we were in business.

We were not prepared for the way in which our students took ownership of the system. We hoped to find students just to

run the camera, yet they said, “Wait a second Mr. V, we need at least 4 people for every game. We need a camera operator,

a director, a title bar operator and an announcer!”. They prepared a schedule and taught each other the different jobs. It

wasn’t perfect at first, yet it improved every week.

The student learning that occurred because of this technology was fantastic. They did research to improve their on-air

colour commentating and interviews. They learned video editing, camera operation, how to make instant replays and

highlight films, as well as trouble shooting, time management, and leadership skills along with so many more details that go

into a game day production. Eventually one of the students decided they needed to give themselves a name; “Griffins TV”

was born.

We piloted the system with basketball. What started with 2 students evolved into 3 teams of 4 by the end of the season.

They were learning each other’s job and spending many hours in the gym to make it a success. An added benefit for them

was applying their Griffins TV work to make meaningful DP CAS projects and MYP Service projects.

Even parents got involved. Some wanted to operate the camera, and another saw so much value, he donated a high-end

tripod and camera to improve video production quality. Two of our parent organizations (PTO and Booster Club) were so

impressed that they jointly financed the entire project.

The school leadership recognized the amount of learning going on and the positive impact on the children and community.

As a result, they approved our request to start a Griffins TV elective in the fall of 2018. The goal of this elective is to involve

more students, develop more professional live streams and include more campus events. The elective will include more

skills such as script writing, public speaking and on-air etiquette as well as interview skills to conduct meaningful pre and

post-game interviews. In addition, students have recommended making pre-game promotional videos, post-game highlight

shows, using green-screen technology and eventually using multiple cameras in their productions.

GRIFFINS TV

ARTICLE BY

MR. VANDEBOVENK AMPATHLETICS DIRECTOR

55WE ARE AIS

56 WE ARE AIS

LEARNING BEYOND

THE CLASSROOM

In order for all students to reach their full potential we know

how fundamental experiences gained outside the classroom

can be. We actively encourage students to embrace the

opportunities to develop their creative sides, to engage in

physical activity and to view service learning as a chance to

give back to the wider community. What may remain abstract

and theoretical within the confines of a classroom discussion

becomes concrete and practical when experienced firsthand.

These experiences help students to develop their interpersonal

skills and challenge them to take informed risks. Often the

outcome is pleasantly surprising to the individual.

DAVID TOWE,SECONDARY SCHOOL PRINCIPAL

57WE ARE AIS

WHAT IS THIMUN?

The Hague International Model United Nations, also

known as THIMUN or MUN, is a diplomatic competition. It

is a simulation of the United Nations and its Committees.

Students are assigned to different countries and are

speaking on behalf of that nation. MUN teaches you about

diplomacy, debating, international relations and of course,

the UN. You learn to apply and practise these skills in the

weeks before the actual conference in January.

WHAT DO STUDENTS AT AIS THINK OF MUN?

Ishaan tells us about his experience at MUN: “I love formal

debating and discussing different real life issues. Model

UN helps you do that.” His role at this year’s THIMUN was

the delegation ambassador. He was voted the leader by his

peers. He was the FAO (Food and Agriculture Organisation)

delegate. His experience included meeting the princess of

the Netherlands and walking with their flag.

“Model UN helped me develop my leadership skills. It was

hard at the start because I was speaking to my friends.

Later on I learned how to address my friends as a leader.

I highly recommend people do join MUN. It’s an amazing

experience and I had the best time in The Hague. It made

me more aware of world problems and how to tackle them.”

WHY SHOULD YOU JOIN MUN?

Model UN is a great way to become an active global citizen.

It helps you build leadership skills and improves your

self-confidence. It allows you to practise public speaking,

teamwork and research. All of these attributes can be used

in real-life.

DELEGATES

THIMUN

WORLD LEADERS FOR A WEEK

58 WE ARE AIS

TRIJUST IT

Swimming, Cycling and Running… imagine combining these physically enduring activities into one sport, adding that these

events are consecutive and that you are racing! Sounds exhausting, right? If you have the nerve to do this you must be a

triathlete. Being a triathlete requires strong commitment and dedication, especially when competing at a high level like

athletes Rohan and the sporting sisters, Josefine and Valentina.

These athletes train every day for up to 2 hours with a motto of “the grind never stops.” For ‘normal’ people this dedication

seems impossible, especially for a Grade 12 student like Valentina, who manages to fit schoolwork and an hour (at least) of

sports into an everyday schedule. Is she a Superhuman?

With different schedules, these athletes still help motivate each other by training together even in the coldest and most

miserable conditions (I, myself would much rather crawl into bed.)

These athletes live for this pain, excitement, exhaustion and hard work which is synthesised into a couple hours of

endurance through fatigue. These efforts are portrayed in their racing achievements where they’ve placed ‘top 10’ in their

age category for some races.

59WE ARE AIS

JOSEFINE ROHAN VALENTINA

HOW LONG HAVE YOU BEEN DOING TRIATHLON?

7 years

I train every day from 45 mins to 1 ½

hours.

I started with swimming, but then

I tried triathlons, influenced by my

brothers and sister.

My coach and my sister are the two

people motivating me the most.

Running and strength training.

I probably do not want to pursue it as a

career, but I would like to continue with

the sport as a hobby.

1 year

Every day. Trainings are between 1 to 2

hours but vary depending on discipline

and training intensity of previous day.

I have participated in 2 triathlons so far,

but when the season starts, there will

be more events I can participate in.

I was intrigued by Josefine and

Valentina’s triathlon stories and since

I thought my swimming and running

were at a good level, I decided to try it. I

joined a club and enjoyed it so much, so

I continued with the sport.

I don’t really look up to a famous

athlete, but I want to aim high and be

the best I can be. I was influenced by the

sisters, as I found what they were doing

to be very interesting.

Running and strength training. It is nice

to see my progress, because it shows

my training is paying off.

I don’t want to make a career of it, but I

do like it as a hobby.

8 years

Every day, between 1-2 hours. It

depends on the season.

When I moved to Germany from Japan,

my mom read an article on triatlon and

encouraged me to try out the sport.

My coach Hans and my mom are my

biggest motivators.

I love competitions because I can set

a goal for myself. When I reach the

expected result, it feels good to know

that my training has paid off.

Just as a hobby.

HOW OFTEN DO YOU TRAIN?

WHAT MADE YOU BEGIN THIS SPORT?

WHO IS YOUR BIGGEST INFLUENCE?

WHAT IS YOUR FAVOURITE PART OF THE SPORT?

IS THIS SOMETHING YOU’D LIKE TO PURSUE?

60 WE ARE AIS

NEVER STOPLEARNING

SHAELYNSOUTH-AFRICAN | GRADE 10 | BASKETBALL

“I FIND BASKETBALL AND PLAYING WITH A TEAM SO MOTIVATING”

SAVVA

HELEN

RUSSIAN | GRADE 10 | HORSE RIDING

“PERSISTENCE CAN CHANGE FAILURE INTO EXTRAORDINARY

ACHIEVEMENT.”

SCOTTISH | TEACHER | SINGING (FOLK MUSIC)

“LIFE IS TOO SHORT FOR IF ONLY.”

LORELEIFRENCH BRITISH | GRADE 5 | DUTCH

“I LIKE TO ACHIEVE GOALS AND DUTCH HELPS ME DO THAT.”

61WE ARE AIS

JORDANBRITISH | TEACHER | MAKING ELECTRONIC MUSIC

“NO MATTER HOW GOOD OR BAD YOU ARE AT SOMETHING,

YOU’LL ALWAYS IMPROVE BY PRACTISE. ALWAYS.”

PIPPA

MEET

DUTCH | GRADE 11 | SWIMMING

“SOME MAY HAVE MORE TALENT, BUT THERE IS NO EXCUSE

FOR ANYONE WORKING HARDER THAN YOU.”

INDIAN BELGIAN | GRADE 10 | CRICKET

“CRICKET IS MORE THAN JUST A SPORT FOR ME, IT’S A

RELIGION.”

DUTCH | TEACHER | CERAMICS

“CREATING SOMETHING FROM MERE MUD WITH MY BARE

HANDS, AND FINDING BEAUTY IN SIMPLICITY IS WHAT

ATTRACTS ME TO THIS ART FORM.”

WILMA

62 WE ARE AIS

KABIR & AARYAN

RICCARDO

BELGIAN INDIAN & INDIAN | GRADE 2 & 3 | CHESS

“WE LIKE CHESS BECAUSE IT TEACHES US TO THINK BEFORE WE

ACT. IT’S A GOOD EXERCISE FOR THE MIND.”

ITALIAN | KINDERGARTEN | PIANO

“I NEED TO PRACTICE A LOT BECAUSE I WANT TO WRITE MY OWN

SONG AND MUSIC AND BE ABLE TO READ THE MUSIC WITHOUT

LETTERS.”

KENJAPANESE | GRADE 4 | MAKING AN ELECTRONIC SKATEBOARD

“BUILDING SOMETHING FROM SCRATCH WILL BUILD YOUR

CONFIDENCE.”

JULIUSFINNISH | GRADE 10 | CROSSFIT

“WHETHER IT’S DEADLIFTS OR DINNER, MORE PLATES IS ALWAYS

THE GOAL.”

63WE ARE AIS

THE DUKE OF EDINBURGH INTERNATIONAL AWARD

A JOURNEY TO #WORLDREADY

64 WE ARE AIS

In February we celebrated student achievement in the

Duke of Edinburgh’s International Award. Students were presented their Bronze, Silver and Gold certificates by Her Excellency the Ambassador of the United Kingdom

of Great Britain and Northern Ireland, Alison Rose. Shania in Grade 12 is the first student at AIS to have completed all the challenges necessary to qualify for Gold, an

outstanding achievement.

The Duke of Edinburgh International Award, a new (as

of 2016) in-school activity for students from Grade

9-12 which consists of 4 sections: skills, service, physical

recreation and the adventurous journey. In addition, It

has 3 achievement levels: bronze, silver and gold. As one

progresses through the award from bronze to silver, then

later silver to gold, the time spent on each section also

increases. The Gold Award has one additional requirement,

the residential project.

This school year we celebrated the first gold award student,

Shania. Due to this prestigious achievement, Her Excellency

the Ambassador of the United Kingdom of Great Britain

and Northern Ireland, Alison Rose came to our school in

February to give Shania her award along with other bronze

and silver recipients.

A gold recipient is required to do 12 months of a service, a

skill and physical recreation along with a 5-day 4-night hike,

whilst silver does 6 months of each and a 3-day 2-night

hike and bronze completes 3 months of each. To reach gold

within our school you are required to attain bronze, then

silver and only then gold. This requires a lot of commitment.

For Shania’s completion of the gold award, she participated

in a violin ensemble for her skill, for service she coached

children in ZOLA swim club and for her physical recreation,

she focused on her swimming due to her passion in the

sport. This award ceremony saw Shania achieve her gold

award, 3 silver recipients: Harshvi, Sanskriti and Naivedhya

and 9 bronze awards: Shaun, Rohan, Julius, Sam, Brianna,

Morven, Isabelle and Amber.

ADVENTUROUS JOURNEY

65WE ARE AIS

What were your reasons to start with the International Award?

Shania: I was already doing the three sections of the award indirectly without getting any recognition for it, so I thought it

would be a good idea to join the award and receive that recognition. I also had never tried camping or hiking, and I didn’t

know if I was an outdoorsy type of person. Fortunately for me it was a very fun experience and I am glad to have done this.

Harshvi: When I first heard about the International Award it piqued my interest. I was already involved in physical

recreation and learning new skills all year round. This made it attractive to start the International Award because I only had

to get involved in service and participate in the Adventurous Journey. Giving back to the community is something I strongly

believe in and which is also part of the International Baccalaureate.

Naivedhya: I started the Award because I love hiking and other adventurous activities, so I thought this could be an activity

for me. Soon after starting the award, I realised it wasn’t just hiking and that all the other sections were fun to do as well.

Each section gave me different experiences.

How did you prepare for the Adventurous Journey?

Shania: We would have weekly meetings to plan routes, keeping in mind the Award requirements: walk around 15-20 km a

day and have a purpose while hiking. As a group we would start by finding a suitable and interesting route, including some

challenges such as hills or river banks. Then we would have to fill out a route card, so that our assessors would be able to find

us at the right location at the right time. This was a long process, which needed to be done very precisely.

Harshvi: During the meetings, we would also learn practical skills, such setting up tents, checking the weather, distributing

the materials amongst the participants and prepare a food plan.

What did you learn?

Shania: Definitely dedication. Since I was the only one at the time participating in the Gold Award, I was hesitating whether

or not to do it. But then I came so far I didn’t want to give up, so I independently found other organisations and schools who

did this journey and participated with them. Also sticking to your chosen skill, sport and service for the required time needs

commitment. If you don’t keep performing well, you won’t meet your goal.

Harshvi: The International Award was very helpful to me in several ways. It gave me an incentive to work harder during

each section in order to achieve my goal. During the Adventurous Journey, I learnt to overcome obstacles, improved my

navigational and organisation skills and grew as a team member and leader.

Sanskriti: I discovered interests I never thought I had. One of these activities was providing mathematics aid to younger

pupils. I really enjoyed being able to share my knowledge and tips and continued to offer this aid even after the completion

of my silver award. As a physical activity I chose to play basketball in a local team. This increased the challenge since I didn’t

speak the language. I learned how to communicate effectively and work as one team.

Naivedhya: The award gave me a chance to learn map reading and real-life problem-solving. The award also gave me a

chance to improve other aspects of my life. One activity I did was tutoring a 4th grader for English and Mathematics. The

tutoring sessions really taught me some of the finer points of teaching and working one-on-one with students. I got to

experience different learning styles first-hand and had to come up with creative ways of explaining things on the spot.

There were also times when I felt discouraged and the Award felt more like a burden than an enjoyable activity. This was

especially true for Adventurous Journeys. There were heavy bags to carry, there was a lot of rain, the roads were muddy

and at times it just was too much. However, as a team, we persevered and encouraged each other. These experiences

and the examples of my teammates really improved my teamwork and collaboration skills. I learnt that if you have good

interpersonal skills and are open to receiving feedback, you will become, and be, a good person to work with within a team.

Looking forward to university (and beyond), how do you think the Award will help you achieve your goals?

Shania: I would strongly urge anyone to participate in this award as it has been a very valuable experience for me.

Harshvi: The International Award shows that an award holder has specific attributes, such as self-discpline and time

management skills, which they can transfer to any other familiar or unfamiliar situation.

Sanskriti: Completing the Silver Award shows that I have persevered and pushed myself to overcome obstacles. Overall, the

Award equipped us with skills that will help us further on in our lives as students and adults. It has also taught and exposed

us to the world around us.

AN INTERVIEW WITH

HARSHVI, SANSKRITI, NAIVEDHYA AND SHANIA3 SILVER AND 1 GOLD AWARD WINNERS

66 WE ARE AIS

PTO, Booster Club, Board of Trustees, costume department, front of house ladies,

Mother Language Day leaders, prop girls, teachers and staff, scorers, housers,

toastie makers, Diwali team and many many others join forces to make AIS into a

vibrant and welcoming Community, a home away from home.

A heartfelt THANK YOU to each and every one of our volunteers.

AIS COMMUNITY

YOUR HOME AWAY FROM HOME

67WE ARE AIS

Catherine Ivan Ryan Tibo Luca Lucy Aadi Alex Deev Meet Erin Iris Loïs

Jake Luke Niki Bela Ella Linh Sang Lara Pyry Yuri Hiya Kaya Maya Ava Hua Ida Xiao-Long Zoe Zoë Paul - René Anh Shi Hanh Thi Raj Zen Uyen Son Jong Won Dev Ivy Sky Clara

Kiara Sidharth Heeya Stefan Sofia Rehaan Priyanka Illian Armaan Hannah Leonard Aaryan Gustavo Rishaan Nitya Kavya Livia Asyfa Ina Mia Uma Amaya Ayana Diala Diana Archana Lidia Alexandra Deepa Elena Meena Seema Sneha

Magda Megha Nehla Arimasa Irina Luisa Snima R’Kia Dalva Julia Nilpa Wilma Mamta Aanya Linda Sanjana Sonia Sonja Kroma Pooja Barbara Maria Marja Nisha Katharina Katia Katja Mitja Petra Tatiana Laura Soumaya Tsukasa Savva Ceyda Mayra Leda Leda Neda Richard

Alexandre Stefanie Jermaine Margarethe Viviane Safa Chirag Juha Maha Leelah Elisabeth Rushabh Aria Chisaki Yelnawati Anja Neeraj Deepak Mala Dall’Ora Michael Rachael Premal Harsall Pascal Alma Emma Lama Anna Dana Enna Lina Luna Nina Meghan Ishaan Julian Benjamin Jordan Nathan

Dexian Seyhan Riccardo Junhao Leonardo Alpa Myra Sara Tara Itamar Sudhakar Alexander Lisa Thomas Bussayamas Eita Ekta Kota Meta Tytgat Aarjav Jiya Leya Rengaswamy Josiany Jacob Caleb Campbell Isambard Liesbeth Esteban Isaac Rebecca Jean-Marc Bianca Blanca Luc Eric Annick Marc Marc Francois Ad Arvid David

Brad Brenda Klouda Ved Oded Claude Ramadevi Brandon Blake Isabelle Andrea Andrew Frederick Adheesh Animesh Naivedhya Olivera Chloe Kelsey Wilmer Famke Danielle Rosie Gatien Laurens Ekaterina Sangeeta Amreeta Eve Leake Shane Lieve Steve Sofie Aline Emile Jolie Julie Kalle EunHee Jorge Marie Marie Marie-Christine

Marlene Jitte Katherine Bruce Joyce Inge Kamlesh Bhupesh Alexei Elke Imke Daniel Willem Anne Ione Oene Steven Eileen Willem-Jan Jeroen Marleen Nazneen Matteo Jaideep Sandeep Didier Vagner Mulder Gunter Sander Nasser Esther Wouter Javier Andreas Kate Aniket Vincent Laurent Dibyendu Kaye Audrey Alexey Ashley Lynley Suze Josefine Jeff Georgia Joerg Georg Hong Man Gyun Georgios Siddharth Krish Krishma Prisha Jonah Harshvi Parshva Parthiv Matthew Matthias Khushi Shae-Leigh Sabiha Krishna Concha Jankhana Ditsha Kotoha Anushka Stephanie Linghong Akash Edith Uriah Emrah Harsh Sarah Khush Vinh Shashin Kanchan Ci Li Shania Vladislav Gabriel Alexia Naitik Philippa Tricia Billie William Yannick Morris Jessica Yasmine Mathis Maurits Pratibha Amelia Olivia Sylvia Cintia Varnika Yashica Patricia Ingrid Sigrid Debbie Gabriele Connie Henriette Sophie Martine Justine Leslie Antoine Jazmine Ali Evi Kai Anati Avani Eleni Ruiji Shivi Nikki Samriddhi Ginni Nandini Pinki Naomi Rishi Koji Kiki Miki Endrik Valmik Patrick Ritvik Sali Rushil Nami Rini Harrison Kerrilyn Martin Rushin Sergio Philip Airi Nuri Vladimir Olivier Jennifer Andries Floris Mathias Mattias Maÿlis Promit Sachiv Marnix Mensje Marija Yongjun Akanksha Mahek Fumika Ulrika Jack Nick Erik Sanskriti Misaki Miyuki Frank Anoek Advik Henk

Henk Noriko Dirk Mark Anilkumar Avyukt Charlotte Shaelyn Shaylin Lachlan Madalen Achille Caitlin Paisley Janelle Katelin Natalia Ottilie Gianluca Camelia Mirella Catalina Donald Ronald Lucille Guillaume Caroline Shailini Magali Lorelei Marilí Anaël Abdul Mehul Nehal Sejal Mikul Himal Komal Kunal Hetal Mitul Payal Angelin

van Leeuwen Marilyn Kathleen Charles Nicolas Paul Maxim Adam Mohammad Arvimd Annemarie Dharmesh Satomi Ram Tim Tom Vadim Aslim Karim Yan Min Roosmarijn Dethmer Shaan Shainey Shaun Shayni Ruben Alden Aleina Eleanor Eugen Rohan Ariana Milanne Valentina Arminius Berend Berenika Antonius

Devanshi Savanna Maxine Aman Aman Joan Kian Loan Yvan Bhavna Joanna Albina Brianna Helena Nilanjana Yamina Daphna Haruna Aashna Milind Arvind Leen Dianne Sabine Jadene Regine Simone Veronique Oldenburg Ligong John Miloni Saloni Jemini Aashni Nikunj Swapnil Emmanuel Hemani Premal Ann

Bin Finn Gon Jan Ken Lynn Ron Yan Ahaan Shawn Robin Robyn Johan Stijn Ellen Helen Ramin Roman Simon Suman Ziqin Derin Hiren Karin Nuran Jason Susan Anton Miten Nitin Kevin Arwin Edwin Pawan Toyin Leon Rajendrakumar Johannes Bülent Himanshu Bishnu Vishnu Amapola Victor

Oberon Elliott Bintou Connor Gannon Sunho Carlos Xiao Victoria Arco Desmond Hugo Wenhong Pajo Timo Nao Tao Zuo Ayato Licio Hideo Mieko Shiho Lando Naoko Naoto Marco Vasco Yuto Gregory Josephine Shilpa Joseph Sarp Anup Claire Kabir Ricardo Ameera Utkarsh

Cameron Hendrik Anupriya Miltra Valeria Xandra Katerina Lenard Veer Sterre Valerie Valérie Anusree Bjoern Mahiro Valerio Amber Oscar Nader Edgar Sagar Mihir Pilar Piotr Peter Robert Thierry Jackson Melissa Linus Eloïse Aarushi Christian Lotus

Aayush Alessandra Denisa Vanessa Karishma Larissa Natasha Maes Louise Adarsh Ashish Mukesh Nimish Manish Dipesh Naresh Bavesh Kris Hiteshi Hans Christian Christopher Els Jose-Luis Niels Ushas Elias Ilias Dimas James Boris

Chris Judith Emmett Annetta Constantin Eleftheria Leda Ankita Vinita Amrita Kavita Shweta Kristoff Hun Tag Gareth Ajit Preeti Aikaterini Gomathi Khyati Kshitij Kristel Kristin Konstantin Kirstin Hiroto Bert

Gayathri Nair Piette-Yves Anant Geert Mohit Virat Hayat Dimitry Kirsty Yu Magnus Brieuc Julius Pontus Arthur Beau Shakuntala Jinhua Arnaud Anju Liru Aticus Bertus Marcus

Petrus Ritu You Madou Meenu Neetu Reetu Manju Birju Sarju Tosiu Mahavyra Arav Yoav Saanvi Arjav Nirav Bhagwan Max Felix Avery Ashlyn Aditya

Henry Ahalya Aadhya Jee Young Demy Romy Dany Tony Evelyn Narayan Bhagyawantp Vijayadas Hengyu Amy Li-iy Stacy

Peggy Abhay Emily Holly Lilly Sally Willy Danny Jenny Lenny Nancy Nancy Tanay Sophy Carey

Mercy Arthy Cathy Nitzy So Se Anu Vu

YOU ARE THE BEST

68 WE ARE AIS

ANTWERP INTERNATIONAL SCHOOL VZW

Veltwijcklaan 180 | 2180 Antwerp | Belgium

+32 3 543 93 00 | [email protected]

www.ais-antwerp.be

AISAntwerp

#AISAntwerp

2019 we are ais v190812 - world schools

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