dragon tales issue 8
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Dragon Tales The Vientiane International School Monthly Magazine January/February 2012 | Issue 8
No matter how bad things are, we need leaders who are confident and keep others’ spirits up. A Grade 7 Student reflects on the
Student Council Retreat. page 15
Director’s Notes
page 1
Primary News
page 2
Secondary News
page 6
Sports News
page 13
Primary Sports Day
page 13
Smiles All Round page 17
Grade 10 SALSA Trip page 7
”
Seeing Life Through A Lens Grade 4 explore the world under a stereoscope
Field Trips Grade 4 students make connections
PYP and MYP Exhibitions Grade 5 and Grade 10 consolidate their learning
How We Know What We Know
Todd Richer explains Theory Of Knowledge
MUN: Model United Nations Three student delegates report
Áskorun hrífur nemendur og un-
dirbýr þá fyrir lífið framundan.
ความทาทาย แรงบนดาลใจ และการเตรยมพรอมส าหรบผใฝรทใครคน ควาในวถแหงชวต
Paghahamon, Pagpupukaw, at Pagha-
handa sa mga Mag-aaral para sa Buhay
Mencabar, Menginspirasi dan Men-
yediakan Pembelajaran Sepanjang
Hayat
uitdagend, inspirerend, en voorberei-
dend tot een levenlang leren
चनौती को सामना गनन उतपररित गरद (रिणा दरदरद ) जीवन जजउन कलाससकन सिकषारथीलाइ तयाि पानI
Utmanande, inspirerande och
förbereder lärande för livet
的使命是为学者们 提供一个具有挑战性,激励性及终身学习的
优异环境
VIS MISSION STATEMENT
Can’t see your language? Please send in your translations to
rachaelp@vislao.com
Utfordrende, inspirerende og en
forberedelse til resten av livet
ທາທາຍ, ດນບນດານໃຈ ແລະ ກະກຽມ ນກຮຽນເຂາສ ຊວດຕວຈງ
Stawianie wyzwań, inspirowanie i przygotowywanie uczniow do życia
Herausforderung, Inspriration und
Vorbereitung fuer ein lebenslanges
Lernen
Director’s Notes
Dear VIS Community,
This issue of Dragon Tales coincides with the beginning of our exciting
development in facilities as we add new classroom spaces to the secondary wing.
Building new learning and teaching spaces for the school is exciting and reflects the
continued growth of VIS. We are approaching 390 students at present and
continue to welcome new families. We have planned for a maximum enrolment of
550 students, so we are not yet at capacity, but the rate of growth continues to
show that VIS is expanding and supporting the expansion of Vientiane. These are
exciting times to live in Vientiane and be a part of this vibrant community.
During this year we have welcomed 150 new students into our school.
These new members of the VIS learning community who started in August have
quickly established themselves as important parts of our classes and have been able
to help others join as new families arrive through the year. It is particularly inspiring
to see students who are relatively new to the school taking active roles in the
various sporting and cultural events, in providing service to the community and in
assisting our own students. VIS is a school where students can be given the space
and opportunity to shine, and it is a pleasure seeing students who take these
opportunities with both hands and achieve special things.
In this issue of Dragon Tales, you will be able to read of some of these
special individuals, and also some of the actions taken by classes and groups. As
always, you will find that Dragon Tales is interactive, providing a range of ways to
see deeper than the text. I invite you to explore Dragon Tales and thank you for
your support of our school.
Best wishes,
Page 1
Primary News
Page 2
By Mr Jon Davidson,
PRIMARY PRINCIPAL
In the life of any school there are always
milestones that define its growth. We at Vientiane
International School are celebrating our twentieth
anniversary which is significant in itself. When I look at
the photographs taken way back in 1992 the rate and
the scale of the school’s growth is quite remarkable.
This is testament to the hard work of the entire
school community; from the staff, to the board to the
parents and everyone who has contributed to making
VIS what it is today. For the Primary School another
milestone was reached in 2009 when we were
authorized to run the Primary Years Programme of
the International Baccalaureate.
This year sees another step forward in the
school’s development. After three years of running the
programme the International Baccalaureate requires
us to go through an evaluation process, so, since
August we have been busy preparing a “self-study”.
This is a mammoth task involving looking at every
aspect of the Primary School. Under seven sections
we need to examine everything from the way we
teach, assess and plan through to our underlying
philosophy. Next month we will send reams of
documentation off to the central office in Singapore
and then await a visit from representatives from the
IB.
On May 9th, 10th and 11th we are welcoming
a two person team into the school. Gerry Campbell
and Kathy Derrick will be scrutinizing our paperwork,
visiting classrooms and talking to representatives of
our community. A very important section of this
community is naturally our parent body and so Alison
and I will be asking for volunteers who would be
willing to talk to the team and share their experiences
of Vientiane International School.
As the time approaches we would be very
grateful if you would consider putting your name
forward. The whole process will take about an hour
and by way of incentive we can promise you a cup of
coffee and a biscuit or two – and our heartfelt thanks.
Please drop Alison a line on alisonf@ourvis.com if you
would like to volunteer.
Kip up close!
In Primary Art, Students try taking a photo when practicing using the stereoscopes. By Mary Smith, ART TEACHER
Hibiscus macro view
The natural world inspires and challenges our artistic
development.
Our 4th grade students are exploring and observing our VIS
campus during their art lessons. Excitement seems like a calm word to
describe how they reacted when using the stereoscopes borrowed from
the secondary science department!
They discovered that the world is a fascinating place when
observed in macro. The students drew with pencil and pen all the
fascinating objects they observed under the stereoscopes. Even everyday
objects like flowers, sand and ants take on an other worldly dimension
when you look up close!
IBPYP In Action
Page 3
My students love going on
field trips. In our last unit on How
we Organize Ourselves we inquired
into ‘economic activities and their
impact on humankind and the
environment’. These are some big
ideas for a group of Grade 4
students. Our field trips really
helped the students to get a deeper
understanding of the topic.
Our first field trip was a
visit to the Sapanthong fresh
market. Students split up into
different groups, each group having
its own focus point. One group
focused on the lay-out of the
market. They mapped out the
different stalls and found out there
were designated areas for different
products. There were groups that
interviewed stall holders and
customers, another group kept
track of the popularity of different
stalls and a different group
investigated if the prices for similar
products were the same in different
stalls. Connections across different
subject matters were naturally
made.
A second trip took us to
the Dragon Café. Students got a
tour of the kitchen and asked Ms.
Mye many questions connected to
the concepts and lines of inquiry we
had been exploring in class.
Students were interested in where
the products on sale came from and
if the workers had fair working
conditions.
The last field trip that was
connected to our unit, took us to a
fair trade shop. The two Grade 4
classes prepared questions in mixed
groups in the classroom and then
each class went to a different shop
to get a tour and ask their
questions. 4L went to the
Mulberries and Camacrafts shop,
4A visited Saoban.
Our contact at the
Mulberries and Camacrafts shop
was an inspirational and vibrant
young woman who educated us
about the principles of fair trade in
a c c e s s i b l e l a n g u a g e . S h e
enthusiastically explained how the
organization works and patiently
answered all of our questions. The
students walked away more
knowledgeable and inspired to take
action by raising awareness at their
homes about fair trade.
Field trips are powerful
learning tools. They make learning
more fun; students more engaged
and connect the learning that
happens in school with the
community we live in. We are lucky
to have many people in our
community who are willing to share
their expertize with our students
and help our teachers to challenge,
inspire and prepare learners for life.
Field trips By Linda de Beer,
GRADE 4 TEACHER
IBPYP Exhibition
Page 4
Some important dates to add to your calendar: April 23rd – Grade 5 Exhibition unit ends
May 4th – Exhibition set up/preparation
May 7th – Presentation of the VIS Exhibition to our school community
More information about the PYP Exhibition will follow in the Grade 5 weekly newsletters and our next edition
of Dragon Tales.
Alison Francis
IBPYP Coordinator
IBPYP Exhibition
The school has systems in place
to ensure that all students can
demonstrate consolidation of
their learning through the
completion of the Primary Years
Programme exhibition…
(IB Programme standards and
practices, January 2011)
Form – What is the PYP
Exhibition?
In the final year of the PYP (Primary Years
Programme), our students in Grade 5 will
participating in the culminating project of the
programme called the Exhibition.
Causation – Why do we do
the Exhibition?
The exhibition represents a significant event
in the life of a PYP school and student,
synthesizing the essential elements of the PYP
(knowledge, skills, concepts, attitudes,
action). Students are given the opportunity
to share their learning/understanding with
our whole VIS community. It is an
opportunity for students to exhibit the
attributes of the learner profile that have
been developing throughout their
engagement with the PYP. The Exhibition
also marks the time when students can
celebrate the transition from the PYP
(Primary Years Programme) to the MYP
( M i d d l e Y e a r s P r o g r a m m e ) .
(Making the PYP happen, IB 2009)
Function – How does it
work?
The Exhibition is a collaborative inquiry
involving all the students in Grade 5. Students
will be working in groups to explore a real-life
issue that will be framed under one of the
Transdisciplinary Themes –
Who we are,
Where we are in place and time,
How we express ourselves,
How the world works,
How we organize ourselves
or
Sharing the planet.
Exhibition Info Session
Page 5
We got information and were prepared about the upcoming events. (Wolfgang & Narisa Schirrmacher)
Questions?
How much students should decide on a specific topic before the groups are formed vs how much of that is supposed to
happen within the groups (Michael Epprecht)
How are they going to build the teams? (Karla Lamicq)
Regular emails about where students are up to and what is needed from home would be great. (Mel van Anen)
How much time do students spend working on the Exhibition? (Tsuneo Heito)
I’d like to have documents of this session to understand more completely. (Masayo Namura)
Is there any feedback about progress / challenges to the parents during the beginning and end of the exhibition? (Jurg
Hug)
I don’t have any more questions (Hyun-seok Chun)
Who decides which group they will be in? (Bryndis and Stuart Chapman)
What is the specific topic? It was very general. (Silke Stoeber)
Are the grade 5 pupils conversant with all the terminology used?
The PYP seems to be biased towards social ideas. Would subjects of a more scientific theme be a more balanced ap-
proach? (Ken Morfitt)
Whether the preparation continues after school, how long will it take for the preparation?
(Park, JongYul)
Will we (parents) get feedback throughout the process? (i.e. if our children need more help / advice) (David & Natalie
Boyes)
How it will set up? How is circle going (Tuning in......)? Groups or peers? (Grace Lee (Joy Eum))
PYP Exhibition Parents
Information Session
FEEDBACK
The information session was useful
because...
of the emphasis on research activities
and promotion of the students’ abilities
to find information when they need it.
(Jim Chamberlain)
It gave us a better idea about
what it is all about and what is
expected from the students
and how parents can assist
(Michael Epprecht)
We could get an overview of
the different trans-disciplinary
themes and how the students
can connect them; we could
discuss this with our children,
other parents, the teachers;
we could share some of our
ideas. (Stefan Lock)
We have a clear idea what the
exhibition is about and we also
know the role of the students
and parents (Karla Lamicq)
I can understand that I do not
have to search information for
my daughter but just to stay
ready to guide her to source
information once she chooses
her theme for the exhibition.
(Minh Nguyen)
It helped parents know what
their children are doing at
school. (Teo Cam)
Very informative. Now
have a good idea of what
the exhibition is about and
how much work is needed
to complete.
(Mel van Anen)
I received some
of the focus of
the PYP
Exhibition
information.
(Tsuneo Heito) It gave a good
overview, what
the aim of the
exhibition is.
(Jurg Hug)
the students, the teachers and
the parents shared the idea of
the Exhibition.
(Masayo Namura)
of understanding process and
meaning on PYP Exhibition
(Hyun-seok Chun)
It gave an overview of the
process and what is expected
of students and parents
(Bryndis & Stuart Chapman)
The concept was clear, the
leading roles of students were
explained well, the small teams
are responsible for the results
as a team. (Silke Stoeber)
It gave clarity to
the aims and
objectives of the
PYP.
(Ken Morfitt)
It let us know the characteristics
and procedures of the event.
(Park, JongYul)
It helps give us information
on how to prepare the
children. (Mercer Muziol)
It gave parents an
understanding of what the
exhibition will involve and how
parents are to be involved.
(David & Natalie Boyes)
I know more about units and
central idea. How is it
connected to idea. (Grace Lee
(Joy Eum))
We got information and were
prepared about the upcoming
events. (Wolfgang & Narisa
Schirrmacher)
Secondary News
Page 6
by Ms Kim Green, SECONDARY PRINCIPAL
SECONDARY STUDENT
COUNCIL TRIAL ‘MOVIE
NIGHTS’
The School life/Spirit committee from the VIS
Secondary Student Council have recently put together
a primary and Secondary Movie Night. The first one
was held on February 3rd. The primary watched Alvin
and the Chipmunks 2. There were a numerous
amounts of students who showed up along with their
parents. The primary Movie Night started at 4 in the
afternoon and ended at 6 pm. The next movie was for
the secondary from grades 6-12. The movie that was
shown was Johnny English 2. The kids came and were
very enthusiastic about this movie. There was laughter
all around and excitement as they watched. The last
movie that was shown was The Change Up for
students in grades 9-12. The students had a blast at the
first movie night and it was one of the better student
organized events.
For the second Movie Night, the primary
students watched Puss in Boots. There was also a
numerous amount of primary students that came to the
move night which was held on the second of March.
The secondary students watched the movies Tin Tin
and Death at a Funeral.
The purpose for these Primary and Secondary
movie nights are to encourage students to join in as a
VIS community and spend time together, thus
increasing the school life at VIS. As a student council,
we also wanted to improve the activities that engaged
both the primary and the secondary students.
The next Movie Night will be on the 30th March.
“...if you believe in something, you must
not just think or talk or write, but must
act.” Peterson (2003)
Students and teachers at VIS
continue to demonstrate their
commitment to the essential
elements of the IB programmes
through service and action. These
elements enable students to develop
their personal and interpersonal
skills through experience. For all of
our learners service and action
should be both “challenging and
enjoyable, a personal journey of self-
discovery” (IB, 2008). In both the
IBMYP and IBDP learners are
expected to set goals and reflect on
how their experiences have
informed or shaped them as
knowers.
The restructure of the after
school activities into the new
co-curricular activities programme
this semester has opened up
opportunities for our learners to
participate, self-initiate and lead
service and action activities at VIS.
Our learners are able to take action
alongside experts in particular areas
such as rugby and choir, engage
creatively in activities such as
pottery and drawing to develop new
skills. They also are engaging in
service groups such as the Reduce,
Reuse, Recycle – Green Team and
S t u d e n t C o u n c i l w o r k
collaboratively to develop and
implement action plans. Thank you
to Sarah Hess for her dedication to
opening doors of opportunity to our
learners.
Highl ights of student
participation and action over the last
two months have been the MRISA
Senior Basketball, MRISA Junior
Soccer, MRISA Model United
Nations, Valentines Dance and
Movie Nights. A special mention
also needs to be made of all the
Grade 10 learners who presented
their IBMYP Personal Projects on
the 29th February. This challenging
project is based on the student’s
personal interest and requires our
students to work through an inquiry
process to produce a product. The
projects were inspiring and the
process our learners worked
through has empowered them with
life-long learning skills. Thank you
to all of the teachers who provided
support and guidance as supervisors
for the personal projects and to
Carol Seymour for her excellent
leadership as Personal Project
Coordinator. Congratulations to all
of our Grade 10 learners on the
completion of their Personal
Project.
Enjoy reading more about
our learners and the particular
events mentioned above in this
edition of Dragon Tales.
IBMYP In Action
Page 7
GRADE 10 SALSA TRIP Ban Pako: Historical Site
Ban Pako is a world famous archaeological site where
there are lots of ancient pottery and artifacts. Ban Pako’s
pottery techniques are very similar to those found in
Ban Chieng. Ban Pako is located at the bank of the Nam
Ngum River which is 40km from Vientiane. Many pots
were found in the broken conditions. Ministry of
Information and Cultural have worked with Stockholm
University to use carbon dating to identify the age of
each artifact. Carbon dating is the most common
method of estimating an objects age. Not just clay pots,
but iron objects were also found here too. The soils in
the Lao Pako are rich in iron so when habitants used fire
there were some really hard lumps of iron left over. It is
believed that more pottery and artifacts will be revealed
if there are more excavations in Lao Pako.
By Ju Hui Lee GRADE 10 STUDENT
Today is the third day of the S.A.L.S.A trip. The
main task of the trip is to contribute to building a local
primary school in Ban Pako.
At the construction site, we started digging
holes for toilets. Three different groups were working in
rotation. There was a shovel group, hoe group and
cleaning out group. I had never used a hoe before so it
was new experience. As time went by, we got used to
using those tools and the hole started getting deeper in
just a short time period. Also, we mixed cement for the
pillars of the school. To make the pillars we mixed
cement, sand, rocks and water together. We made a
shallow hole in the middle of cement and poured in the
water. It looked like a small volcano. I still don’t quite get
why people just mix water little by little while mixing
cement instead of making it into a volcano shape and
wait a few minutes for the cement to get wet. After
mixing cement, we had to carry it all the way to where
the pillars were. A bucket of mixed cement is really
heavy. I preferred digging the hole than carrying the
cement mix.
DAY THREE
IBMYP Exhibition
Page 8
By Carol Seymour, GRADE 10 ADVISOR
On February 29th, 2012 the Grade 10 students
recognized the culmination of seven months of hard
work with the IB MYP Personal Project Exhibition. The
Personal Project (PP) is a student-directed inquiry into
a personalized topic of interest. It is produced over
seven months during year five of the IBMYP and offers
students the opportunity to show their understandings
of the Middle Years Programme in a unique manner -
through an achievable, personal goal which they identify
and work towards. The exhibition evening represents a
celebration of the students’ different projects and an
opportunity for the VIS community as a whole to come
together.
This year there have been a plethora of goals
ranging: organizing a fund raising basketball tournament
to support our sister school, Ban Sapathongthai;
building a model house; writing and recording a song;
and creating an on-line cartoon, to name just a few.
The variety in the topics of interest and the final
products reflects the diversity within this dynamic and
interesting Grade 10 cohort.
The Personal Project has four main stages
which are assessed using seven criteria: use of the
process journal; defining the goal; selection of
sources; applying information; achieving the
goal; reflection on learning; and reporting the
project. The final assessment is based on the product
produced by the student and the written (1500-3500
words) or oral (10 minute) presentation. Students also
present their work to the public in the form of an
exhibition.
Here are some of the
comments from the Grade 10
students and visitors to the
MYP Personal Project
Exhibition.
“I am impressed with the
knowledge and skills displayed
by the Grade 10 students.
Well done”
Grade 9 parent
“My favorites were the model
house and the advertisement.
They were very creative and
colorful.”
Grade 6, Elijah
“The students were able to clearly
articulate their inspiration and
make connections to the AoI and
the specifications for their goals.
They were very knowledgeable
and were very proud of their
outcomes. I was very impressed.”
Jon Smedes, MYP Coordinator
“I am very happy with the quality of my
product, but not so much with the quantity.
I had wanted to make 10 drawings but they
took much longer than I had thought. If I
was to do this project again, I would
certainly work on my time management.”
Johanna, Grade 10
“We liked the
robot the most
because it moves
and she worked
on it a lot.”
Grade 2C
Creativity
Page 9
Poetry contributions from students in the Grade
9/10 English A classes taught by Geoff Piggot and
Mark Gordon:
The poems were written as part of the course work in Unit
2, Literature Defines Culture. In one component of this unit
students explored how poetry creates images of culture.
To demonstrate how poems can be used to express one’s
cultural identity, every student wrote and explained poems
which make connections to his or her own particular
cultural background. Here are three of the many poems
submitted.
Joey Keophonexay (Grade 9) Laos Story of the Jewel I stay here in link with five countries The reason why I have no sea I stay here with scars from the past I’ve been bombed, colonized, and lacking of liberty I stay here with my disadvantages For a part of my people stay needy But that does not make me stop From being a beautiful country I stay here with my mother Mekong Flowing along my side I stay here, cultural, loyal And my people live with pride I stay here with my own flower and symbols My Champa, my temples, and my flag I stay here as the country Laos The Jewel of the Mekong
Johanna Von Behaim (Grade 10)
Germany
Home is Everywhere
Home, so far away
hours of travel through the air
in big planes, gone in a misty flair
and yet it is so close in every day
in every thought in every word
always present, in a same singing bird
Over seas or over land
if to the South or to the East
the memories have not ceased
Packed into a suitcase,
hauled from here to there
now home is everywhere
Effie Low (Grade 10)
Papua New Guinea
My Dying Language Once my language was a part of me Nalik spoken all around me To Papua New Guinea modern influence came And my poor image was never the same. Generation to generation it came to be I never had the chance to really see How important my language is To my cultural heritage which may cease. Preserving my language is a enormous step Which I have to take step-by-step However my Wantoks have gone one-by-one And in the end there will be none. So all that is left to say Is my language was not meant to stay.
MUN
Page 10
CHELSEA BAROI: GRADE 9 STUDENT
“MRISA Model United Nations
was the most frustrating, difficult, yet
most remarkable experience I have been
through this school year. This has been
my second MUN conference I have
participated in, however it was more
successful than my first MUN, which was
a year ago. At first, I was unsure about
joining MUN due to the experience I had
on my first MUN. At my first MUN, I was the youngest in the meeting and due to my lack of confidence; I did
not stand up in front of seniors who were more experienced, so as a result my resolution did not pass. I was
afraid this year’s MUN would not be any different to the pervious MUN and I will just be let down again.
However, I did not give up and took another risk to stand up for my resolution.
Writing a significant resolution was complicated due to the amount of research I had to do. I knew I
would have to have extra research and ideas about the questions I will be asked. I knew there would be many
delegates who would speak against my resolution, especially the Delegate of United States of America since I was
the Delegate of Republic of Cuba. Therefore, I wrote extra speeches to back my resolution and show evidence
for why the resolution should be passes.
Since I knew what was expected, I was prepared, which helped me to gain confidence. I was not terrified
of standing up against seniors. I have developed many debating skills from MUN and I felt as if I was in a real
professional meeting organized for delegates from all over the world to find solutions for world issues. I found
out that I was nervous during my first questions and speech, though over a few more tries, asking questions and
doing speeches, it became more natural and is I had done this for years. There were times I was irritated by
other delegates because they attempted to do everything they could to defeat my resolution, though this
encouraged me to speak up for Cuba’s point of view.
I found it interesting how discussing our resolutions and issues with every delegate helped me to gain
knowledge about the current world issues and histories. I learned heaps about other countries and problems
countries face against other countries. Unfortunately my resolution did not pass due to an amendment another
delegate had made; nevertheless, this does not mean it was not a success because fighting for my resolution was
rewarding. It was successful because I have collaborated with everyone without hesitation. I believe MUN has
prepared me for the future because I have an understanding of how a conference is set out and the type of
language to use. I learned what is required of me to achieve a goal and never to quit even at the hardest times”
Eight VIS students traveled to
Hanoi on February 15 for the
MRISA Model United Nations
conference. Accompanied by Mr.
Campbell and Ms. Butler the
students spent three full days
c o l l a b o r a t i n g , d i s c u s s i n g ,
preparing and debating resolutions
on major world issues as if they
were delegates to the United
Nations. Here are some of their
thoughts on the process.
Brian debating in plenary session
Model United Nations
Page 11
ARNOLD ADJI GRADE 11 STUDENT
“MRISA MUN in Hanoi was my second MUN conference,
and this time I faced fewer people, which means less competition.
However, it encouraged me to improve my debating skills and go
for friendly or even critical speeches. I represented the delegation of
Cuba in GA 1 (General Assembly 1) with issue of prevention illicit
trade of nuclear materials. To be honest, this was new for me, but
to have what I call achievements, overcoming these feelings to go
forward were my ways to get new experiences. ‘Keep pushing,
there is always something new ahead.’”
Jazmyn presenting her resolution
Billy in Security Council
WESLEY WAN GRADE 8 STUDENT
“MUN was great. It has helped me to develop my
speech and social skills and has also helped me to build my
confidence. At first, I was told MUN was going to be really
fun. Of course I didn’t believe that considering all I knew
about it was that there would be a very formal meeting
where everyone had to speak in the third person, and for
that meeting, I would have to prepare an opening speech
and a resolution. Everyone was talking about clauses and
“the power of Veto” when I was still struggling with writing
the documents. I had fun with the other delegates from
MUN. It was cool meeting other people and funny to see a
delegate represent a country whose perspectives he/she
did not agree with. If you are interested in MUN, then join
it immediately because I promise you, you won’t regret it”
Chelsea supporting the resolution
IBDP TOK
Page 12
TOK:
Theory of
Knowledge By Todd Richer
IBDP COORDINATOR
TOK is a structured way of thinking that encourages
learners to consider “how we know what we know?” Theory
of Knowledge is part of the core of the IB Diploma
Programme (IBDP).
Theory of knowledge emphasizes critical thinking
skills and learning through macro-concepts. Learning through
concepts encourages understanding beyond immediate
context. The use of macro-concepts in TOK encourages a
systematic approach that can encompass many ways of
thinking, as well as diverse experiences.
On February 7 and 8 Daniel Toyne facilitated an IB
Diploma Programme Theory of Knowledge (TOK)
Workshop at VIS. The purpose of this training was to
provide an opportunity for our community of learners to
become more TOK literate in order to make natural
connections between TOK and the subjects in the IBDP.
While I was participating in this training I reflected on
the strong connections between Theory of Knowledge in the
IB Diploma Programme and the Personal Project in the IB
Middle Years Programme (IBMYP). Both emphasize a
personal process and reflection. As VIS students transition
from the IBMYP into the IBDP they make connections
between the personal nature of the personal project and
themselves as knowers (the center of TOK).
Students understand how TOK concepts link the
subjects in the IBDP in much the way they understand the
function of the Areas of Interaction (AOI) in the IBMYP. In
Theory of Knowledge students must complete two
assessment tasks to fulfill IB Diploma Programme
requirements. Students write a TOK essay and give a TOK
presentation.
Both the IBMYP Personal Project and IBDP Theory of
Knowledge Presentation are excellent examples of
international-mindedness within our programmes because
both the project and the presentation allow students an
opportunity to build on their own interests and experiences
and be inspired by their own inquiry. The essence of
international-mindedness is an understanding of the self in
order to effectively connect with others.
Congratulations to the grade 10 students for
completing personal projects. The learning while going
through the process is invaluable as you look forward to
participation in the IB Diploma Programme next school year.
Congratulations to the grade 12 students for completing
TOK essays and presentations in February. Your engagement
with TOK will prepare you well for your future as a critical
thinker.
How We Know
What We Know?
Macro-
Concepts
Sports News
Page 13
Primary Sports Day
By Anja Debo PE TEACHER
Congratulations to all students, teachers and
teaching assistants for a successful Sports Day! The
students were involved in a range of athletic events
suitable for their age level. House points were earned
by the students and added up to find the winner of
this year’s house completions. The Nagas were
victorious this year followed by the Gibbons, Catfish
and Geckos.
Throughout this event everybody showed a
high level of commitment, enthusiasm and team
spirits with the catfish being rewarded for the best house spirit this year. This event was a good
opportunity to see the Learner Profile and attitudes
in action.
A special thanks goes to the Grade 5 girls
Anna, Vivie, Maria and Leonie, who created a new
cheer for the catfish as well as spending their time
designing the four house banners, which we displayed
on sports day.
CONGRATULATIONS
NAGAS!
Sports News
Page 14
Student Council News
Page 15
Student Council Retreat By Maggie McAden GRADE 7 STUDENT
This year unlike any other student council retreat, we
drastically improved and strengthened our relationships and
leadership qualities as well as our teamwork. The peaceful and
green environment in the River View Resort inspired us to
share our creative minds.
The day began with engaging activities from different
committees. The fundraising committee had an ice breaking
game where we shared a special even from a year that we
were assigned to talk about in our lives. Activities from other
committees involved trust activities, team building relay race
and collaborative games. Mr. Gordon led us in a leadership
activity in which we explored what we believed is the most
necessary quality expected of a leader.
"No matter how bad things are, we need leaders who are
confident and keeps others' spirits up"
Valentine’s Dance
By Oda Karlsen GRADE 11 STUDENT With the Valentine’s Day and a lot of ‘’love in
the air’’ at VIS in February the Secondary Student
Council decided to arrange a Valentine’s Dance. The
dance was held on Friday 24th of February, and a lot of
students from VIS as well as Hoffe and KIS came. The
canteen at VIS was decorated with fairy lights, balloons
and hearts in the colors of love, and at 7 pm when the
dance started the atmosphere in the canteen was set
for the dance of love. The girls arrived in dresses in all
kinds of colors and shapes, and the boys in nice pants,
shirts, ties and some in their suites. You could clearly
see that the boys who had the guts to ask a girl out for
the dance, were the boys who were the most nervous
and excited while waiting for their dates to arrive. As
the dance begun, the canteen started to fill up with a
lot of students who were excited about the evening.
The main event of the evening was all the
dancing, but there were also students that performed
well-known love songs to set the theme of the evening,
and a vote for the king and the queen of the dance.
The event was a success, and it seemed like all the
students who came enjoyed the performances, hanging
out with their friends, and most of all the dancing. With
events like these the Secondary Students have the
opportunity to be together and have fun, something
they clearly enjoyed!
Greg’s Blog
Page 16
There have been significant steps made in the building
project with approximately 12% of the project now completed.
The workforce has grown by around 50% to a total of 30
workers now as the concrete frame and slab of the ground
floor is put in place. This last week saw the frame laid out and
concreted and many tonnes of sand then added to the sections.
With the ground floor slowly coming into view, it is possible to
see how the building will look when it is completed.
Looking at the photograph for the ground floor you are
actually seeing (from nearest point) a Language classroom, with
two small group rooms opening from that room, Offices for
the Principal, Counselor and Secondary Curriculum
Coordinators, a reception
area that will incorporate
c o l l e g e c o u n s e l i n g
information, and the spaces
furthest away include a
conference room, store
and kiln room. The wall
closest to the current
building will actually have
the potential to become a
climbing wall as a part of the future Physical Education
programme as it has been reinforced for that purpose.
We have each step of the project under scrutiny
through our consultants from SK Consulting. In the photograph
(left) you can see our Project Manager, Mr Sirimoungkhone,
checking the quality of the steel reinforcing. Each step of the
project is checked for quality before it is approved. This week
saw the consultants head to the laboratory for another
concrete test to ensure that the strength met our standards.
The concrete passed with flying colours!
The plans for this new wing include new performing
arts spaces on the third floor. These spaces will include a space
for class-based music instruction, small group rehearsal rooms,
a black box theatre, and the capacity for dance. The plan below
shows the layout for the new spaces. You will note that the
black box theatre area is the largest space and is close to twice
the size of our current drama space. This will be a great new
space for groups to meet, as well as being a significant boost to
the performing arts curriculum.
Finally, you can see on the side view of the building that
the height of the new wing is above that of the existing building.
This is to provide additional room height in our new
performing arts spaces to enhance acoustics and allow for
better presentation with lighting effects. The new spaces will
be primarily teaching spaces, but will provide a range of new
options for the school's performances to showcase the
learning of our students.
Community News
Page 17
The School continued it’s focus of
service to the community through our sister
school relationship with the primary school
at Ban Saphanthong Tai this week. VIS
established the sister school relationship in
2011 which formalized a friendship between
the schools. This has resulted in a new
library being built, books and computers
being donated, and interaction between
students. This week the focus was on dental
health for the students of the school.
Moe Moe Fennema, the VIS nurse
recently completed a medical screening to all
students. As a result, VIS arranged a team of
volunteers to visit Ban Saphanthong Tai
school with a mobile dental clinic. All
students had their teeth checked and many
teeth were removed during the two day
clinic. Finally each child was provided with a
new toothbrush donated by the families of
VIS.
VIS and Ban Saphanthong Tai school
directors agreed that this was a wonderful
project that would provide good outcomes
for the children. " VIS is very proud to
have this sister school relationship." said
Greg Smith, the VIS director. "This
project is part of our commitment to
service to the Lao PDR that is a big
part of our school. We look forward
to continuing to be an important
part of our local community" He
said.
SMILES ALL ROUND
COMMUNITY REPORTER
Thank you
to e
veryone
who cont
ributed
to this
edition
of Drago
n Tales.
If you
would li
ke to su
bmit
an arti
cle for
the next
issue plea
se make
sure you
do so b
y Wednes
day 25 A
pril.
If
you are
a student
or a memb
er of
the
teaching
staff p
lease su
bmit you
r articl
e to
Mr Jon (
Primary)
or Ms K
im (Seco
ndary).
Other memb
ers of
staff or
members
of the
communit
y should
submit
their arti
cles to
Ms Racha
el.
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