Sound BitesListen to music from the Primary Concert, page 7

Community GardenGet involved in our community project, pages 12-13

Celebrating Excellence Take a look at some of the great work from our Arts department, pages 26-27

Success in SportsSee the achievements of our teams in the last quarter, pages 36-39

Dragon Tales

Issue 15: October-December 2013

Thank you to everyone who contributed to this edition of Dragon Tales.

If you would like to submit an article for the next issue please make sure you do so by Friday 21st March.

If you are a student or a member of the teaching sta please submit your article to Mr Jon (Primary) or Ms Kim (Secondary).Other members of the community should submit their articles to Ms Rachael.

from the Director

Dear VIS Community,

It gives me great pleasure to invite you to read the latest issue of Dragon Tales.Our school is a busy place on a daily basis and it is always an interesting process to look back over a quarter and see what has happened at the school. This quarter is no exception.The International Baccalaureate is an important part of who we are as a school, and as individuals within the school. I am very proud to see the way that our community of learners can demonstrate the attributes of the IB Learner Profile. I think you will find many ways that our students and programmes give the students the opportunity to be;

Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective.

Enjoy the pages that follow and thank you for your support and contribution to making these events and actions available to our students.

Best regards,

Greg Smith

PYP In Action10

Primary Swim Gala14-15

SALSA Risk Takers22-23

Pink Ribbon Awareness31

Primary Reflections Jon DavidsonPrimary Principal

On Friday 13th December we had a wonderful celebra7on of the crea7vity and talent that we enjoy here at Vien7ane Interna7onal School. Primary School students par7cipated in a vibrant display of music and dance from all over Asia en7tled Colors of Asia. A big thank you is extended to our music teaching team of Ms. Anna Cervantes and Ms. Philavan Phommavongsa. Behind every such produc7on lies hours of prepara7on, planning and rehearsals. The rest of the teachers and instruc7onal assistants at our school also helped and supported when it came to staging this show; they must also be thanked for their work.

As the evening progressed, we saw Grade 1 perform Bu Bu Jiao, a Chinese Ribbon Dance, Grade 4 sing Shu Ha Mo, a song from China, instrumental performances and some beau7ful singing from our Primary choir. For me this was a reminder of how fortunate we are to live in a community drawn from all over the world; coming together to celebrate both the arts and our diverse cultures.

As we all enjoyed the spectacle in the Cultural Hall it really brought home to me that this 7me of year is a special 7me in various countries. Many members of our community do not celebrate Christmas and amongst those that do there are a number of ways we mark the occasion. Whether your children are looking for Santa Claus, St Nicolas, Papai Noel or Dedushka Moroz there is s7ll that air of excitement as December draws to a close. Being part of this truly interna7onal community here at VIS, you may be looking forward to cherished family tradi7ons or you might be looking forward to a well-deserved rest. So, whether traveling or enjoying this wonderful weather here in Laos, I would like to wish you all an enjoyable vaca7on and look forward to seeing you again in 2014.

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7Primary ConcertColors of Asia

Listen to a few Sound BItes

Hello and WelcomeEarly Years

Sabaidee (Laos)Early Years and Prep

Hakyo Jong (Korea)Grade 1

Sakira Keo (Cambodia)Grade 2

Gakavik (Armenia)Grade 3

Holi (India)Grade 4KC

Ala Dalona (Lebanon)Grade 4A

Choi Bat Boi (Vietnam)Grade 5

Al Yadil Yadil (Palestine)

Instrumental Ensemble

Small Part of the WorldVIS Primary Choir

THE EARLY YEARS COMMUNITY

To commence the 2013-2014 academic year the EYC students first unit of inquiry was under the trans-disciplinary theme of Who we are. The Central Idea being Family relationships contribute to shaping our identity. As teachers this is considered a fantastic unit to start the year and get to know each child, their siblings and parents. One way we began to gather information was by asking parents to send in a family photograph. Using the photographs each child eagerly told us the name of the people in their family. We did our best to record this data so that any time a child was doing a drawing that involved their family members we are able to write the siblings name. We were also able to talk with each child about their siblings age and gender.

From the data gathered, a pictograph was prepared to represent how many people in each family and the number of brothers and sisters in each family. Reviewing the data the students used the vocabulary more than or less than to describe other families in comparison to their own family structure. The students demonstrated confidence and knowledge when interpreting the pictograph and sharing their understandings of the data.During the learning journey, family photographs were displayed in a prominent position in the classroom and the students were eager to inquire each time a new photograph was added. The students cross referenced with each other and asked questions of each other to ensure they had a clear understanding of the siblings. It was decided that it would be a good idea to gather the families together so that we could in fact meet the siblings, the mums, the dads and any grandparents. Every time the teachers planned a date for the EYC Family picnic the rain reminded us all that the wet season wasnt quite over. The months ticked by and the rain kept coming. Finally the date was set for Wednesday 16th October; the sun had been shining for the previous two weeks and we felt confident to have the picnic before the October break. However the typhoon had other ideas and at

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Helen KeoghEarly Years Teacher

3pm the picnic was cancelled. The students were disappointed and it certainly took some explaining.A new picnic date was set for Wednesday 6th November. With great excitement the students counted down the days, counted the sleeps and predicted the weather. The EYC Family picnic was blessed with a gloriously sunny day. At 5pm the first families arrived and by 5.30pm the EYC playground with filled with families sharing stories and food. A vast number of children filled the playground excitedly greeting each other and rushing o to explore the playground in the twilight. The atmosphere was one of relaxed excitement if thats possible! Ms Elaine and Ms Helen mingled with the families sampling delicious food and enjoying casual conversations. We thoroughly enjoyed this experience and want to thank all the families that were able to join us for this event. As teachers, we highly value the close relationship that we develop with each child and their family. All too soon it was 6pm and the darkness was overtaking the playground. As picnic mats were shaken o and lost shoes found, we all bid each

other farewell until the morning. Many children and parents were asking, Whens the next picnic? Can we come again next Wednes-day? Thank you for all the positive comments about how much fun it was to get together. On Thursday morning in the classroom the teachers and students reflected on the Family Picnic. We tallied up how many students attended. There were nearly 70% of families thank you for your tremendous support. The students reflected that the picnic was super fun; the best ever. The picnic was a wonderful way to end our UOI on how relationships help to shape our identity. We are all proud to be part of the VIS community and to call Laos home; even if it is just for now. The students have even suggested that every Wednesday we could have a family picnic in the playground!

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PYP In Action

In the PYP, students are provided with opportunities to approach their learning and d e v e l o p m e n t o f u n d e r s t a n d i n g s a s mathematicians. Mathematics is a global language with which students make sense of their world. It is an eective problem-solving tool and a vehicle to support inquiry.

Students explore the world through the lens of mathematics, becoming competent users of mathematical language. In the PYP, mathematics is a way of thinking not just memorization of facts and equations. It is viewed as relevant, realistic concepts rather than a fixed body of knowledge. Where possible, maths is taught through the context of units of inquiry and connections are made to learning in other areas of the curriculum.

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What does learning maths mean in the Primary Years Programme?

Katherine Williams PYP Coordinator

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So what does this look like in the classroom?

What do mathematicians do? form conjectures and build hypotheses

make predictions question justify: students take a stance and use

evidence to support their opinion. form generalisations: students make

connections with prior knowledge and experience. They ask If I know this, then what else do I know?

investigate patterns: they can find rules and explain why they work. They routinely explore the why. They notice and name patterns.

use mathematical language experiment apply knowledge: students take action

on what they have learned. change their thinking when needed know how and when to use what they

have learned explain their thinking using a variety of

ways invite constructive feedback reflect: they say I used to think this,

but now I think

Grade 4 looking for the Fibonacci sequence in nature!

References: IB PYP Maths Scope and Sequence, 2009, Lana Fleiszig, RSCON4 online conference, October 2013, Making the PYP Happen, 2009

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CommunityBan Saphanthong Tai Primary SchoolOnce a week, VIS students, teachers, instructional assistants, parents and grandparents visit Ban Saphanthong Tai Primary School. The aims of these visits is to continue to strengthen friendships and to share skills and knowledge between teachers and students of both schools.

The GardenLast year VIS and BSTT worked together to establish a community garden. Planting, growing and eventually cooking all led to a lot of fun and learning for all involved. This year we have begun weeding, planning and planting together.

Language Through PlayAs requested by the teachers at BSTT, we have also begun a language exchange in which the VIS community works with students from the sister school to develop their English language skills through fun and interactive games.

We welcome you to join us in our upcoming CCP : Community Garden in Quarter 3!

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Kerryn ArthurPrimary Teacher

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Photos contributed by Yoris Wilson and Rachael Phiasanaxay

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CONGRATULATIONS TO THE GECKOS

WHO ATTAINED THE HIGHEST NUMBER OF POINTS!

PrimarySwim Gala

On Friday 6th December, the entire Primary School at VIS took part in their first swim gala in the new pool. There was a great sense of excitement followed by a wonderful feeling of achievement as the students climbed out of the pool having completed their heats.

My daughter was extremely proud of her achievements in the pool as she had never competed in swim races before. This event has motivated her to want to try out for the swim team, which is growing stronger and more popular with each semester.

The Early Years and Prep students had their moment in the pool first and despite the coolness of the water they appeared to be having a marvelous time showing o their skills and confidence in the water to their proud parents and teachers.

Rachael PhiasanaxayParent

Secondary ReflectionsThis semester I have sat in the garden in front of the Secondary School, in the Black Box, on the side of the sports field, beside t h e p o o l , i n t h e b a c k o f classrooms and in the canteen. From these locations I have observed very real evidence that our students are taking great risks in their learning by exploring new ideas, presenting their understandings and taking action. Events such as the IBDP2 Theatre Performance of Animal

F a r m , T h e G r a d e 8 / 9 Performances The Z Files the Grade 9/10 Jazz Concert, The IBDP1 Theatre Performance Commedia, the ongoing local s p o r t s l e a g u e , M R I S A tournaments, the regular oral and written presentations given within the classrooms, the performance in examinations, engagement in Personal Project focus days and the student initiated service initiatives are all e v e n t s t h a t w e s h o u l d

celebrate. These are the times when our learners step out of their comfort zones and also challenge our perceptions.These are the times when our learners are developing skills which will enable them to change the world.

Over this quarter our teaching team has further engaged in professional learning to ensure that we are at the cutting edge of the growth and changes that are occurring within the IB curriculum.

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Kim GreenSecondary Principal

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Mark Radley-Walters has attended an IBDP Sports, Exercise, Health Science Workshop; Dirk Koolmees has attended an IBDP Biology Workshop and Carol Seymour a IBDP Theory o f Knowledge Workshop. Julia Lachet and I represented VIS at the UNESCO 4th International Conference on L a n g u a g e a n d E d u c a t i o n : Multilingual Education for All in Asia and the Pacific Policies, Practices and Processes in early N o v e m b e r w h i l s t J o n a t h a n Smedes was a team member for an IB MYP Authorization Visit to a school in Indonesia. Our team members have led professional learning opportunities for each other that continue to further develop understandings of: the latest brain research and how it i n fo rms l ea r n ing ; eec t i ve dierentiation; MYP assessment practices, information literacy development and the application of Theory of Knowledge across the curriculum. In addition the team has continued to contribute to the ongoing school wide curriculum review teams and continued to review and further and develop their programmes of learning.

I am inspired by our learners, inspired by my colleagues and inspired by our Lao community on a daily basis. I have great admiration for the passion and love that is demonstrated by my colleagues and students as they challenge each other to develop understandings and skills that enable them to question the world around them, question their own learning and strive to make a dierence through education.

Education is the most powerful weapon which you can use to change the world Nelson Mandela

Rest in Peace Nelson Mandela

LanguageCelebration of Lao Language DayOn the 29th November 2013, the Lao students at VIS celebrated Lao Language Day by exhibiting their work produced in class from grades 6 up to 12. This is a good opportunity for them to be proud of who they are and to share their learning experiences with peers, parents, and visitors.

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Delivering quality and inclusive Mul3-Lingual Educa3on: Teachers, pedagogy and innova3ons

Early in November, Julia Lachet our Curriculum Coordinator for Languages, presented with Greg Smith at the East Asia Regional Council of Schools Leadership Conference (EARCOS) and with Kim Green at the UNESCO 4th Interna?onal Conference on Language and Educa?on: Mul?-lingual Educa?on for All in Asia and the Pacic Policies, Prac?ces and Processes. The EARCOS Leadership Conference was a\ended by Interna7onal Schools from within the East Asia Region whilst the UNESCO Conference was a\ended by Government and Non-Government organiza7ons who are working in the context of mul7lingual educa7on or involved in research related to the eld (Vien7ane Interna7onal School was the only school represented at the Conference).

The presenta7ons that were shared by VIS at both of the conferences explored how in an interna7onal educa7on context, it can be argued that it is the schools responsibility to promote mother tongue languages. As in an interna7onal

educa7on par7cular a\en7on should be given to the mother tongue as the rst language and bearer of the cultural iden7ty (UNESCO, 1995). We shared how through the applica7on of a whole school language philosophy, whole school prac7ces, horizontal and ver7cal programs of learning, and common assessment schools can ensure the eec7veness, eciency, relevance, and sustainability of a quality mother tongue programme. The presenta7on also addressed the challenges faced by VIS. Based on ac7on research, the presenta7on demonstrated that through a shared language, inclusion in the school culture, a community approach, professional learning, posi7ve percep7ons by school management, and the accessibility to resources, a school can inuence the eec7veness, sustainability, and quality of its mother tongue language educa7on. The presenta7on also opened discussions on the implica7ons of these ndings, including: equality in accessing mother tongue learning and the lack of concurrency in learning if sustainability is not achieved through implementa7on.

Click the picture above to watch a video about Mother Tongue Languages at VIS

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The Next ChapterAn IBMYP UpdateJonathan SmedesMYP Coordinator

The MYP is currently going through a period of evolu7on, resul7ng in changes to the curriculum framework that are due to be fully implemented in August 2014. These changes are known as the Next Chapter and were bought about by survey ndings and anecdotal evidence that indicated a concern regarding the ease of programme implementa7on and the need for stronger alignment of all IB programmes. The changes seek to value the past while embracing the future by developing the current framework and in this context, the Next Chapter is seen as an evolu3on, not a revolu3on. Some of the more notable changes include:

Key and Related Concepts - Concepts have always been fundamental in MYP unit. The Next Chapter, through the use of key and related concepts, will provide teachers and students with more guidance into how they are implemented within units of work. Key concepts are big ideas that form the basis of teaching and learning in the MYP. They engage students in higher order thinking and help them connect facts and topics with more complex understandings. The MYP has iden7ed 16 key concepts to be explored across

the curriculum and each subject group will engage in 3 to 4 of these key concepts. Related concepts promote deeper learning and are grounded in specic disciplines. They may arise from subject ma\er and are useful for exploring key concepts in greater detail.

Global Contexts - Each unit of work will also be viewed through one of six global contexts, which provide star7ng points for inquiry into what it means to be interna7onally-minded. These contexts build on the powerful trans-disciplinary themes in the PYP and seek to inspire explora7ons of common humanity and shared guardianship of the planet.

Inquiry Ques3ons The MYP guiding ques7ons have always been a fundamental part of MYP units. Under the Next Chapter evolu7on, 3-5 factual, conceptual and debatable inquiry ques7ons will be used to guide student explora7on.

Development of Approaches to Learning Approaches to learning have always been an important part of the MYP. Through Approaches to learning students develop skills that have

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relevance across the curriculum. The MYP will extend ATL skills categories into ten developmentally-appropriate skill clusters

Criteria/Objec3ves - Each subject area will move to 4 criteria that will be assessed out of the numerical mark bands of 1-8.

End of MYP examina3ons - There will be an op7on for schools to undertake end of MYP examina7ons which will be a mixture of eAssessments and ePormolios.

As well as the developments outlined here, there are many smaller changes that will ensure teaching and learning in the MYP con7nues to be relevant and engaging for students and will provide greater guidance to teachers in rela7on to programme implementa7on. At VIS, 7 Next Chapter transi7on workshops have been planned for teachers throughout the next semester and students will be exposed to changes within classes and assessments. There will be opportuni7es for parents to be informed about the changes, however, If you have any ques7ons about the Next Chapter or anything MYP related, please do not hesitate to contact me on jonathans@ourvis.com

Grade 6 SALSAMerrilee Mills

ADVISOR

What a great mixture of action, learning and service Grade 6 experienced on their SALSA this year! After an exciting bus trip, first stop was AgroAsie, an organic farm co-operative where we learnt all about the importance of dirt and about organic farming methods. Spending hours harvesting rice and fruit by hand, tying and binding the sheaves, and making and packaging compost, gave us a new appreciation of the work that goes into making our daily food.

For our service component, we visited a local primary school, carrying with us donations of school supplies and sports equipment we had gathered before the trip. We spent a great afternoon having fun with the children, playing sports and gamesincluding the Worlds Largest Hokey Pokey dance!!

Action was the key to the next two days and we all were challenged by doing something new to us. We went cycling, camping, hiking, fishing, and kayaking, fed and rode elephants and learned how to weave baskets at a local temple.

Perhaps the most memorable experience was just being together around the bonfire at night, singing, dancing, sharing our appreciations of each other, and being inspired by the beauty of nature. Lying back and looking in silent wonder at the stars and reflecting on how wonderful it was to be together with our friends. We cant wait for next year!

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Grade 8 SALSA Michelle Nam, Bethan Henderson and Antonia Lang

STUDENTS

Unlike other SALSA Trips Ive been on, this one was especially more activity-based. We only spent half an hour with the local children, which was quite a shame compared to last year, where we spent every day either teaching or playing with kids. On the first day, we arrived at Pakse quite late so the main highlight was trekking up to a giant golden Buddha statue. The trek was long and tiring, but the view was definitely rewarding. The next day, we went elephant riding up a plateau. When we arrived at the top, our guide told us some facts about where we were, which was an ancient temple. Afterwards we went to play sports and teach the local children at their school. Our next destination was Wat Phou, which took a dreary 3 hours by bus. When we arrived, however, I thought the trip was worth the wait. After a brief look at the museum, we went up to the mountain, and it felt like a perfect mix of human civilization and nature. On the third day, we left for the Four Thousand Islands, or Si Phan Don. After a short motorboat trip we arrived at a small island where we had a picnic lunch and swam in the riverbanks. When we returned we had another fun activity awaiting us: biking. We biked around the island, seeing the daily lives of the local Lao villagers. The next day: kayaking and the waterfall. We

kayaked around the slightly smaller parts of the Mekong River. We went in pairs; the inexperienced people going with teachers or guides. We went through rough currents and calm waters, but it was fun cooperating with our classmates. We eventually ended up near the border of Cambodia, and rested a little, and scouted around for dolphins. Although I was one of the people who didnt manage to catch a glimpse, I still felt special from being in their presence. Next up was the waterfall. It was a long way down, and the stairs were so slippery it was a challenge to keep balance. Once we got near the waterfall, we all felt the icy spray of water push us away. Despite the human-built stairs, it really felt like we were a part of nature, untouched by civilization. When we got back to our hotel we had a small campfire and a talent show. None of us had really prepared for it but it was nice to just be with everyone on our final night. We all lit some lanterns afterwards; seeing the lanterns float away in the night sky seemed like the perfect end of our SALSA Trip. Not that it was entirely over; we still had half a day to spend with each other. Our final activity in Pakse was visiting a coee plantation, where we learned some facts about growing coee. We also looked at another waterfall near the plantation, but we had to hurry to the airport; towards the end of our trip.

IBMYP In ActionChange and Innovation Miss ShawSecondary TeacherEight Grade 9 students have initiated action as a result of their learning in Visual Arts. Linked to their unit of Change and Innovation, eight Grade 9 students visited Houey Hong Vocational Training Centre for Women and participated in learning natural techniques to dye cloth.These students have then have created designs and produced Tie Dye T-Shirts. These shirts were on sale at VIS and all of the proceeds made were given to the Houey Hong Vocational Training Centre

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IBDP 2 students have worked hard in Term Two to refine and complete the extended essay (EE). This 4,000 word self-directed paper, and independent piece of research, is a core requirement fo r success in the IB D ip loma Programme. Students have worked on the extended essay over the past twelve months with the support of an individual supervisor and our Librarian Philip Williams. I would like to commend students for their eorts to complete the EE and the tireless support of their supervisors.

IBDP 2 students were also busy back at school during Secondary SALSA week engaged in their Focus Week. This was an opportunity for students do just that, focus on internal assessments and exam preparation for the upcoming mock exams held December 3 10.

IBDP 1 students were introduced to the Extended Essay on December 12 and will read the guide and begin to make decisions about their topic and subject for the extended essay by the end of January 2014.

As DP students head o to enjoy some quality time with family and friends over the Semester break, I would like to remind you to follow your study plans, wish you well and congratulate you on your impressive eorts this half year. I would also like to thank you for making my first six months at VIS so rewarding. I feel privileged to part of such a rich learning community.

IBDP In Action

Mathematics Studies IBDP2

TOK IBDP2

English Language and Literature IBDP2

French and English B IBDP2

Group 4 IBDP2

Language A: Self Taught IBDP2

VIS IBDP2 Exhibit (TOK, EE, CAS)

Visual Arts IBDP2

Final Project

Final Essay Due

Written Tasks due

Individual Oral Task

Schemes of Work due

Oral

IBDP1 Candidates attend

Completion of All Re-quirements

20 January

3 February

3 March

12 15 March

21 March

25 March

26 March

28 March

If you have questions about any element of the DP please contact me.

Ms Teresa Foard, IB Diploma Programme Coordinator

teresaf@ourvis.com

Important Upcoming Term 3 Dates for IBDP2 students

Teresa FoardDP Coordinator

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Celebrating ExcellenceJennifer ThorncraftSecondary TeacherIn the Grade 11 Diploma Visual Art c l a s s , s t u d e n t s h a v e b e e n experimenting with a large variety of media and are confidently taking the risk of jumping out of their comfort zones. Comments have changed from Is what Im doing right? to This is the way Im going to move forward. Its a tremendous learning curve in the initial months of the Visual Art course but as you move from the general classroom into the Grade 12 studio space you can see the fruition of all the questioning and exploration. Students in the second year of the course construct and explore their own conceptual inquiry and each student brings a unique sense of the world to their resolved artworks. The Grade 12s will be exhibiting their work in March and I hope you will be able to come to support the students endeavors but to also see firsthand the excellent critical thinking and technical competence of these young artists.

Examples

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Food SecurityClaire Butler-WalkerSecondary Teacher

Omnesque inciderint nec at, minim commodo vim te, in paulo consectetuer est. Ali-quyam moderatius an nec. Hinc impedit est ea. Vix quas bonorum neglegentur at, an veniam definitiones cum, est at copiosae forensibus. Docendi recteque et eum, as-sueverit inciderint ullamcorper id eos. Omnesque inciderint nec at, minim commodo vim te, Omnesque inciderint nec at, minim commodo vim te,

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photograph from: www.geography.org.uk

Food Security is that when your food is safe?

The Grade Twelve Geography class was visited this week by Baas Brimer, a food security analysis from the World Food Programme, here in Vientiane. The learners are inquiring into factors that can impact food security, with a focus on Laos. We learned that Food Security is achieved when

all people, at all times, have physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life (World Food Programme).

Baas explained the pillars of food security, and we worked together to calculate a food consumption index for a typical rural Lao family. This allowed us to make connections between our learning and our host community. We learned that food security is impacted by the average salary, and the most interesting piece of information was that the average salary in rural Laos, for 8 hours of manual labour is 30,000 kip. This is the same cost as one school lunch, and the worker needs to feed his family with this money! This will impact on the food that a family can access. In Semester Two, we welcome back Baas and a colleague to discuss the eects of unstable food security in Laos, and make meaningful connections with the service component of the IBDP CAS programme.

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Creativity, Action, Community and ServiceOne School, One VISionBrett DericksonSecondary TeacherOn the 5thof November a group of Grade 10 and Grade 11 students hosted a secondary Community and Service assembly to inspire and challenge their classmates. The assembly featured students that are actively engaged in a variety of community, service and action organizations such as Youth Educating Youth School, International Peace One Day, Breast Cancer Awareness, Human Tracking Awareness Coalition, Student Council and VIS athletics. The assembly began with a short documentary about a school that had rallied to support an autistic classmate and his determination to compete in athletics.

The VIS students then followed with testimonials about their involvement in our community. Students then presented a vision for an active and supportive community lead by the student body. They introduced a slogan, One school, one VISion. The secondary student body was polite, attentive, and respectful as their classmates shared their vision. We are confident that our CAS/community and service programs are gaining momentum and becoming a cornerstone of the VIS learning experience.

Saturday SchoolBeautrice Soo and Sonia KiYEYS Coordinators

Youth Educating Youth School (YEYS) is a student-initiated activity where a group of students lead activities for the children from our Sister School, Ban Saphantong Tai Primary School. This year, YEYS consists of a variety of students from Grade 9 to Grade 12. Our first YEYS session started on the 2nd of November and we have had 4 sessions over this semester. Those involved in YEYS planned a variety of activities from a P.E lesson of jumping ropes to learning typing skills in I.T.

Not only have we been engaging the children from our Sister School in learning activities, but we have also fundraised to support their ongoing educational needs. Through our fundraising events such as selling snacks and drinks during our schools Halloween Party and donation booth at the W.I.G Bazaar, we have raised enough funds to provide scholarships to 10 students from our sister school.

Throughout the whole semester of YEYS, our students have been working towards building a strong relationship with the children of our Sister School and by the end of the last session, it was clear that the strong relationships we wanted have been achieved. Even though our aims were to provide the children with learning activities, there has been many times where the children were teaching us instead. While we teach them English, they would also be teaching us Lao at the same time. Over the whole YEYS, we have learnt as much from them, if not more, as they have learnt from us.

YEYS aims to provide more for the children than we already have, to build a stronger relationship and also to grow alongside them in knowledge and experience. By next semester, we hope to be able to use the swimming facilities and expand YEYS by providing a bigger variety of subjects to open more opportunities to the children of our Sister School.

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Ban Saphanthong Tai Primary School Students

Breast Cancer AwarenessMonica FennemaStudent

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The Pink Ribbon Awareness in Laos group is a brand new Co-Curricular Program at Vientiane International School. The group is made up of the school Nurse, high school students and parents. Our slogan is to: make a dierence, one life at a time. This Co-Curricular Program came about after realizing that there are no programs existing in our community that raises awareness about breast cancer.

As the first breast cancer awareness group in Vientiane we want to be able to raise awareness, to inform the surrounding community about what is actually going on, particularly school communities (local Lao high schools and other International Schools in Vientiane), garment factories and any other women we can get into contact with.

We want to address the fact that because cancer is a disease that can result in death its important to be aware about the ways to prevent it. In order for all this awareness raising to happen, we organized a Pretty in Pink Day at our school. This then lead to having a booth at the WIG Bazaar, a fundraising activity organized by a women's group, where we raised awareness about breast cancer.

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Cultural/Arts NewsGrade 8 Exhibition

George: Grade 3

I think it is really creative because a lot of different things were used. It is pretty similar. I like the way the exhibition looks because it has colours and it has different kinds of things to look at.

Daria: Grade 8H

I think juxtaposition shows my thoughts through art in a creative way to get to know the person who made it better.

Nya: Grade 8H

I have explored that identity through juxtaposition of objects can represent my hopes and fears and I enjoyed thinking how one object can mean different things to everyone.

Nammon 8H

Our reflection on the value of exhibiting art work outside of the classroom. Athena and Michael 8H

We value our work being recognized within the larger community. To have parents and other students and teachers able to come and see our work and eort is appreciated. The chance as a class to become the role of a curator and express creative ways to present our work was a process that we respected. We enjoyed being allowed to make our own decisions and take ownership of how the space should look. However, some of us really started to understand the pressure real curators might have with time management, space and communication of the exhibition. Knowing the deadline was coming was stressful to get it all ready. We were happy to have Grade 4 exhibit with us and see the artwork complement each other. Designing the space for all the artwork was a challenge but it looks good now with the boxes stacked next to each other. The space is designed to allow the work to be seen from 360 degrees. Allowing a feedback station has created an opportunity for people to express their opinions and for us to listen to other perspectives! We hope we have inspired more students to want to exhibit their work in the future and next time I want to change the wall colours too!

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Jay: Grade 8H

I enjoyed the time we worked on our boxes as we had a chance to show something new than before.

Michael: Grade 8H

I explored different options around my sense of personality and I learnt new things about myself.

Tina: Grade 3

I think that it is creative and it is kinda cool to see pictures and coins in the identity boxes. I enjoyed reading in some boxes one or two words which helped me think what it might mean. I think that it is better to display the boxes as a sculp-ture on the floor because more people can go around and see. When art is hung up on the walls it gets crowded.

Collaboration of 8H and Grade 4 Art Work

Grade 3 viewing the exhibitionMiss Shaws reflection on the value of

8H exhibiting art work outside of the classroom.

Watching students creatively problem solve is fascinating. Two weeks ago watching 8H collaborate and think tank how to exhibit their artwork was a casing point! This unit of learning in the visual arts programme allows students once again to have an opportunity to exhibit their work to the school community. With the new changes to the MYP visual arts programme it remains a core component of the arts to facilitate students to present work and for students to understand the value of having their

work presented to and engaged with by an audience.

It has been a pleasure to see our students be open to critique from the school community, take pride in exhibiting their work and to see their rising confidence in how to organise and curate their own exhibition. Their artist statements that go alongside their artwork are as much an art in themselves as the artwork on display!

Thank you to Miss Linda Kent who saw the opportunity to exhibit with Grade 4 students together, both cohorts of students inquiring into identity.

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Semester One ended with a veritable feast of work in the Performing Arts.

Having spent the first part of the semester learning about the tools of performance, Grade 6 shared the work they had been doing on culture in a peer performance where they welcomed their classmates to experience the rituals of a fictitious society of their own creation named Aqualandia.

Grade 7s peer-shared performance explored the notions of Materialism vs Poverty using the dramatic convention of tableau. The performance also featured the haunting strains of the Verves Bittersweet Symphony played by the whole class in an instrumental and vocal ensemble.

Earlier in the semester, Grade 9 Dance-Drama investigated approaches to choreography resulting in a presentation of original dance explorations, and for their second unit, they combined forces with Grade 8 Performing Arts to bring to the stage a series of plays entitled The Z Files. Two very dierent approaches to character and text were taken in two very diverse plays about Zombies, that left audiences delighted and moved by the wit, humour and poignancy on display.

Grade 10 Drama have been inquiring into the visual elements of production, and also how performance mode and design style can be adapted to appeal to young audiences. They will be p resent ing the i r Ch i ld ren s Theat re

Performing Arts Merrilee MillsSecondary Teacher

Click the pictures to watch a Grade 9 Dance Exploration

performance to primary audiences early next semester.

The work of Grade 9 and 10 music students was showcased in an open air community event, Al Fresco Jazz, also featuring the VIS Community Choir, primary choir and special guests from the wider music community. Talents that had remained hidden were brought very much to the forefront, with many students accepting the challenge of performing on instruments unfamiliar to them only weeks before.

Theatre in the Diploma has now entered its second year at VIS, and the new Grade 11 students were also challenged by the unfamiliar in our unit on physical theatre and Mask. Explorations in characterisation and improvisation led to the presentation of a fully scripted public performance in the Commedia dell-Arte tradition.

Finally, Grade 12 Theatre students took to the stage with an outstanding adaptation of Orwells Animal Farm, cryptically referred to as 4LG2LB. The performance marked the culmination of an investigation into non-realist theatre practice and explored the nexus between theatre and social and political change. The resulting work was rich in ideas and imagery and a credit to all those students involved. Special thanks to Mr Yoris for helping to make the performance possible.

A gripping moment from The Z Files

Surprise attack from Animal Farm

Junior Girls Basketball Team

Annie Choi, Daria Laroy, Anna Park, Nya Gnaegi, Antonia Lang, Hannah Muziol, Leila

Epprecht, Jayde Bouckaert, Bethan Henderson, Diana Kim

Junior Boys Basketball Team

Victor Kuronen, Zachary Wilson, Daniel Vitikainen, Ryan Buckett, Christopher Kalogiannidis, Luther Wilson, Tristan Kettavong, Daniel Bobocel, Alexander Toyryla, Jinhyeok Nam

In November at Northbridge International School in Cambodia VIS sent junior boys and girls to compete in MRISA basketball. B o t h t e a m s f o u n d t o u g h opposition on the first day but battled back on Saturday to finish strongly. The girls won the plate division and were awarded the best sportsmanship award in the girls division while the boys finished 7th.

M R ISports News

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S AIn on the other side of town senior boys and girls competed in MRISA volleyball hosted by ISSP. As the juniors struggled on the first day of competition so did the seniors, however on the Saturday the boys finished strongly to win the plate and the girls had to settle for 8th place. Both teams won the sportsmanship awards.

Senior Boys Volleyball Team

Max Terry, Rajat Singh, Thomas Baek,E Jr Barte, Danny Park, Fifa Vongsaly, Kevin Han, Mikkel Karlsen, Aseem Kumar, Anthony Goffin

Senior Girls Volleyball Team

Maja Healy, Kimberly Flint, Alexandra Selbe,

Silayan Bertomeu, Catherina Scanlon-Tanla,

Lisa Grages, Aimee Campbell, Rosy Lattanavong,

Yessica Kroesschell, Laura Berdaga

Mekong River International Schools Association

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VIS is a member of two organizations that provides opportunities for inter-school sports. Our locally based competition known as the VSSA (Vientiane School Sports Association) organizes sports at a primary, junior and senior level. We enjoy matches against other locally based schools (Kiettisack, Hoet, Panyathip etc) in basketball, soccer and volleyball.

Whilst the primary team simply enjoy the locally based competition, the junior teams (Years 6-8) and seniors (Years 9-12) use the VSSA competitions to prepare for another tournament known as MRISA competitions. MRISA stands for Mekong River International Schools Association and includes schools from Thailand, Cambodia, Laos and Vietnam. Students from various schools in these countries compete in basketball, soccer and volleyball at dierent times throughout the year. There are also non sporting MRISA events in the form of a leadership workshop and an arts festival.

Our first round of VSSA sports has come to a close with senior volleyball and junior basketball finals taking place on the 15th-16th November and the primary basketball season concluded the following week. The junior basketball and senior volleyball teams also recent l y re tu r ned f rom the i r MRISA

competitions in Cambodia and Vietnam and were quite successful in being awarded the following:

- Junior Girls Basketball Plate competi-tion winners

- Junior Girls Basketball Sportsmanship award

- Senior Boys Volleyball Plate competition winners

- Senior Boys Volleyball Sportsmanship award

- Senior Girls Volleyball Sportsmanship award

We are extremely proud of all of our teams and thankful to all of our coaches/assistants for their time and energy. The second round of VSSA sports is about to begin and teams have already been training to be prepared. The primary and juniors will participate in soccer and the seniors will soon begin their basketball season.

Dates/times of upcoming matches will be published in school and P.E newsletters and the teams really appreciate any additional support they receive.

Hope to see you at one of our games!

Joel SmedesPE Teacher

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On September 28, 2013, 9 students from the Co-Curricular Judo classes represented Vientiane International School at the Lao Judo Junior Friendship Championship 2013. There were competitors in a variety of age ranges (5-7, 8-9 and 10-12). Total players of 130 from 11 teams which represent dierent Judo clubs.

This was the second time that VIS was represented at this event. It was an exciting time for all, both participants and parents as the students displayed the skills they have been practicing in their Judo classes. Congratulations to all who participated for their dedication and sportsmanship.

Congratulation and thank you to our VIS Judo trainers, Ms. Ishita, Mr. Jintaborn and Ms Noy.

VIS Students Compete at The 5th Annual Lao Judo CompetitionMoe Moe FennemaNurse

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Counselling Corner

This semester parents had the opportunity to partake in a parenting course, based on the curriculum of Active Parenting by Dr. Michael Popkins. The challenge of successfully ushering children through their teen years has always been among parents/guardians hardest-won achievements. But in todays society where children seem to become adults overnight, and where they often make decisions about drugs, sexuality, and violence before they understand the consequences, a parents job is more important than ever.

So how can you ensure that your teens develop the skills and characters they need to not only survive but to thrive as they gain independence?

You can create harmony and stability in your family while raising your teens to be responsible, courageous and prepared for independent life. Active Parenting of Teens, a video and discussion program, will show you how. In six sessions packed with activities, discussion, real-world examples, and feedback, parents learned a proven approach to parenting, plus indispensable techniques and insights for overcoming obstacles that will bring happiness and harmony into their home. Active Parenting of

Teens provides the guidance and support parents need to turn the challenges of raising a teenager into opportunities for growth.

Participants learned:- Methods of respectful discipline- Skills for clear, honest communication- Concrete strategies to prevent risky

behavior- How to be an encouraging parent

and much more, plus insight into important issues such as teens online, bullying, and depression (taken from Active Parenting of Teens brochure)

If you missed this opportunity this semester, we will be oering this 6-week session again in the evenings during semester 2. Watch for further information to come out after the break.

Safe travels and enjoy this time with your friends & family!

Laurie DericksonCounsellor

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Building a RAFT for Good Transitions- compiled by Michael PollockReconciliation: Make sure that relationships are healthy and repaired before leaving. Address and try to resolve conflicts. Ask for and give forgiveness; settling accounts well will prepare you for your new environment.

Armation: Take time to thank people and be thanked and recognized for your part in the community. Make time for a send-o party with friends.

Farewells: Make time to say good-by to people, places, even pets that were important to you while you were in your host country. Make a list and follow through with visiting important people and places. You might want to take a few pictures!

Think Destination: Look ahead to who and what is coming, what to expect, and try to keep your expectations reasonable. Who will you see? Where will you stay? Ask your parents what the plans are so far and what is still un-known.

Take a Treasure Box: It is common for Third Culture Kids (TCKs) to have sacred objects or special items that mean a great deal to you as part of your experience. Make a small treasure chest to take on your RAFT. It may include pictures, toys, etc. Packing has limits, so find out from your parents what space is available, and let them know if something is really important to you.

Reaching Land-Finding a Mentor: When you arrive in your passport country, try to identify a positive mentor, a friend who can answer your questions, instruct you on what is expected of you in dierent situations, what is happening in the culture, and what to be careful of, etc. This person may not be your best friend, but is an important relationship, particularly during the first year of adjustment.

Talk with your Parents: Tell them how things are going and ask them for advice. It will be normal if sometimes you feel out of place, to wonder where you are really from or where you belong, and even to feel critical of your own culture. You may wish you were back in China or another place you lived, at times. Your parents can help you think this through.

Dont give up: Remember that you and they both are in the process of adjustment that is normal. If dicult at times, it will not last forever. Also remember that you have wonderful gifts from living oversees, unique experiences and knowledge, language ability, cross-cultural skills, an enlarged view of the world, and a maturity that comes from being stretched out of your comfortable places. You will come through this time, and so will your parents!

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