Newsflash: June 6, 2025

Centennial Gala

Dear CIS Community,

The CIS Centennial Gala is tomorrow, June 7, 2025 at the Oakridge Pavilion!

We are excited to celebrate tomorrow night with our students, parents, alumni, faculty, and friends to honor our school’s rich history and bright future. The evening will feature meaningful reflections, entertainment, and opportunities to connect with the wider CIS family.

Event Details

Date: June 7, 2025 Saturday
Time: 6:00 PM
Venue: Oakridge Pavilion
Attire: Business / Formal

Program Overview

  • Welcome & Registration
  • Opening Remarks by Ms. Jenny Basa
  • Centennial Address by Dr. Gwyn Underwood, CIS Superintendent
  • Dinner & Social Time with raffle prizes
  • Music Performance by CIS Students
  • Recognition Segment 1: Mentor Legacy Award
  • Centennial Reflection Segment with videos and music performances
  • Recognition Segment 2: Notable Alumni Awards
  • Music Performance by Class of 2025 Singer
  • Closing Remarks & Centennial Toast by Chairman of the Board
  • Celebration & Fellowship with live band entertainment

Gala seats are priced at Php 2,500 per adult and Php 1,250 for children aged 5 to 11. Children below 5 years old may attend for free. Kindly indicate in the comments if you are purchasing a ticket for a child.

Kindly RSVP through this link.

We look forward to have you be part of this celebration! Your presence will make this milestone even more meaningful for our community.

Principal’s Corner

by Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator & Accreditation Officer

Elementary School Transition Day and Grade 5 Taster Day

On Wednesday, CIS held its much-anticipated Elementary School Transition Day and Grade 5 Taster Day, providing students with a valuable opportunity to experience what lies ahead in the next chapter of their learning journey.

From Early Years 3 to Grade 4, students spent the morning stepping into their future grade levels, getting a feel for the daily routines, exploring new learning spaces, and meeting teachers who will guide them next school year. For many, it was an exciting chance to reconnect with familiar faces or meet new mentors who will support them in their continued growth. This experience not only sparked curiosity but also built confidence and excitement about moving up.

The day was particularly special for our incoming Kinder students, who had their first taste of being part of the “big kids” in elementary. From eating snacks in the canteen to playing in the field during morning recess, the transition was both joyful and meaningful. To support this important milestone, our EY and K/G1 teachers also hosted a transition meeting with families, sharing insights into what to expect in Kindergarten and how to support children as they navigate new routines and expectations.

Meanwhile, our Grade 5 students embarked on their first full-day experience in the Middle Years Programme (MYP), a completely new environment that brought both excitement and a bit of nervous energy. They followed a typical MYP schedule, moving from one classroom to another with their bags in tow, and engaging in a range of subject-specific activities. They met many of their future teachers and had the opportunity to ask questions and share their wonderings. While some initially felt anxious, by the end of the day, there was a shared sense of accomplishment and eagerness for what lies ahead in Grade 6.

At CIS, we recognize the importance of intentional transitions in ensuring students feel safe, prepared, and excited about the future. Transition Day is one of the many ways we support our learners in developing agency, resilience, and a sense of belonging as they move forward in their educational journey.

Upcoming events of note

  • Sat, Jun 7: CIS Centenary Gala
  • Wed, Jun 11: Last day of School / Moving Up Ceremonies (am only)
  • Jun 16 – 27: CIS Summer School Activities
  • Tue, Aug 5: New Family Orientation Day – 1-3pm
  • Wed, Aug 6: Holiday (Cebu Provincial Charter Day)
  • Thu, Aug 7: Classes Start, Semester 1

Please refer to the CIS Event Calendar for the complete calendar of school events.

Alumni Spotlight

CIS Summer Activities & Sports Programs 2025

We are back again with fun and exciting Summer Activities and Sports Programs this June 16-27, 2025!

Open to everyone, whether you’re from CIS or other schools. Join us for 2 weeks of creative, fun, and active learning on campus.

Registration form: https://go.cis.edu.ph/summer
More information: https://go.cis.edu.ph/summer-info

Grade 2 & 3: Music Class

by Ms. Marie Vic Briones, PYP Music Teacher

In our Grade 2/3 music unit, our young musicians explored how music can help us express ourselves when words aren’t enough. Under the theme How We Express Ourselves, they learned how melodies tell stories, show feelings, and help us connect. The young inquirers asked questions like, “What makes up a melody?” Why do movies need music? Where do musical ideas come from?

The students discovered that pitch helps us hear if a sound is high or low, and that melodies can move in steps, skips, or leaps. We explored motifs (short musical ideas) and phrases (musical sentences), and how these come together to make a theme—the main idea of a piece of music. Just like authors use words to tell a story, musicians use melodies.

To strengthen their understanding, students listened to music from read-along books and animations, asking questions like: What makes this music match the scene? How does this melody make me feel? By comparing different pieces, they discovered how musical choices influence storytelling and emotion.

Using Chrome Music Lab, our young composers created their own short scores to match a scene or story that they’re writing in Homeroom class. Some stories of adventure have action-packed scenes like: 

Running

Bears

As part of the third line of inquiry, under the Specified Concept of Perspective, students explored how the same emotion or scene, like being nervous or being happy, can sound completely different depending on the composer. These big emotional moments offered a perfect way for learners to connect to the transdisciplinary theme How We Express Ourselves, showing how each G2/3 learner’s unique perspective gave rise to a variety of musical expressions.

Throughout this journey, the class grew as Communicators, confidently sharing their musical ideas; as Inquirers, eagerly asking how and why music affects us; and as Thinkers, making meaningful connections between sound and story.

Grade 12: Physics

by Maria Rosandee Tabada, DP Physics Teacher

The Grade 11 students have made an early start toward completing the Internal Assessment (IA) component of the DP Physics course. This important task requires each student to carry out one scientific investigation, an open-ended inquiry in which they collect and analyze data to answer their own research question.

Their work will be assessed against four criteria: Research Design, Data Analysis, Conclusion, and Evaluation. To ensure they are well-prepared, students have engaged in practical activities throughout the year, including a mini-IA during Quarter 3 that explored factors affecting the motion of a ball.

It is important to note that the choice of topic and experimental design for the IA does not need to be complex. In fact, straightforward investigations often produce focused data and support in-depth analysis, effective modelling of results, and thoughtful reflection.

Below are some of the variables being explored by Grade 11 students for their Physics Internal Assessments, accompanied by images of their experimental setups:

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: May 30, 2025

Admin News

by Dr. Gwyn Underwood, Superintendent

Reflecting Back to Move Forward 

As we approach the last full week of our school year, it’s the perfect time for reflection, which is an essential element of the learning journey. 

Being reflective is one of the ten IB Learner Profile attributes that outline what we want all of our learners to strive to be. This involves more than just looking back. It is giving thoughtful consideration to your learning and experiences, and considering what we can improve on moving forward.

Throughout this school year, our students have had numerous opportunities to learn about, develop, and demonstrate the IB Learner Profile attributes—from Inquirers exploring real-world questions to Principled individuals standing up for what’s right in class or on the playground. These attributes aren’t just about academics. They shape the kind of people our students are becoming!

Dear reader, we invite you to join our students in meaningful reflection by asking yourselves these questions:

  • What am I most proud of this year?
  • Which Learner Profile attribute have I developed the most? (Refer to the graphic for the list of all 10 attributes!)
  • What challenges did I face, and how did I grow from them?
  • What goal can I set for next year as a learner and as a person?

As you think deeply and purposefully on your answers, can you see that learning is not just about learning content knowledge? It also includes learning about a range of academic, social, and personal skills.

We invite families to share reflections at home. Share with your child your successes and challenges, and how you grew from them. Ask your child which Learner Profile traits they saw in themselves this year, and which ones they hope to strengthen next year. Their answers might surprise and inspire you!

Keeping in mind that the Learner Profile is often characterized as the IB mission statement in action, let’s use reflection to identify areas we are grateful for, and areas that could help us by developing further over the summer break and into next year. This habit of acting on what we learn from reflection is more than a skill—it’s a mindset for lifelong learning.

Class of 2025 University Acceptances

Congratulations to the Class of 2025! 🎓

Our recent graduates have been accepted into a wide range of universities and colleges around the world. We are very proud of them as their hard work as IB DP students have paid off!

Take a look at the full list of acceptances and see where their next chapters will begin.

Upcoming events of note

  • Fri, Jun 6: Classes held (Public holiday: Eid Al Adha – compensatory  holiday on June 30)
  • Sat, Jun 7: CIS Centenary Gala
  • Wed, Jun 11: Last day of School / Moving Up Ceremonies (am only)
  • Jun 16 – 27: CIS Summer School Activities
  • Tue, Aug 5: New Family Orientation Day – 1-3pm
  • Wed, Aug 6: Holiday (Cebu Provincial Charter Day)
  • Thu, Aug 7: Classes Start, Semester 1

Please refer to the CIS Event Calendar for the complete calendar of school events.

Dear CIS Community,

You are invited to the CIS Centennial Gala Dinner!

We are delighted to invite you and your family to a very special occasion — the Cebu International School Centennial Gala, as we celebrate 100 years of learning, leadership, and community.

This milestone is a proud moment for all of us, and we look forward to gathering with our students, parents, alumni, faculty, and friends to honor our school’s rich history and bright future. The evening will feature meaningful reflections, entertainment, and opportunities to connect with the wider CIS family.

Event Details:
Date: June 7, 2025 Saturday
Time: 6:00 PM
Venue: Oakridge Pavilion
Attire: Business Formal

Gala seats are priced at Php 2,500 per adult and Php 1,250 for children aged 5 to 11. Children below 5 years old may attend for free. Kindly indicate in the comments if you are purchasing a ticket for a child

We warmly encourage you to be part of this historic celebration. Your presence will make this milestone even more meaningful for our community.

Kindly RSVP through this link.

We look forward to celebrating this unforgettable evening with you.

Alumni News

by Ms. Jenny Basa, College Counselor, Admissions Manager, and Alumni Liaison

For next week’s Centennial Gala, we are proud to honor the following CIS alumni for their outstanding achievements and contributions as part of the Cebu International School community over the years.

We hope to see you all there to celebrate 100 years of CIS. Everyone who is part of the CIS community is welcome to attend!

CIS Summer Activities & Sports Programs 2025

We are back again with fun and exciting Summer Activities and Sports Programs this June 16-27, 2025!

Open to everyone, whether you’re from CIS or other schools. Join us for 2 weeks of creative, fun, and active learning on campus.

Registration form: https://go.cis.edu.ph/summer
More information: https://go.cis.edu.ph/summer-info

Elementary: Philippine Language and Culture Grade 4/5

by: Ms. Janelle Dorothy Belono-ac, Philippine Language and Culture Teacher

The Grade 4 and 5 students have been developing their research and thinking skills as they explore the unit under the transdisciplinary theme “Who We Are,” focusing on the purpose and evolution of Philippine celebrations and festivities.

Grade 4 students kicked off the unit with a surprise provocation: Welcome aboard PLC Airways! As the “flight” took off, students enjoyed an in-flight game inspired by the playful contests on Cebu Pacific. In true airline fashion, they participated in a special version of See-Think-Wonder. Each group received a mysterious suitcase containing clues and artifacts from one of the following Filipino celebrations: Sinulog Festival, Panagbenga Festival, T’nalak Festival, Christmas in the Philippines, and Birthdays in the Philippines.

Inside each suitcase were vibrant cultural hints—colorful fabrics, traditional decorations, masks, photos, and more. Students worked together to observe the items, discuss what they might represent, and share their ideas and questions. This fun and engaging start sparked their curiosity and set the stage for a deeper inquiry into the meaning and significance of Filipino celebrations.

All aboard PLC Airlines to a mystery destination and ready for take off.

To extend their thinking, students added questions and ideas to a Wonder Wall, making their curiosity visible. They also used the K-W-L visible thinking routine to identify what they already Know, what they Want to know, and what they eventually Learned by the end of the unit.

Meanwhile, Grade 5 students began their inquiry with an interactive provocation called “Can You Guess the Word?” Using riddles and clues, students discovered that their new unit would also focus on Filipino celebrations and fiestas.

They then responded to prompts on Padlet, such as: “What comes to your mind when you hear the word celebration or fiesta?” and “What Philippine festivals do you already know?”

Padlet: Grade 5 students’ responded to the question: “What are some when celebrations and festivals that you know?”
We even had fun singing Karaoke together!

To deepen their inquiry, both Grade 4 and 5 students engaged in a Chalk Talk routine to explore key vocabulary such as migration, technology, globalization, and modernization—important factors that have influenced how Philippine celebrations have changed over time. Using Seesaw, students compared the Sinulog Festival: Then vs. Now, examining how traditions and practices have evolved through time.

Chalk Talk: Students wrote down their ideas about each given word.

Students worked on developing their vocabulary.

In preparation for their summative task, students are now designing their own cultural booths for the upcoming Festival of Festivals. Their challenge? To reimagine and transform an existing Filipino festival into an inclusive celebration that fosters cultural appreciation and understanding within our international school community.

Grade 4 students worked on their planner for their Festival of Festivals presentation.

Through these rich learning experiences and engaging provocations, students are strengthening their Approaches to Learning (ATL) skills in meaningful ways. Visible thinking routines such as See-Think-Wonder, K-W-L, and Chalk Talk, along with digital tools like Padlet and Seesaw, have helped students organize their thoughts, ask deeper questions, and connect ideas. These routines supported the development of research skills through the analysis of clues and discussions, while enhancing thinking skills through observation, inference, and reflection. Collaborative group tasks nurtured social skills, as students listened, shared, and built on each other’s ideas. The various presentations, digital responses, and group sharing activities also strengthened their communication skills.

Experiences like these not only deepen students’ understanding of Filipino celebrations and how they have evolved, but also empower them to become thoughtful, curious, and collaborative learners with a growing appreciation for Filipino culture.

MYP Music Class

by Ms. Marie Briones, MYP Music Teacher

The Final Strains of Baroque: Grade 6 Students Perform Vivaldi as MYP’s Musical Journey Comes to a Close

As part of their inquiry into how music reflects the identity of a time and place, Grade 6 music students explored the Baroque period through a performance-based study of Largo from Vivaldi’s Winter. In this unit, they were challenged to apply fingerstyle techniques on the ukulele to interpret key Baroque stylistic features such as precise rhythmic patterns, arpeggios, contrast, ornamentation, and expressive phrasing. 

Fingerstyle was chosen intentionally for its ability to reflect the clarity and detail of Baroque plucked instruments like the lute and to mimic the sound of the harpsichord. This technique helped students bring out the intricate melodic and harmonic qualities typical of the era.

To support their learning, students used information literacy skills to research the historical and musical context of the Baroque period. They explored how composers like Vivaldi used music to express the identity of their time, allowing them to make more informed and purposeful performance choices.

I discovered that fingerstyle is more entertaining than strumming because, in my opinion, I think that plucking the strings has a better sound, and there are a lot of possibilities for different patterns.

Isu

Even if there are some difficult parts, I feel confident that if I don’t give up and keep going, I can do it eventually. And I learned that it’s important to learn the rhythm with my body.

Seoyul

Something that I discovered about myself while doing this piece was that I really enjoyed playing the ukulele. Before, I didn’t really know a lot of pieces, and the pieces I learned weren’t my favorite. Now, while doing this piece, I really enjoyed playing the ukulele as I listened to this piece many times before.

Jisoo

Some of the feedback I received was not to pluck too hard and to go slower to stay on beat. Additionally, I need to improve my fingerstyle technique because I find it challenging to maintain a steady rhythm. Practice and patience are essential for mastering this skill.

Ariya

Students also reflected on the strategies they used to develop their skills, the challenges they encountered, and how they overcame them. 

A challenge was assigning different fingers for each string. This is because I am used to using only my pointer finger, so what I did was to concentrate on the note, and which note went with which finger, and I eventually figured it out.

Yeshua

My strategy in remembering the first line was by making a pattern in my head, such as after every other note, there is a G chord, except for the last 2 notes!

Yeso

One challenge I faced was coordinating my thumb and fingers to pluck the strings cleanly without accidentally muting or hitting the wrong string. To overcome this, I practiced slowly and deliberately, focusing on accuracy rather than speed. Gradually, my muscle memory improved, and I was able to play the fingerpicking pattern more smoothly.

Kallea

A specfic techincal adjustment i made while playing is that whenever i pluck any string, i make sure not to put my finger too high so that i can come back to the same chord and play the chord on time.

Caitlin

This unit culminates in a Criterion C summative assessment, where students will perform the piece on the ukulele. Their interpretations will demonstrate not only technical ability, but also a nuanced understanding of genre identity and historical context—hallmarks of MYP Arts learning. Students are making meaningful connections between historical context, personal expression, and technical skill, reminding us that even a centuries-old composition can speak clearly through the voice of a modern learner.

Soundtracks of Identity: G9/10 Music Shaping Messages in Media Project

This term, Grade 9 and 10 students in the MYP Music engaged in a thought-provoking unit that explored how music can shape stories and influence perspectives. Centered around the Statement of Inquiry — Music in films, media, and campaigns serve as a tool for communication, shaping narratives and influencing audiences by reflecting and expressing personal and cultural identities — the unit encouraged students to think critically about how sound and message intertwine in public media.

Students examined how musical choices impact the way messages are interpreted across different media platforms—whether in advertising, film, or protest movements. Through guided inquiry and real-world case studies, they analyzed the role of genre, culture, and context in musical storytelling.

As their culminating summative assessment, students created an original piece of media—such as a protest song, a music-driven ad campaign, or a scored film scene—that used music to communicate a message of their choice. The work challenged them to present a clear artistic intention and develop their ideas using relevant musical tools and strategies.

One group, for example, developed a video campaign to promote the identity and community spirit of CIS (Cebu International School). Their artistic intention was to use music to showcase the diverse and vibrant student body. The team explained,

“Our music choice can shape the emotion and message our piece is trying to share, which is all about promoting CIS and its community. To do this, the emotion aimed to show is happiness and energetic songs. As an example, an energetic song like ‘I Love Cebu’ can help reinforce joyful moods.”

Their video blended joyful footage of campus life with upbeat, culturally resonant music to communicate a celebratory message of belonging, unity, and positivity.

Throughout the unit, students not only learned how to create meaningful media—they also learned to evaluate it. They explored how music can subtly influence emotions, reinforce bias, and carry cultural meaning depending on its use and context. These skills helped them become more aware, reflective, and ethical artists and consumers of media.

The unit concluded with a class showcase where students presented their final creations, articulated their artistic intentions, and reflected on how their musical choices supported their messages. It was a celebration not just of sound—but of student voice.

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: May 23, 2025

Principal’s Corner

by Mr. Benjamin Martin, Middle and High School Principal

The Power of Visualization to Set Goals

We have heard about having a growth mindset and using positivity as we set goals. This is especially important when we visualize our future. The studies have shown that when our anxieties and fears overcome our thoughts, we actually perform worse. In fact, our thoughts often do predict our future. For example, if we are always worried about miss-hitting the ball, there is a better chance we will. But if we also visualize hitting the ball, there is a better chance that our muscle memory will eventually kick in and we will hit the ball more often.

Image found from: https://acoachspursuit.wordpress.com/2020/05/06/visualization-making-it-real/

Visualization is a technique that athletes or actors often use when performing but these techniques can also help us before taking a test or giving a presentation. We can’t only dream about having success, we must use visualization to specifically imagine your success. What does success look like? What does it feel like? What does it sound like? Use your senses.

Visualization is a technique first made popular by the basketball player Michael Jordan and now is widely used by athletes in many sports, such as Micheal Phelps in swimming, Christiano Ronaldo in football, and Conor McGregor in mixed martial arts. However, these athletes stress that it is not only important to visualize your successes but to predict your struggles as well so that you can adapt. We all know that life doesn’t go exactly as we plan it so we need to be prepared for a variety of hurdles that come up. What do these look like? How do they feel? And most importantly, how can we make adjustments.

Visualization has only recently started becoming popular in academics as a way for students to cope with test anxieties. By visualizing, students are able to imagine themselves in testing conditions and specifically are able to imagine the types of questions they may face on an exam. It helps for them to use deep breathing exercises as they close their eyes and walk through taking an exam from start to finish. What strategies will they use during exams when it comes to time and stress management. What will happen if they face a question they do not know how to answer? How will they adjust? After the visualization, students can then go back and study and prepare for questions and scenarios that they may not have considered.

Visualization techniques are exercises you can complete to help you achieve goals. You can use these techniques to use your imagination to visualize your goals. Creating a clear mental picture of your future success can give you the confidence, motivation and courage to work toward achieving your goals. There are many such techniques you can try that range from painting a picture to writing a checklist. Using visualization techniques to set, monitor, and achieve specific goals has proven to be an advantage to successful athletes and performers and it can have the same benefits for our students.

Upcoming events of note

  • Thu, May 22: 2nd Sem. ASA’s end
  • Fri, May 23: G12 Graduation (No PM classes)
  • May 24-25: CIS/MFC Friendship Cup (Soccer)
  • Tue, May 27: PTA Coffee Morning
  • Fri, Jun 6: Classes held (Public holiday: Eid Al Adha – compensatory  holiday on June 30)
  • Sat, Jun 7: CIS Centenary Gala
  • Wed, Jun 11: Last day of School / Moving Up Ceremonies
  • Jun 16 – 27: CIS Summer School Activities

Please refer to the CIS Event Calendar for the complete calendar of school events.

Dear CIS Community,

You are invited to the CIS Centennial Gala Dinner!

Join us for an unforgettable evening as we celebrate Cebu International School’s 100 years of learning, community, and connection at the Oakridge Pavilion this Saturday, June 7, 2025.

This business formal event will bring together alumni students, alumni parents, alumni faculty, current parents, faculty & staff, and cherished friends—past and present—for a night of celebration, storytelling, and shared memories.

Enjoy a delicious dinner, heartwarming moments, and conversations that reflect CIS’ rich history and the journeys we’ve taken together.

The ticket includes a sit-down event with dinner, with the venue offering both seating and open spaces for mingling and reconnecting.

Ticket price and more details will be communicated in the coming days. We look forward to celebrating with you!

CIS Summer Activities & Sports Programs 2025

We are back again with fun and exciting Summer Activities and Sports Programs this June 16-27, 2025!

Open to everyone, whether you’re from CIS or other schools. Join us for 2 weeks of creative, fun, and active learning on campus.

Registration form: https://go.cis.edu.ph/summer
More information: https://go.cis.edu.ph/summer-info

Elementary: Language Acquisition-English

by Ms. Evangeline Belono-ac, K/G1 and G4/5 LA-English Teacher and Ms. Jessa Luntayao, G2/3 LA- English Teacher

In the PYP Elementary Language Acquisition – English classes, students are not only learning new vocabulary and grammar, but they are also building the confidence to communicate, connect, and express themselves in meaningful ways. Through engaging activities, collaborative learning, and real-world contexts, learners at all language levels are supported in developing their listening, speaking, reading, and writing skills.

Throughout this semester, students have explored vocabulary linked to their Units of Inquiry and applied grammatical concepts in varied and purposeful settings. These linguistic connections deepen their understanding of key concepts and themes while expanding their vocabulary and strengthening comprehension. Whether through role-plays, interactive games, reading, writing, or sharing, our young English Language Learners are actively using language as a powerful tool to make meaning, express ideas, and connect with others.

Over the past two weeks, the English language learners completed their end-of-year WIDA assessments, which informed the teachers of how much growth they have made in reading, writing, listening, and speaking English throughout the school year. Their result was considered in writing report comments and in making decisions for the next school year.

Here’s a glimpse into what they’ve been working on!

The K/G1 English Language Learners crafted poems and shared them in class.

Our Kindergarten and Grade 1 students have been joyfully exploring self-expression through visual arts and poetry, as part of their unit under the transdisciplinary theme How We Express Ourselves.

In connection with this unit, students have been inquiring into poetry.  They read and analyzed a variety of poems, focusing on key elements of poetry discussed in class. Inspired by their learning, they went on to craft and illustrate their original poems, including couplets, acrostics, five-senses poems, and haiku. With great pride, they shared their unique creations with classmates, celebrating both their words and their artwork.

Throughout the process, students experimented with poetic sound devices such as rhyme, repetition, and onomatopoeia. They also explored figurative language to bring creativity and emotion into their writing. A special highlight was their discovery of interjections—expressive words that helped bring extra energy and personality to their poems!

When asked to reflect on their experience as young poets, here’s what some of them shared:

Under the transdisciplinary theme- How We Express Ourselves, the Grade 2&3 English language learners took a deep dive into vocabulary work by exploring synonyms and the concept of shades of meaning. After reading “Alexander and the Terrible, Horrible, No Good, Very Bad Day”, students identified the character’s emotions and brainstormed synonyms for each one. From there, they examined how similar words can express different levels of feeling, like how “mad,” “angry,” and “furious” vary significantly in intensity. This awareness helps students make more thoughtful word choices in their writing and speaking.

To make their learning visible, students used a fun and visual paint chip template to sort words from least to most intense. This hands-on activity helped them see how word choices affect a reader’s understanding and emotional response. This activity supports their current unit of inquiry, where students are writing narrative stories. By developing a stronger sense of word choice and emotional impact, the English learners are becoming more thoughtful and expressive writers!

After identifying the character’s emotions in the “Alexander and the Terrible, Horrible, No Good, Very Bad Day” story, the Grade 2/3 EAL students brainstormed synonyms for each feeling. Using a Paint Chip template, they showed shades of meaning by arranging the words from the least intense to the most impactful.

In their Language Acquisition – English class, the Grade 4 English Language Learners inquired into syllable stress, word stress, and intonation as part of their continued development as confident and expressive communicators. Aligned with the PYP’s emphasis on language as a tool for communication and expression, students first explored the rules of syllable stress and how word stress creates rhythm and beat in spoken English. They then analyzed how stress within a sentence helps to emphasize meaning, making their speech clearer and more impactful for listeners. These skills directly supported their work in their homeroom unit of inquiry project, where they were tasked with delivering lines for a short movie.

To apply their learning in meaningful contexts, students engaged in partner conversations to practice using stress and intonation authentically. They also participated in a reader’s theater, allowing them to deepen their understanding of spoken expression while developing their fluency and confidence in English. Through these collaborative and creative language experiences, the Grade 4 learners not only strengthened their communication skills but also demonstrated the attributes of being knowledgeable, communicators, and risk-takers.

Grade 4 EAL students practiced their understanding of syllables, word stress, and intonation through pair activities, evaluating how stress in words and sentences affects meaning. They also participated in readers’ theater to apply their understanding in real-world contexts.
The Grade 5 English Language Learners used multiple ways to present their understanding of unit vocabulary.

Our Grade 5 English Language Learners have been actively building their vocabulary using a variety of engaging strategies to support their current Unit of Inquiry, Who We Are. This unit focuses on understanding the changes and transitions that occur as we grow, with a particular emphasis on physical, emotional, and social development during puberty.

To support their understanding, students have been learning about the different body systems and how puberty impacts various aspects of life. As they explored new vocabulary, students were given the opportunity to choose how they would demonstrate their knowledge and understanding—and they rose to the challenge with creativity and enthusiasm! Some chose to draw body parts, use real-life models, act out role-plays, create games, design visuals on Canva, or use 3D models of the human body.

When asked how it felt to have the freedom to choose how to show their learning, students had this to say:

To deepen their understanding of new and often complex vocabulary, students also revisited word structure strategies, looking closely at Greek and Latin roots to help them unlock unfamiliar words. This approach has been especially helpful as they encounter and understand the meanings of medical and scientific terms.

By blending language development with meaningful, real-world learning, the Grade 5 English language learners are growing not just in their vocabulary but also in confidence, comprehension, and communication skills in a meaningful and relevant way    

The students reviewed word structure by forming new words using given roots, prefixes, and suffixes, and then explained the meanings of the words they created.

MYP Design Class

by Mr. Japhet R. Pagarigan, MYP Design Teacher

Think It, Plan It, Make It: Inside MYP Design

Exciting things are happening in the MYP Design classroom! From Grade 6 to Grade 10, students are taking on the challenge of thinking critically, planning effectively, and creating innovative solutions.

From conceptual thinking to refined creation, the MYP Design framework empowers students with essential problem-solving and innovation skills. Through inquiry-driven learning, students engage in a structured design cycle that enhances creativity, critical thinking, and practical application. 

The Foundations of Design Thinking. Students dive into real-world problems, brainstorming ideas and defining success criteria using SMART principles. Through research and guided discussions, they develop structured design briefs, selecting the best materials and tools to bring their concepts to life!

Advanced Innovation in Action at Higher Levels, students push boundaries with user-centered design, refining concepts, product testing, and digital prototyping. Whether it is promotional materials, product designs, or tech-driven solutions, these young designers showcase creativity with purpose!

From Concept to Creation! The MYP Design process is not just about making things—it is about solving problems, embracing challenges, and thinking like innovators. 

Showcasing Creativity. Throughout the MYP Design journey, students develop resilience, adaptability, and a designer’s mindset. Their work is not just about aesthetics—it is about function, innovation, and meaningful impact. From early research to final presentations, they embrace the challenges of design thinking, making each stage of their learning process a step toward mastery.

See it in Action! Check out the snapshots of students in the midst of designing, planning, and creating! Watch as our students turn ideas into reality, one project at a time!

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: May 16, 2025

Principal’s Corner

by Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator & Accreditation Officer

What It Means to Be a Common Sense School

Last week, we were thrilled to share the news that our school has officially been recognized as a Common Sense School. This recognition reflects our shared commitment to helping students develop the skills they need to be thoughtful, responsible, and safe in today’s digital world.

But what does this really mean for us as a school community?

It means we are actively teaching our students how to find balance in their digital lives, how to protect their personal information, how to communicate respectfully, and how to think critically about what they see and share online. These are essential life skills that will help our learners thrive not just at school, but at home and in the wider world.

As we approach the end of the school year and begin the summer vacation, we know that many of our students may be spending more time using technology, whether for entertainment, social connection, or exploration. In fact, research from organizations like Common Sense Media and the American Academy of Pediatrics shows that children’s screen time often increases over long school breaks, when daily routines and in-person activities shift. That’s why it’s so important that the digital citizenship lessons we’ve explored together throughout the year continue to guide students as they make choices and engage with technology over the summer.

Here are a few ways families can help reinforce these important ideas at home:

  • Media Balance & Well-being – Help your child create a healthy balance by building in regular screen breaks and encouraging offline play, reading, or time outdoors.
  • Privacy & Security – Remind them to keep personal information private and to think twice before clicking unknown links or downloading apps.
  • Digital Footprint & Identity – Talk about how what we post and share online can shape how others see us—and how we see ourselves.
  • Relationships & Communication – Model and encourage respectful communication. Remind your child that kindness matters, both online and offline.
  • Cyberbullying & Digital Dilemmas – Keep open lines of communication. Let your child know they can come to you if something online makes them uncomfortable.
  • Cyberbullying, Digital Dilemma, and Hate Speech – Discuss the importance of being inclusive and how to respond safely and responsibly when they see or hear something harmful.
  • News & Media Literacy – Explore current events together and encourage curiosity and critical thinking when reading or watching news online.

Common Sense Media also offers a fantastic collection of resources designed specifically for families. We invite you to explore these tools by clicking on this link.

Additionally, Common Sense for Parents is another great resource where you can find expert reviews on apps, games, and websites, along with helpful advice for navigating the digital world. Explore their resources here.

Thank you for continuing to partner with us. Together, we can help our students carry what they’ve learned into the summer and into all the spaces where they connect, create, and grow.

Upcoming events of note

  • Apr 28 – May 21: IBDP Exams
  • Sat, May 17: CIS Touch Rugby
  • Thu, May 22: 2nd Sem. ASA’s end
  • Fri, May 23: G12 Graduation (No PM classes)
  • May 24-25: CIS/MFC Friendship Cup (Soccer)
  • Tue, May 27: PTA Coffee Morning
  • Fri, Jun 6: Classes held (Public holiday: Eid Al Adha – compensatory  holiday on June 30)
  • Sat, Jun 7: CIS Centenary Gala
  • Wed, Jun 11: Last day of School / Moving Up Ceremonies

Please refer to the CIS Event Calendar for the complete calendar of school events.

Dear CIS Community,

You are invited to the CIS Centennial Gala Dinner!

Join us for an unforgettable evening as we celebrate Cebu International School’s 100 years of learning, community, and connection at the Oakridge Pavilion this Saturday, June 7, 2025.

This business formal event will bring together alumni students, alumni parents, alumni faculty, current parents, faculty & staff, and cherished friends—past and present—for a night of celebration, storytelling, and shared memories.

Enjoy a delicious dinner, heartwarming moments, and conversations that reflect CIS’ rich history and the journeys we’ve taken together.

The ticket includes a sit-down event with dinner, with the venue offering both seating and open spaces for mingling and reconnecting.

Ticket price and more details will be communicated in the coming days. We look forward to celebrating with you!

CIS Summer Activities & Sports Programs 2025

We are back again with fun and exciting Summer Activities and Sports Programs this June 16-27, 2025!

Open to everyone, whether you’re from CIS or other schools. Join us for 2 weeks of creative, fun, and active learning on campus.

Registration form: https://go.cis.edu.ph/summer
More information: https://go.cis.edu.ph/summer-info

Elementary: Media Literacy

by Ms. Mary Jean Cordova, Grade 5 Homeroom Teacher/ Media Literacy Teacher/Media Center Coordinator

In Media Literacy class, students build on the conceptual understandings explored in their homeroom units through transdisciplinary and inquiry-based experiences. This learning space encourages them to investigate meaningful ideas, make connections across disciplines, and demonstrate their thinking in creative and authentic ways. Whether through research, discussion, media creation, or reflection, students are able to apply their skills purposefully while deepening their understanding of the world around them.

In connection with their unit on the five senses, Early Years students used their thinking and communication skills to explore how people experience the world differently. During Media Literacy class, students were introduced to the inspiring stories of Helen Keller and Louis Braille—two individuals who lost their sense of sight and learned to navigate and understand the world using their other senses. Through read-aloud sessions and meaningful class discussions, students discovered how both Helen and Louis developed new ways to read and communicate. By engaging with these stories, students demonstrated empathy and curiosity, asking thoughtful questions and expressing wonder about how others live without their sense of sight. This learning experience helped students appreciate the role of all five senses and recognize the different ways people adapt and thrive in the world around them.

To deepen their understanding, the class participated in a tactile letter-making activity, using materials like varied beads and fuzzy wires. This hands-on experience helped students imagine how people who are blind might learn letters through the sense of touch.

Students in Kindergarten and Grade 1 demonstrated their understanding of how books are made and the importance of taking care of them. During Media Literacy class, students explored the paper-making process and learned how natural resources are used to create books. Through engaging videos, they discovered that making books takes time, effort, and materials, helping them understand why books are valuable. This awareness deepened when students visited the Media Center and observed the “Book Hospital,” where damaged books are sent for repair. Seeing torn pages and broken spines sparked thoughtful conversations about how we can all help protect our shared reading materials. To take action, students used their creativity and communication skills to produce media projects that promote responsible book care. Through this learning experience, students not only practiced their Media Literacy skills but also became caring and responsible members of the learning community.

Students created videos, colorful posters, and bookmarks to remind the school community of simple ways to take care of books—like turning pages gently and keeping them dry. Through this, they understood that when we don’t take care of books, we waste the valuable resources used to make them.

Students in Grades 2 and 3 demonstrated their developing comprehension and thinking skills through a novel study of Vacation Under the Volcano. During Media Literacy class, they explored how sensory details help readers connect with the story by imagining what it feels like to walk side by side with the characters. This supported their ability to write thoughtful and descriptive reading responses. Students also inquired into reading genres and practiced using inference skills to support their understanding of the text’s structure and purpose. Through this learning experience, students not only strengthened their Media Literacy skills but also grew as communicators, inquirers, and collaborators within their learning community.

As students read each chapter, they collaborated in literature circles, taking on roles such as Word Wizard, Discussion Director, and Artful Artist to explore vocabulary, ask meaningful questions, and express ideas creatively.

Students in Grades 4 and 5 demonstrated their research and digital literacy skills by creating websites to share their understanding of their respective units. In Grade 4, students explored forms of energy, while Grade 5 students worked on their PYP Exhibition. Both classes used their websites to organize their ideas and communicate their learning with the wider community. Throughout the process, students ensured the information they included was factual and reliable. They learned how to evaluate sources, verify details, and cite their references properly to show academic honesty. Students extended this learning by using thinking tools and graphic organizers to make sense of complex ideas and gather insights from multiple perspectives through the MISO method—Media, Interview, Survey, and Observation.

Students documented their understanding in writing, video, and audio recordings, which they embedded into their websites. Through this learning experience, students strengthened their ability to research, communicate, and reflect, becoming responsible and thoughtful digital citizens.

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: May 9, 2025

Admin News

by Dr. Gwyn Underwood, Superintendent

As we approach the end of our school year with four and a half weeks remaining in the 2024-25 school year, many of you are likely thinking about the upcoming changes in your lives. Teachers are wrapping up the academic year, students are getting ready to advance a grade or graduate, and some families are preparing to leave CIS and Cebu. During this transitional period, it’s important to acknowledge the impact these changes can have on us and our families. I’d like to share an adapted article that I find particularly useful at this time of year, to help us all prepare for what’s ahead.

Building your Transition RAFT

In their seminal book Third Culture Kids: The experience of growing up among worlds, David Pollock and Ruth Van Reken outline the transition process as a normal process that uses the following associated feelings:

As we navigate transitions, it’s crucial to address the emotions involved to manage any related stress effectively. Unaddressed, these emotions can lead to an unhappy transition and poor reintegration into new environments. This is especially true for students, as it can significantly impact their social and academic achievements.

Diagram source: impactgrouphr

Pollock & Van Reken also developed the acronym and visual image “RAFT” to help explain pre-departure processes needed for successful transitions. Here is a summary of what each acronym represents:

Reconciliation – Begin building your raft by asking yourself if you have any relationships that need mending. Is there any unfinished business between you and someone you are in a relationship with? This is the time to give and receive forgiveness. Bitterness and regret stemming from a lack of closure and resolution inhibit good grief and adjustment to a new location.

Affirmation – This is the time to thank the people who have been involved in your life. Affirm the relationships you have made and what they have meant to you. Take the time to tell people what you have learned from them and how grateful you are for them. Try to leave as little unsaid as possible when you leave a place.

Farewells – Say goodbyes to people, places, pets, and possessions that have mattered to you. Take lots of pictures. Take the time to say culturally appropriate goodbyes. Some cultures require a lengthy departure process. Particularly difficult farewells are the ones that are generally rushed or put off, so plan ahead and give the farewell due attention.

Think destination – Think and dream about where you are going and what it will be like. Be very honest about the expectations you have for the people and situations that you are going to. Be honest with yourself about how you feel about this transition. Think ahead to what scares you or excites you about where you are going. Research the realities of your destination. If at all possible, put concrete plans in place. (RAFT summary adapted from The Irrational Season)

Raft Photo: Joshua Earle on Unsplash.com

These last few weeks will pass quickly. Please take time to build a RAFT for your transition, and go out of your way to help your friends build theirs. Consider how change may impact the feelings of all of our students, whether they are leaving or not, as the process will help them face new situations as they move into a new grade, and as some of their friends and teachers leave.

Upcoming events of note

  • Apr 28 – May 21: IBDP Exams
  • May 5-9: Busking Week
  • Mon, May 12: Local Elections – No School
  • Sat, May 17: CIS Touch Rugby
  • Thu, May 22: 2nd Sem. ASA’s end
  • Fri, May 23: G12 Graduation (No PM classes)
  • May 24-25: CIS/MFC Friendship Cup (Soccer)
  • Tue, May 27: PTA Coffee Morning

Please refer to the CIS Event Calendar for the complete calendar of school events.

Dear CIS Community,

You are invited to the CIS Centennial Gala Dinner!

Join us for an unforgettable evening as we celebrate Cebu International School’s 100 years of learning, community, and connection at the Oakridge Pavilion this Saturday, June 7, 2025.

This business formal event will bring together alumni students, alumni parents, alumni faculty, current parents, faculty & staff, and cherished friends—past and present—for a night of celebration, storytelling, and shared memories.

Enjoy a delicious dinner, heartwarming moments, and conversations that reflect CIS’ rich history and the journeys we’ve taken together.

The ticket includes a sit-down event with dinner, with the venue offering both seating and open spaces for mingling and reconnecting.

Ticket price and more details will be communicated in the coming days. We look forward to celebrating with you!

CIS Summer Activities & Sports Programs 2025

We are back again with fun and exciting Summer Activities and Sports Programs this June 16-27, 2025!

Open to everyone, whether you’re from CIS or other schools. Join us for 2 weeks of creative, fun, and active learning on campus.

Registration form: https://go.cis.edu.ph/summer
More information: https://go.cis.edu.ph/summer-info

Elementary Art Class

by Ms. Kres Jorgiet Bajamonde, PYP Art and PHE Teacher

Sketching with care, Early Years students bring their favorite body parts to life using yarn and sand for a sensory-rich art experience.

The Early Years have been joyfully exploring how our senses can inspire artistic expression. As part of our current unit, the students have been inquiring into how sights, sounds, textures, and even smells can spark creativity and help us express our feelings and ideas. With wonder and excitement, they have experimented with textured collages, sand painting, and sensory-rich materials like fabric, clay, and natural objects. Through these playful encounters, they are beginning to understand how artists make purposeful choices about materials to communicate and connect with others in meaningful ways.

Creating their own surreal masterpieces, students brought melting clocks to life using paint, crepe paper, feathers, and sand for a rich mixed-media experience.

In the Kindergarten and Grade 1 Art class, our young artists explored the imaginative world of Salvador Dalí through lines, shapes, and surreal creativity. With wide-eyed curiosity, they transformed paper plates into whimsical melting clocks, inspired by Dalí’s iconic artwork The Persistence of Memory. Using feathers, crepe paper, paint, and markers, students experimented with flowing lines and distorted shapes, learning how these elements can express ideas and feelings. Through this playful mixed-media experience, they discovered that art is not only about what we see, but also about what we feel and imagine.

In the Grade 2 and Grade 3 Art class, our young artists have been exploring how perspective functions in drawing to create depth and space. As part of our current unit, students were introduced to one-point perspective through engaging demonstrations and inspiring examples from artists like Leonardo da Vinci and M.C. Escher. They practiced drawing simple scenes, such as roads, boxes, and buildings, with focus and creativity, using vanishing points and converging lines. Through peer sharing and feedback, they reflected on how their use of lines helped make their drawings appear more three-dimensional and realistic.

Practicing one-point perspective from home, students created simple scenes that show depth and space using just lines and imagination.
Using paint and markers, students brought their chosen causes to life through powerful symbols and bold visual messages.

In the Grade 4 Art class, students have been exploring the powerful role of artists in advocating for fairness and equity. Building on our artist carousel featuring Banksy, Judy Baca, and Keith Haring, students examined how visual tools like symbolism, color, and typography can convey strong social messages. They then selected causes they cared about, from environmental protection to inclusion, and used planning sheets to brainstorm ideas and begin sketching drafts of their advocacy artworks. Through media experimentation and peer feedback, they reflected on the clarity of their messages and the emotional impact of their chosen symbols, deepening their understanding of how art can inspire change and raise awareness.

In the Grade 5 Art class, students embarked on a creative journey that fused their PYPX passions and advocacy into powerful visual expressions. Through grid drawing, they captured what they love with precision and care, translating their passions into detailed artworks. Simultaneously, they explored sculpture as a tool for raising awareness about issues they care deeply about, using mixed media to bring their advocacy to life. Guided by the central idea that artists can influence change in their communities, students engaged in peer critiques to refine their work, ensuring their messages were both clear and impactful. Each piece stands as a reflection of their voice, values, and vision for a better world.

Using paint and markers, students brought their chosen causes to life through powerful symbols and bold visual messages.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Alumni Spotlight

Yes to Study Abroad” is an intensive, hands-on course that equips high school students with the knowledge and skills to apply to universities across various countries and systems.

Open to CIS and non-CIS students!

What you will learn (and apply later!) in this course:

  • How to understand and meet international university application requirements
  • Writing a strong and personal application essay or statement
    How to prepare and practice for university interviews
  • A clear overview of how admissions work in different countries
  • Students will also create their resume and prepare a personalized application portfolio and gain confidence to apply to universities abroad

Whether you’re aiming for the US, UK, Australia, Canada, parts of Europe and even in Asia, this program will help you manage your study abroad applications with confidence, from start to finish.

Course Fee: ₱18,000 for 5 days

We are now a Common Sense School!

by Ms. Mary Jean Cordova, Grade 5 Co-teacher, Media Center Coordinator, and ICT & EdTEch Committee Co-chair

We are proud to share that our school has been recognized as a Common Sense School, an achievement that highlights our commitment to teaching students essential digital citizenship skills.

Being a Common Sense School means we prioritize teaching our students to think critically, use technology responsibly, and navigate the digital world safely. This recognition reflects our efforts to create a positive digital culture, empowering our students to thrive both online and offline.

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
June 7, 2025   May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: April 25, 2025

Principal’s Corner

by Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator & Accreditation Officer

CIS as a Hub for Educational Exchange and Collaboration

This month of April, Cebu International School had the pleasure of welcoming teams of educators from Stockbridge American International School (SAIS) – Davao, recently authorized to offer the IB PYP, and the International School of Cagayan de Oro (IS CDO). These benchmarking visits were a valuable opportunity for both schools to deepen their understanding of the IB programmes through observation and collaboration, drawing upon CIS’s established practices across the continuum.

The visits focused on the implementation of the PYP and MYP at CIS, with classroom observations enabling our guests to witness inquiry-based learning, student agency, and concept-driven teaching authentically embedded in our daily learning environment. These engagements also provided our faculty with the opportunity to reflect on and share the intentional strategies we use to foster a culture of thinking, collaboration, and lifelong learning.

At CIS, we believe in the power of shared professional learning to strengthen practice and build collective capacity across the educational landscape. This visit reflects our ongoing commitment to supporting the growth of IB World Schools in the Philippines and the region, while reaffirming our role as a learning community that actively contributes to the development of others.

We look forward to continuing this dialogue with SAIS as they build momentum in their IB journey and with and IS CDO as they explore and strengthen inquiry-based approaches to teaching and learning. Both schools expressed sincere appreciation to the CIS community for our openness in sharing practice and for our ongoing support.

In further support of professional collaboration, CIS also hosted the CIS Education Forum on April 25, welcoming about 200 educators from across the Philippines. This bi-annual event provides a platform for CIS teachers and invited speakers to share best practices in teaching and learning with colleagues from both public and private schools. It is a meaningful opportunity to highlight practical and inclusive approaches to learning, aligned with our school’s mission and the IB philosophy.

Together, through authentic sharing and purposeful connection, we continue to foster a culture of professional excellence that benefits not only our students, but the broader community of educators we serve alongside.

Upcoming events of note

  • Fri, Apr 25: Half-day Remote Learning Classes (AM only) / CIS Education Forum (for faculty on campus)
  • Apr 28 – May 21: IBDP Exams
  • Tue, Apr 29: PTA Coffee Morning
  • Wed, Apr 30: PYPx Exhibition
  • Thu, May 1: Public Holiday (Labor Day)
  • Fri, May 2: School Holiday
  • May 5-9: Busking Week
  • Mon, May 12: Local Elections – No School

Please refer to the CIS Event Calendar for the complete calendar of school events.

Grade 5: PYP Exhibition

by Mrs. Aimee Underwood (Asst. PYP Coordinator / Grade 5 Co-Homeroom Teacher) and Ms. MJ Cordova (Grade 5 Co-Homeroom Teacher / Media Literacy Teacher & Media Center Coordinator)

Thinking Deeply, Acting Purposefully: The 2025 PYP Exhibition Journey

At Cebu International School, the Grade 5 PYP Exhibition (PYPx) is more than a culminating project—it’s a celebration of what it means to be a learner. It brings together years of thinking, questioning, reflecting, and connecting. It’s where students draw on all they’ve learned in the Primary Years Programme to explore the world, their place in it, and how they might shape it for the better.

While the PYPx often draws attention for its visible outcomes—performances, showcase events, websites, advocacy campaigns, design prototypes, and community partnerships—this year, we’re shining a light on something equally powerful: the thinking behind it all.

Inquiry in the PYP isn’t a checklist—it’s a living process. Each PYPx journey begins with a passion but unfolds as students ask questions, encounter challenges, and build new connections.

Students explore their topics through three Lines of Inquiry, each guided by key PYP concepts. These concepts help students look at their passions from different angles, deepening their understanding as they go.

As Robeen shared during our mid-journey workshop:

“We start with Form and Function questions because we need to know what our passion really is like and how it works. Then, we make connections by looking at Change, Causation, and Connection to find out how our passion connects us to issues and opportunities around us. Once we know this, we want to take action, so our third Line of Inquiry is about Responsibility and Perspective—looking at how others are taking action, how we can take action, and how it affects others.”

The process is rarely linear. Students revise, reflect, and rethink constantly. This flexibility is where the deepest learning happens.

A key part of this year’s journey has been learning how to think strategically. Students crafted different types of questions—factual, conceptual, and debatable—to guide their inquiries and push their thinking further.

As Evan explained:

“We start with Factual questions to build our basic knowledge. These are things that have straight answers. Then, we ask Conceptual questions to help us connect ideas, compare and contrast, cause and effect, or analyze ideas. Finally, we ask debatable questions like ‘What is the most important factor in…’ to consider perspectives, too. This helps us think deeper.”

He also described how students use different tools to support each stage of thinking:

“In each of these steps, we learned to use different graphic organizers—like the Frayer Model to define, bubble maps to explain, Fishbone diagrams to explore cause and effect, Futures Wheels to predict outcomes, and Force Field Analysis to evaluate.”

These tools help make thinking visible and purposeful. With mentor guidance, students have developed the confidence to choose and use them independently, applying them across contexts and disciplines.

The Exhibition is challenging but deeply collaborative. Students reflect with mentors, share ideas with peers, and engage with the wider CIS community. Through it all, relationships play a key role.

As Fiona put it: “What we love about the PYPx is that we are powered by our friendship and teamwork!”

Inquiry isn’t just an individual pursuit—it thrives in dialogue, shared effort, and mutual support.

An Invitation to Celebrate

The Grade 5 students have been busy taking action, leading workshops, organizing community events, and preparing to share their learning and action with the CIS community. Their work—shaped by deep thinking, authentic feedback, and tools like the Sustainability Compass and Force Field Analysis—is making real-world impact!

Join us for the PYP Exhibition Showcase on Wednesday, March 30, 2025.
Come see what happens when students are empowered to lead their learning—with purpose, confidence, and care.

🔗 Revisit last year’s PYPx and learn more about the process here:
https://sites.google.com/cis.edu.ph/pypx2024/pypx-news

The PYPx is not just a celebration of Grade 5—it’s a reflection of our entire CIS learning community. The skills, mindsets, and values on display have been nurtured from the Early Years onward, supported by specialist teachers, mentors, families, and peers. It is also a living expression of our CIS Purpose Statement and Core Beliefs—where joyful inquiry, intercultural understanding, and responsible action come together in powerful, personal ways.

We look forward to sharing this inspiring journey with you!

Grade 11: Biology Class

by Ms. Rebecca Devadoss, DP Biology Teacher

Photosynthesis, seemingly a simple process where plants use sunlight, water, and carbon dioxide, a process that sustains nearly all life. By converting light energy into chemical energy in the form of sugars, it directly enables plant growth and indirectly provides the energy source for the entire food web. Moreover, photosynthesis releases the oxygen essential for the respiration of most organisms, making this a vital process for the survival of all ecosystems. While its basic principles are introduced across different grade levels, IBDP students explore this essential process in significant depth, investigating photosystems, the electron transport chain, and the Calvin cycle, highlighting its complexity and fundamental importance.

The experimental set up

Grade 11 students conducted investigations based on the factors that affect the rate of photosynthesis. Students, in groups, manipulated either the light intensity by varying the distance of a light source from the aquatic plant Elodea, or explored the impact of light wavelengths using different colored bulbs, or altered carbon dioxide concentration by introducing varying masses of sodium bicarbonate to the water. Throughout these controlled experiments, they meticulously recorded the number of oxygen bubbles produced by the Elodea over a set period to quantify the rate of oxygen production, which directly correlates with the rate of photosynthesis under those specific conditions.

Preparing the aquatic plant for the experiment

Process of counting the minute oxygen bubbles

Counting the oxygen bubbles 

The Outcome

Increasing the concentration of sodium bicarbonate enhanced the rate of photosynthesis up to an optimal level, beyond which the rate plateaued.

The rate of photosynthesis decreased with the increase in distance from the light source.

Blue and red wavelengths of light are more effective than green wavelengths.

Grade 11 students also made a presentation on artificial selection. Artificial selection, also known as selective breeding, is the process where humans intentionally breed plants and animals for specific, desired traits. By choosing individuals with desirable traits to breed, humans can influence the genetic makeup of future generations, leading to the development of distinct breeds and varieties over time. This process contrasts with natural selection, where the environment dictates which individuals are more likely to survive and reproduce.

Selective breeding of carrots
Selective breeding of the Brassica species
Varieties of tomatoes
Fleshy watermelon
Modern day corn
Seedless Bananas
Modern day Eggplant

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
May 3, 2025 April 18, 2025 April 22, 2025
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: April 10, 2025

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Understanding and Developing Cultural Competence

“We live now in a global village and we are in one single family. It’s our responsibility to bring friendship and love from all different places around the world and to live together in peace.”  –Jackie Chan (Chinese Actor, Philanthropist, UNICEF Goodwill Ambassador; b. 1954)

Anyone who listens to, watches, or reads the news probably has at least a little anxiety about how the world seems to be creating more divisions rather than making more connections. Though misunderstandings, differences in ideology, and conflict have existed since the beginning of time, the statistics have shown us that in the last fifty years, the world has created more alliances and had fewer large scale conflicts. This is because many people and countries had been working more diligently to find some common ground in spite of our cultural differences. The fear these days is that there has been a sudden shift and the world may be regressing in terms of understanding and developing the cultural competence necessary to maintain peace and prosperity.

So what exactly is cultural competence? Georgetown University defines it as “the ability of an individual to understand and respect values, attitudes, beliefs, and mores that differ across cultures, and to consider and respond appropriately to these differences in planning, implementing, and evaluating health, education and promotion programs and interventions.”

Rhonda Livingstone, the National Education Leader of Queensland, Australia has stated that “Culturally competent people understand, communicate with, and effectively interact with people across cultures.” It is about being aware of our view of the world and then striving to focus on the positive when it comes to cultural differences as we gain knowledge about those cultures as we develop the necessary communication and collaboration skills to interact across the many cultures that we interact with in our lives. Through due diligence, trust and respect become main factors in navigating cultural differences as disagreement and misunderstandings are bound to happen. This is not only true for people of different countries but of small cultural communities that may include diverse groups of people , thoughts and values within smaller communities.

Project Ready believes that while there is no one way to develop our cultural competency, there are some helpful checks to examine if we are striving to become more culturally competent by asking some questions. I have summarized a few of their discussions for us to consider as we reflect upon your own competency:

      • Do we understand the history, language, and traditions of the culture we are interacting with?
      • Do we value the different abilities and interests of generations, particularly when it comes to those that are older or younger than us?
      • Do we respect that there are different ways of raising children and that different families have challenges that we may not see on the surface?
      • Do we understand how identity and belonging play an essential role within a culture?
      • Do we seek first to understand before being understood before making judgements on another culture’s beliefs and values?

    Recently, words like “inclusion” and “diversity” are being twisted and perverted into political ideological debates. I think it is important to remember to focus on the definitions of these words. “Inclusion”, “justice”, “equity”, and “diversity” are all words when we look at the definitions that are designed to celebrate and enrich our cultures and not words designed to divide them. Having cultural competency does not mean we give up our own values or beliefs. What it does mean is that we are more aware of different perspectives and strive to look more deeply into what is causing cultural divides. It means that we strive to find ways to connect in spite of our differences rather than exclude and isolate others because they don’t fit into our personal ideologies. It is up to us to grow and develop this competency as culture matters. In fact, I believe that culture doesn’t only matter but it often is the most important aspect of being human. In the words of the famous author and poet TS Elliot, “Culture may even be described simply as that which makes life worth living.”

    I do believe that at Cebu International School, we already contribute to creating cultural competency in our diverse community of families, staff, and students and was very proud to see students from across many cultures participate and solve problems during our recent STEM assembly, as you can see in the photos in this article. Hopefully, our world leaders can redirect themselves to do the same.

Upcoming events of note

  • Thu, Apr 10: Last day of classes for Grade 12 students
  • Fri, Apr 11: School holiday ( Compensatory day for Apr 9 Day of Valor holiday)
  • Apr 14-21: Easter / Mid-Semester Break
  • Tue, Apr 22: Classes resume
  • Apr 23-24: MYP Personal Project Exhibition
  • Fri, Apr 25: Half-day Remote Learning Classes (AM only) / CIS Education Forum (for faculty on campus)
  • Apr 28 – May 21: IBDP Exams
  • Tue, Apr 29: PTA Coffee Morning
  • Wed, Apr 30: PYPx Exhibition

Please refer to the CIS Event Calendar for the complete calendar of school events.

PTA Corner

PTA Announcements

Parents’ Night Out Link

  1. PTA Board is calling out all parents to submit their Nominations for the 2025-2026 PTA Board Officer & Members. Kindly forward and email your nominations to dataprotection@cis.edu.ph and / or text to +639171097090. Deadline of nominations is on May 11, 2025-11:59PM.
  2. We are inviting All CIS Parents, Faculty & Staff to Parents Night Out, a PTA Fund Raising event for the benefit of various CIS PTA Activities including SLEF.  All Parents, Faculty, Staff and Friends are invited and welcome to participate.
    Parents Night Out
    25 April 2025 – 7:00PM
    GOA Nights, 38Park Ave. Cebu IT Park, Cebu City

    Limited Seats Available. Click the Link to Reserve Now.

Grade 9 Class

by Ms. Joy Pierra, G9 Homeroom Teacher

Building Bridges of Hope

As part of our commitment to service as action in the MYP, CIS continues to foster meaningful community partnerships that empower students to connect with the world around them. These partnerships not only allow students to apply their learning in real-world contexts but also help build empathy, collaboration, and a sense of global responsibility.

This school year, the Grade 9 homeroom class partnered with the Cancer Warriors Foundation to support and build relationships with children battling critical illnesses. The students aimed to create short but memorable experiences with these young warriors and provide them with practical materials to help them cope with their treatments and daily challenges.

The students actively communicated with the foundation’s staff, conducted an ocular visit, and worked together to align their objectives. A key highlight of this partnership was the event held last February 17 during CIS’s Week Without Walls, where children from the foundation were invited to visit the campus. The visit gave these children, most of whom are engaged in online learning due to medical needs, a joyful opportunity to experience school life and connect with the CIS community.

Inspired by their time together, the Grade 9 students began planning a fundraising initiative. Their goal was to raise enough funds to buy personalized presents for the children, bringing them comfort and motivation in the face of adversity. As a heartfelt gesture, each gift was accompanied by a personal letter from the students filled with encouraging words and messages of hope, reminding the children to continue living life to its fullest.

These thoughtful presents were handed over to Ms. Jay, the foundation’s director, last April 4, 2025, as a culmination of the students’ efforts and their genuine desire to make a difference.

This partnership beautifully exemplifies how service can be rooted in compassion, action, and genuine human connection. Bravo, Grade 9!

Here are some reflections from the Grade 9 students.

I believe that working alongside the Cancer Warriors Foundation was a valuable experience. It encouraged the participation of everyone in our class—sharing, enjoying, and planning together. This meaningful experience allowed us to improve our planning, creative thinking, and organizational skills.

Joseph

It was nice to connect with the Cancer Warriors community. Engaging with the children at school, participating in their events, and organizing a fundraiser for them was a lot of fun. With everyone’s help, we were able to make the event a huge success. Overall, our time with them was truly unforgettable, and I hope we can continue communicating and working with them in the future.

Arianna

The experience I had with Cancer Warriors was something special to me. Working with and helping children with cancer was a new experience, and it allowed me to realize many important things. Overall, I had a great time connecting with the kids and supporting them through some of the toughest moments of their lives.

Aryan

These were probably the most productive few weeks we’ve had. The experience pushed everyone beyond their boundaries to assemble a plan, execute it properly, and eventually accomplish our goal. The Cancer Warriors Foundation motivated us to take meaningful action in our service, helping us develop critical thinking, collaboration, proper planning, and the drive to work hard for the betterment of society through the exchange of ideas.

Rishabh

The experience with Cancer Warriors was truly amazing and unforgettable. It helped me open up and improve my social skills, especially in connecting with the children. Working on something new, like planning and participating in an event, helped me realize how effective community partnerships can be. One of the best parts of my experience was our bake sale, which I believe was a success. From gaining approval to the day we actually held the event, it was wonderful to see so many people support us. The most emotional moment was the final step—buying essentials for the children and distributing them. I gained so much from this experience and created memories that I will never forget.

Jiwoo

My experience with Cancer Warriors was fun and memorable because I had the chance to engage with the children when we hosted an event at school. The activities we prepared gave us the opportunity to interact and spend time with them, which made me very happy. The fundraising was also enjoyable—working with my classmates was really fun and gave us the chance to improve our planning, teamwork, and communication skills. This experience taught me many things, and I’m very grateful for it.

CJ

Grade 12 History Class

by Ms. Joy Pierra, DP History Teacher

DP History Students Make Their Mark as Historians!

This week, our DP History students concluded their two-year historical journey, one that challenged, inspired, and transformed them. As they stepped into their final session, they did not simply close a chapter. They reflected on how far they had come and how the past continues to shape the world around them.

Their journey began with a critical exploration of Rights and Protest, where they examined the fight for justice in the United States Civil Rights Movement and the struggle against apartheid in South Africa. Through these cases, students began to see how individuals and groups, through protest, resistance, and perseverance, could bring about significant social and political change.

From there, they explored the independence movements in India and Cuba, analyzing their causes and consequences. This enabled students to evaluate the complexities of liberation, how nationalism, leadership, and ideology intertwined with colonial histories and external pressures.

Their understanding deepened further when they studied the rise of authoritarian states, focusing on Hitler in Germany and Mao in China. They also examined the methods these leaders used to consolidate power and maintain control, learning how ideologies, propaganda, and fear could be used to manipulate and govern entire nations.

For DP History Higher Level , students turned to Southeast Asia, analyzing the impact of colonialism, nationalism, and World War II on the region. They dived deeper into the events that led to India’s nationalism and declaration of independence.

Throughout this process, students engaged with all components of the IB History course.

  • They mastered Paper 1, honing their source analysis skills.
  • They constructed thoughtful, comparative essays for Paper 2.
  • They applied detailed regional knowledge in Paper 3, offering a rich analysis of Southeast Asia’s historical development.
  • They also completed their Internal Assessment, producing independent research that demonstrated both academic rigor and historical curiosity.

As part of their final session, students were invited to reflect on their learning. Some guiding questions included:

To what extent has your understanding of history and its relevance to the present evolved throughout the DP History course?

Yushka – Before DP History, I viewed history as a collection of past events—interesting but distant. However, this course transformed my perspective by emphasizing how historical patterns, decisions, and movements shape contemporary issues. For example, studying colonialism’s long-term effects helped me understand modern geopolitical tensions and socio-economic disparities. I now see history as an ongoing dialogue between the past and present, where lessons from earlier eras inform current debates on justice, governance, and human rights. This shift has made me more critical of simplistic narratives and more attentive to the complexities behind today’s challenges. 

Yves – In the beginning, I had a surface-level understanding of Civil Rights, Apartheid, India, Hitler, and Mao, but I didn’t know much about Cuba except for Castro. By the end, I had a much deeper understanding of all the above topics and gained a comprehensive understanding of Cuban history. 

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What is the most unforgettable learning or moment you experienced in DP History, and why did it leave such a strong impact on you?

Elijah – My most memorable moments were the discussions we had during class. These were memorable because it was when the whole class engaged with one another, sharing our knowledge of history, learning from each other, and discussing the subject in greater depth. 

Renzo – For me, the most impactful learning experience was both the independence movements and authoritarian states. We were more involved in our learning and able to elaborate, as, apart from studying movements, we also analyzed famous influential people and the impact of their actions. 

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What specific struggles did you encounter in this course, and how did you overcome them?

Elijah – My main struggle was learning how to go further into detail with my arguments and points. This was always a challenge for me, as I often didn’t go into enough detail when explaining something. Remembering history, at least the major parts, is simple for me since I’ve always been familiar with it, but the real challenge was explaining things in more depth. I overcame this issue by practicing my explanations more and adding more details to the points I was making. 

Yushka – Time Management: Balancing the IA, exams, and other IB subjects was challenging. I am still trying to fix this by creating strict schedules, breaking tasks into smaller deadlines, and prioritizing high-impact work (e.g., focusing on essay outlines before drafting).

Writing Fatigue: Hand cramps during long essays were a hurdle. I practiced writing under timed conditions to build stamina and switched to typing when possible. I also learned to draft concise thesis statements first to streamline my arguments. 

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How have key historical concepts such as causation, change, and perspective deepened your ability to interpret and analyze historical events?

Renzo – I realized that there are several aspects to analyzing historical events not just what happened, but why and how it happened, as well as how different people viewed it and what it represented. At times, perspectives were insightful, while other times they were restrictive. While it isn’t difficult to differentiate between different sides, it was a challenge to distinguish very similar cases, such as types of authoritarianism or the nature of independence movements. Although I now know what must be analyzed, thanks to continuous practice, it isn’t perfect, as you will always need to reference the source materials. 

Yves – I understand causation and change, but I also gained new perspectives on historical events, realizing that significant historical events often receive criticisms such as ‘what could have been’ or ‘falling short of goals. 

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What advice would you give to future DP History students who are just beginning their journey as historians?

Elijah – My advice for them would be to understand as much as possible and find a genuine interest in the course. Having a true interest in history helps them retain information better and also makes learning about the past and its secrets more enjoyable. 

Renzo – Always check your sources, use dates, events, and figures, and provide examples—make sure your examples are relevant to the question. Always be specific with your examples and include nuance, such as differing perspectives, points of view, and methods. 

Yushka – To succeed in history, engage passionately with the subject—develop a genuine love for it, as curiosity drives deeper learning far more effectively than rote memorization. Practice actively by going beyond reading; write timed essays, debate different interpretations, and apply concepts to new contexts to sharpen your skills. Diversify your sources by exploring historians with conflicting views, which will help challenge your assumptions and broaden your perspective. Start early and break the IA into manageable stages—research, drafting, and revisions—to avoid the stress of last-minute work. Even during breaks, try to make progress, as small efforts now will pay off later. Finally, reflect on the relevance of history by connecting it to current events, making your analysis not only more meaningful but also memorable. 

Yves – Don’t write too much in your Paper 1. The marks indicate how much is expected of you to write, except for the OPCVL and essay sections. 

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In their responses, students reflected on significant personal growth and profound insights. Many described how they moved beyond viewing history as a mere collection of names and dates, instead embracing it as a field driven by interpretation, critical analysis, and the ability to link past events to contemporary global issues. They recognized the challenges of crafting historical arguments, evaluating sources, and meeting deadlines. However, through consistent practice, collaboration, and determination, they overcame these challenges and became confident, skilled historians.

Congratulations to the DP History Class of 2025. Through your reflections and growth, you have questioned narratives, made meaningful connections, and shown a deep commitment to understanding the past and its relevance to the present. Your journey, much like the one we’ve discussed in your responses, was not without challenges, whether in crafting historical arguments, evaluating sources, or managing deadlines. Yet, you have overcome these hurdles with perseverance, integrity, and thoughtful reflection. The future requires thinkers like you, and with your ongoing dedication and critical insights, history is certainly in good hands.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Studying Abroad: Quick Comparison Guide

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
May 3, 2025 April 18, 2025 April 22, 2025
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: April 4, 2025

Admin News

by Dr. Gwyn Underwood, Superintendent

Helping Your Child Build Life Skills Through Positive Behavior Strategies

As we head into the end-of-year assessment period — especially for our Grade 12 students, who will begin their IB Diploma exams at the end of this month (April 28) — I’d like to share a few thoughts on how parents can support their children at home by encouraging good habits and positive behavior. These efforts work hand in hand with what we’re doing at school.

Positive behavior strategies do more than just help children stay on track; they help build important life skills that will serve them well beyond school. Skills like communication, time management, and emotional regulation aren’t just for the classroom — they’re everyday essentials. When children know what’s expected of them, see positive role models, and receive clear, encouraging feedback, they’re more likely to develop habits that keep them organized and confident under pressure. Simple routines for homework can strengthen time management, while respectful conversations at home build communication skills. Even small moments, like taking a deep breath before reacting, can go a long way in helping children manage their emotions.

Here are a few practical ways to help at home:

  • Set clear, positive expectations and revisit them often.
  • Celebrate positive behavior right away — a quick “I appreciate how you managed your time today” works wonders.
  • Create routines together — make checklists for schoolwork (and chores!).
  • Practice simple emotional regulation strategies, like deep breathing or counting to five when things get tough.
  • Offer choices when you can to help build independence and responsibility.

By working together, we can help our children grow into confident, capable learners — equipped not just with strong study habits but with the full range of IB Approaches to Learning skills (see the poster above) and IB Learner Profile attributes (see the jigsaw circle poster below).

Further Reading
For parents interested in exploring more about how schools build positive learning environments and lifelong skills, here are some trusted resources:

Upcoming events of note

  • Apr 1-4: STEM Week
  • Wed, Apr 9: School Day (Day of Valor: Compensatory holiday-Apr 11)
  • Thu, Apr 10: G12s last day of classes
  • Thu, Apr 10: TOK Exhibition (DP1)
  • Fri, Apr 11: School holiday ( Compensatory day for Apr 9 holiday – Day of Valor)
  • Apr 14-21: Easter / Mid-Semester Break
  • Apr 23-24: MYP Personal Project Exhibition
  • Fri, Apr 25: Half-day RL Classes (AM only) / CIS Education Forum (PM)

Please refer to the CIS Event Calendar for the complete calendar of school events.

Early Years

by Mary Alexis “Maya” Mendez, Early Years Homeroom Teacher

Early Years’ Celebration of Learning

The Early Years explorers recently wrapped up their unit under the theme “Sharing the Planet: Living Things Depend Upon Each Other for Survival” with a vibrant and heartwarming Celebration of Learning. It was a day filled with excitement, wonder, and pride as the young learners showcased their newfound knowledge and passion for the world around them.

Throughout the unit, students embarked on an immersive journey to distinguish living and nonliving things, explore the characteristics of living beings, and uncover the interconnectedness of plants, animals, and people. With growing awareness of how our actions impact the environment, they enthusiastically embraced their role as responsible caretakers of the planet.

One of the highlights of their learning adventure was the creation of habitats for their beloved class pets – turtles, fish, and even some busy ants! Through student agency and hands-on experience, they designed comfortable and safe environments, applying their understanding of what living things need to survive. Inspired by this experience, they also crafted detailed dioramas representing the habitats of their favorite animals, adding thoughtful touches to reflect the relationships within each ecosystem.

The celebration began with an enchanting performance in Drama and Music class, where the students brought animals to life through expressive movements, emotions, and sounds. Following the performance, guests were invited to visit the explorers’ vibrant display stations. With confidence and pride, the students shared their knowledge, explained how their chosen living things thrive in their habitats, and offered fascinating facts from their research. Their Philippine Language and Culture and Art class projects complemented the dioramas, further illustrating their understanding and creativity.

The excitement continued as the Early Years explorers led their families and friends on a tour of the school garden. They eagerly introduced their guests to their class pets in the pond and showcased the vegetables they had carefully observed and nurtured throughout the unit. The joy and curiosity on the children’s faces were contagious, making it a truly memorable experience for all.

It was a day to celebrate not just the learning, but also the sense of responsibility and appreciation for the natural world that blossomed within our young learners. The Early Years’ Celebration of Learning was a beautiful reminder of how curiosity and compassion can inspire positive change. Here’s to many more adventures in learning and growing together!

MYP Science

by Ms. Maria Victoria Bacus, Grade 6, Science Teacher

Last May 31, 2024, then-Grade 5 students got their first taste of Grade 6 Science by exploring Static Electricity. Their excitement and curiosity peaked as they encountered the Van de Graaff Generator—some for the very first time! While a few students were a little nervous, most were eager to volunteer and explore the effects of static electricity firsthand.

Now, as we completed Quarter 3 on the Unit of Electricity, Grade 6 students have revisited the Van de Graaff Generator with greater enthusiasm and a deeper understanding. This time, they were not just volunteers—they were active learners, applying their knowledge to exciting experiments. One student shared, “It was fun last year, but now I actually understand how it works!” after watching their hair stand on end during the experiment.

Beyond the fun, students reflected on how much their confidence in understanding Static Electricity has grown. While the experience was thrilling in elementary school, they now appreciate the science behind it even more, making this revisit both engaging and educational. They emphasized their favorite parts: seeing the Van de Graaff Generator in action and learning more about static electricity itself.

As we look ahead, for future incoming students, they suggested:
“Listen carefully to the discussion on general safety protocols, including proper handling during the operation of the Van de Graaff Generator.”

Overall, students rated the experience as excellent, saying it was both fun and informative.

Here are some snapshots of their electrifying experience below:

MYP 1 Mathematics

From Patterns to Problem-Solving: Grade 6’s Math Journey

The Grade 6 students have had an engaging school year, beginning with units on Numbers, Statistics, and Geometry. They actively participated in exploration activities, hands-on investigations, and class discussions, especially as they familiarized themselves with the assessment criteria for MYP 1 Mathematics.

To develop their understanding of these criteria, students engaged in various activities to enhance their knowledge and comprehension (Criterion A). In groups, they shared problem-solving strategies, successfully selecting and applying mathematics to both simple and complex, familiar and unfamiliar situations.

For Investigating Patterns (Criterion B), students worked in groups to explore divisibility rules and numerical patterns, discovering strategies to quickly determine whether numbers are divisible by 2, 3, 5, 6, etc.

Throughout their learning experiences, students practiced communicating (Criterion C) using appropriate mathematical language and notation to ensure they could organize their work and solutions in a logical and clear manner.

They also worked independently to present their mathematical knowledge in their preferred method—whether through drawing diagrams, creating models online, or verbal explanations. When solving and applying their mathematical skills to real-world scenarios (Criterion D), students designed their own mini-park or zoo. They created layouts that incorporated various geometric features and accurately calculated the area, perimeter, and circumference of different elements.

Beyond these activities, students reflected on their learning journey, particularly on the opportunity to choose different ways to demonstrate their understanding.

Through a survey conducted via Mentimeter, here are some of the highlights they shared regarding how this experience changed their approach to learning and demonstrating understanding in Math:

Wellbeing & SEL Corner

by Ms. Abigail  Gorgonio, School Counselor

CIS Embraces Assessment for Growth and Learning!

At CIS, assessments are more than just tests—they’re valuable tools that help us support student learning and development. From Elementary to Middle High School, our recent assessment initiatives have been designed to enhance both academic progress and student well-being.

Elementary
Students in Grades 2-4 participated in the Measures for Academic Progress (MAP) assessments, which gauge their current learning levels and future learning expectations in Reading, Writing, and Mathematics.

To ensure a smooth testing experience, students underwent orientation and practice tests to familiarize themselves with the process. Teachers also took part in an MAP Refresher session, reinforcing their understanding of the assessment and how to effectively use the results to refine curriculum and instruction.

Middle and High School
Students in Grades 5, 8, and 10 took part in the annual ISA (International Schools’ Assessment) Testing. These assessments covered Math, Language, and Writing, with an added focus on Scientific Literacy for Grade 10 students.

For those unfamiliar with the ISA, it is developed by the Australian Council for Educational Research (ACER) and is aligned with the assessment frameworks of the OECD’s Programme for International Student Assessment (PISA). Designed specifically for international schools, the ISA provides valuable insights into student progress on a global scale.

Diploma Programme
To reinforce a strong culture of safeguarding and child protection, support personnel—including mountain guides—actively participated in a Safeguarding Orientation. This training was a crucial part of preparations for the much-anticipated Week Without Walls, ensuring a safe and secure environment for all involved.

At the same time, DP students received ongoing support through semestral check-ins, helping them stay on track both academically and emotionally. These check-ins provide a structured opportunity for students to reflect on their progress, set goals, and access the guidance they need to thrive.

More Than Just Academics
Beyond assessments, social-emotional learning (SEL) took center stage in Elementary this past month. Empathy and Kindness were highlighted through engaging lessons, including kindness challenges and read-aloud sessions that encouraged students to reflect on their interactions with others.

At CIS, assessments go beyond numbers—they shape student success and well-being, ensuring every learner reaches their full potential!

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

What is the difference between SAT and ACT?

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
May 3, 2025 April 18, 2025 April 22, 2025
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: March 28, 2025

Principal’s Corner

by Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator & Accreditation Officer

The Power of Our Words: Fostering a Culture of Support and Growth

As we enter the last quarter of the school year, many students face unique challenges. Some feel pressured to achieve the goals they set for themselves, while others struggle to maintain focus. For some, the uncertainty of upcoming transitions brings anxiety. At this time of year, our students need our support more than ever, and through the power of our words, we can provide just that.

At CIS, we recognize that the language we use shapes our students’ learning, relationships, and sense of self. The Power of Our Words by Paula Denton, EdD, highlights how intentional, positive, and respectful communication creates a supportive environment where students thrive. Psychologist Lev Vygotsky emphasized that language shapes thoughts, feelings, and experiences. According to The Power of Our Words, Vygotsky described language as producing “fundamentally new forms of behavior.” It molds our sense of who we are, helps us understand how we think, work, and play, and influences the nature of our relationships. When students hear encouraging, specific, and respectful language, they develop confidence, intrinsic motivation, and a strong sense of belonging. During this time of transition, using language that reassures and empowers students can help them navigate their emotions and challenges with resilience.

For Teachers: Applying Intentional Language in the Classroom
Teachers can foster a positive learning atmosphere by using:

  • Reinforcing Language – “I see you are working hard to solve this challenge.”
  • Reminding Language – “What strategies could you try to solve this problem?”
  • Redirecting Language – “Take a deep breath and try again.”

By being mindful of tone, phrasing, and intent, teachers guide students toward independence and self-reflection, especially when they feel overwhelmed.

For Parents: Extending Positive Communication at Home
Parents can reinforce these approaches to nurture resilience and responsibility at home:

  • Acknowledge Effort: “I noticed you kept trying, even when it was difficult.”
  • Ask Open-Ended Questions: “What was something new you learned today?”
  • Model Reassurance and Support: “I know this time of year feels challenging, but I believe in you.”

As we navigate this final stretch of the school year, it’s important to reflect on how our language supports a growth mindset in our students. Are we using words that encourage problem-solving and independence? How can we model respectful and reassuring communication in our daily interactions? In the weeks ahead, let’s try using reinforcing, reminding, and redirecting language, reflect on moments when our words positively impact a student or child, and share strategies with colleagues and parents to promote mindful communication. By choosing our words with care, we can help our students finish the year with confidence, resilience, and a sense of accomplishment.

Upcoming events of note

  • Mar 17-31: IB Art Exhibit @ CIS
  • Fri, Mar 28: Centennial Showcase (CIS Got Talent)
  • Mon, Mar 31: Public Holiday – Eid al-Fitr
  • Apr 1-4: STEM Week
  • Wed, Apr 9: School Day (Day of Valor: Compensatory holiday-Apr 11)
  • Thu, Apr 10: G12s last day of classes
  • Thu, Apr 10: TOK Exhibition (DP1)
  • Fri, Apr 11: School holiday ( Compensatory day for Apr 9 holiday – Day of Valor)

Please refer to the CIS Event Calendar for the complete calendar of school events.

Kinder/Grade 1 Class

by Ms. Emilia Malarewicz, KG1 Homeroom Teacher

Exploring Waste and Our Role in Protecting the Planet by Kindergarten and Grade 1 Students

In our latest unit, “Sharing the Planet”, Kindergarten and Grade 1 students have been investigating the impact of waste on the environment and how we can manage it responsibly. With the central idea, “The waste people create affects the environment and needs to be managed,” students have been on an eye-opening journey to understand where our trash goes, why it matters, and what we can do about it.

We kicked things off with the Trash Mystery Provocation! Real-life discarded items—like milk cartons, yogurt cups, and food wrappers—sparked curiosity as students examined, sorted, and discussed them. Using the See-Think-Wonder routine, they considered: Where does this waste end up? Why do we need to manage it? Their ideas were captured in a KWL Chart to track what they knew, what they wanted to learn, and their discoveries along the way.

A walk around the school became an Outdoor Investigation, where students observed and documented litter in common areas. This led to meaningful discussions on why proper waste disposal matters and how small actions, like using recycling bins, can make a big difference. Students explored the concepts of recycling, composting, and reusing, even visiting a composting site to see waste transformation in action.

One of the most exciting experiments, “What Happens to Trash?”, compared the decomposition rates of a banana peel and a plastic bag. Students made predictions, observed changes, and reflected on the long-term impact of waste on our planet. Through videos and discussions, they investigated real-world environmental issues and brainstormed ways to be waste-wise citizens.

Students demonstrated their creativity in our DIY Recycling Project, where they repurposed waste into art or useful objects. They even tried their hands at paper-making, discovering how old materials can be given new life. A role-play activity helped them experience the consequences of mismanaged waste and explore solutions.

Now, as we wrap up our unit, students are applying their learning to final projects aimed at raising awareness of waste management challenges in our school like littering, improper waste sorting, and non-biodegradable items in compost bins. We can’t wait to see their ideas and actions inspire change in our community!

Extended Essay

by Steve Duba-Maack, Language & Literature Teacher

Changes Coming to the Extended Essay

I recently returned from Bangkok where I attended an IB Workshop about the newly designed Extended Essay process. While the changes are not radical or extensive, the IB is putting renewed emphasis on students’ academic integrity because of AI and on allowing them to shape topics that they can be passionate about while remaining connected to their IB class syllabuses.

The workshop took place on the lovely and tightly built campus of St. Andrews International School, Bangkok, in the Sukhumvit neighborhood. The two-and-a-half day schedule was packed with new information about the Extended Essay and with the attending teachers familiarizing ourselves with the new EE guide. It is truly a privilege to be able to take part in quality professional development with so many talented teachers and workshop leaders from South Asia to Oceania.

The Extended Essay is a crucial part of the IB Diploma Programme core curriculum. Starting in Grade 11, students design a research question and prepare to research a topic of their choice that is aligned with one of their course offerings. They then conduct research to prepare a response to their research question and present it in a highly structured  4000-word essay. They complete the EE in the first part of their Grade 12 year, so students spend nearly 18 months working their way through the EE process.

In the past, students’ EE topics were limited by both the course offerings of the IB and by the specific courses in which students are taking exams. But the new Extended Essay guide, starting with next school year’s Grade 11 students, allows for what the IB calls an “interdisciplinary pathway” through which students can combine two EE subjects to help shape a research question that better fits their interests. This might not always be a good choice for some students and subject-area combinations, but if used wisely, it could open up research opportunities for students who are having a hard time fitting their research interests strictly into a single subject area.

Another facet of the Extended Essay that generated constant conversation at the St. Andrews EE Workshop was student use of Artificial Intelligence to research and write. The use of AI is permitted by the IB as long as students acknowledge their use of it. However, especially as AI continues to be more effective and widely available, students will need to account in more detail for their research and writing process and be able to demonstrate the authenticity of their EE. Students will need to be taught processes that help them continue to write authentic EEs as the need for student accountability continues to grow.

The new Extended Essay guide will take some getting used to for faculty supervisors of EEs, but overall, the new guide is shorter, easier to use, targeted to its student audience, and provides many new opportunities for students to practice research and be successful in completing their EE. Most importantly, students will have a chance to enhance their overall research, thinking, and communication skills.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

CIS 3 Campuses

Photo taken circa 1965 when CIS was Cebu American School in the Gorordo Campus
Photo taken circa 1975 during the CIS Mini Olympics at the CIS Banilad Campus
Photo credits to G. Underwood during Sinulog Family Day 2025

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
May 3, 2025 April 18, 2025 April 22, 2025
June 7, 2025 May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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Newsflash: March 21, 2025

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Resilience, Perseverance, and Grit

As the rains came last week in the middle of our outdoor experiences, it gave our students not just a challenge but an opportunity to grow. How would they respond? How would they adapt? How would they pivot during the present and prepare for the future? Luckily most did exceptionally well and showed resilience, perseverance, and grit, skills that they will need throughout their lives.

In David Villa’s article for Forbes magazine, he stated that he was “convinced that resilience was single-handedly the most important character to have if we want to be successful in life”. While it might help to be smart or to know the right people or to be lucky, those circumstances only give us a chance but what we do with that chance often depends on how we prepare and respond for the ongoing challenges we face. These challenges will no doubt bring us frustration and even pain. He used the analogy of falling off a bike and the importance of getting back on the bike even when we may have scrapes or bruises.

To do this, we need to use perseverance. The VIA Institute of Character defines perseverance as “sticking with things. It means being hardworking and finishing what is started, despite barriers and obstacles that arise. The pleasure received from completing tasks and projects is very important to those who are high in perseverance. Sometimes we must dig deep and muster the will to overcome thoughts of giving up.” Musicians throughout the years have given us songs about the power of perseverance. From classics like Tom Petty’s “I Won’t Back Down” and Elton John’s “I’m Still Standing” to more contemporary songs like Eminem’s “I’m not Afraid” and Taylor Swift’s “Shake it Off”, the universal message that when life gets hard, we can get through it using courage and perseverance.

In Angela Duckworth’s book “Grit: The Power of Passion and Perseverance”, she points out that study after study proves that effort beats talent every time because developing talent takes effort. By developing grit, which is defined as the ability to show character, courage and determination during difficult times, we can survive the present and thrive in the future.  So how exactly can we develop grit?

In her interview with the Enterprising Investor, Duckworth says that the research breaks down the principle into three elements:

  1. Concentrate on one specific aspect of overall performance and make deliberate efforts to improve it.

  2. Focus on this effort with 100% intensity, with no multitasking, because half-hearted or mindlessly rote “practice” will not suffice.

  3. Solicit continuous feedback on how to do better and repeat steps 1 through 3 relentlessly until excellence is achieved.

Once again, I want to congratulate our school as our early years program, PYP, MYP, and DP students for the resilience, perseverance, and grit they have shown so far this year in all areas including academically, socially, and emotionally. The school year still has a few months to go and we know that there will be additional challenges but that our students are prepared to face them.

Upcoming events of note

  • Mar 17-31: IB Art Exhibit @ CIS
  • Mar 19-23: ISAC 3 @ BISM (19th & 23rd travel days)
  • Fri, Mar 28: Centennial Showcase (CIS Got Talent)
  • Mon, Mar 31: Public Holiday –  Eid al-Fitr (TBA)
  • Apr 1-4: STEM Week
  • Wed, Apr 9: School Day (Day of Valor: Compensatory holiday-Apr 11)
  • Thu, Apr 10: G12s last day of classes
  • Thu, Apr 10: TOK Exhibition (DP1)
  • Fri, Apr 11: School holiday ( Compensatory day for Apr 9 holiday – Day of Valor)

Please refer to the CIS Event Calendar for the complete calendar of school events.

Siglo: A Centennial Production by CIS

For the first time in years, CIS is taking the stage beyond campus for a special Centennial Showcase! Join us on March 28 at Oakridge Studio, 12F Oakridge IT Center 3 for an unforgettable evening of storytelling, talent, nostalgia, and celebration as we commemorate 100 years of Cebu International School.

🎟 Tickets are now available! Bring your family, friends, and loved ones—this is a show you won’t want to miss!

The link below is form for online ticket purchase via GCash only. If you plan to purchase using cash, please proceed to the CIS Cashier directly. Thank you and we look forward to seeing you!

Online Ticket Purchase: https://forms.gle/yJoHu2zpLQj1zsRUA

Early Years Class

by Ms. Ann Codoy, Early Years B Homeroom Teacher

Our Early Years learners have been deeply engaged in their Sharing the Planet unit, exploring how living things interact, depend on each other, and thrive in their natural habitats. Through hands-on experiences and meaningful inquiries, they have uncovered exciting discoveries about plants, animals, and ecosystems!

Inspired by their learning, the students decided to have a classroom pet! One student generously brought in a turtle, which sparked discussions on responsibility and care. Together, they named the turtle “Shelly” and explored how to nurture it by identifying its needs, diet, and ideal habitat.

In addition to their new turtle friend, the class also got a mini ant farm! They collected ants and observed as the ants worked together, using sand and soil to build their tiny habitat. These experiences have ignited curiosity about the behaviors and survival strategies of different creatures.

To deepen their understanding of how to care for animals, we transformed our dramatic play area into a vet clinic! The Early Years students took on different roles, pretending to be veterinarians and pet owners. They diagnosed their stuffed animal patients, discussed how to take care of them, and even created “treatment plans” for their pets. This hands-on role-playing experience allowed them to practice empathy, responsibility, and problem-solving while making meaningful connections to the unit.

To deepen their understanding of how all living things are connected, the students engaged in a Circle of Life activity. Using a ball of yarn and small figures representing plants, animals, and people, they visualized the intricate web of life. They began with a tree and asked, Who needs a tree? As each student connected their piece of yarn, they saw how all living things depend on one another, leading to the creation of a food web.

Since students already associated food webs with a spider’s web, we expanded their knowledge through an interactive activity. They first drew their favorite plants and animals and pinned them onto the bulletin board. Then, they worked together to organize the web, placing producers and decomposers at the bottom and identifying the consumers above them.

We started with the question: Who needs a mountain? Students responded with answers like rabbits and bees, leading to discussions about what animals eat, who hunts whom, and the delicate balance of nature. This activity sparked thought-provoking questions such as:
🔹 How do animals and plants help the planet?
🔹 What happens if there are no producers?
🔹 How do animals hunt their prey?

These insightful questions show how engaged and curious our young learners are!

To connect their learning to real-life experiences, the class visited the CIS Garden to harvest eggplants, mung beans, and chili peppers that the Grade 2/3 and the gardener planted with their permission. Through this hands-on experience, they saw firsthand how people depend on plants for food and understood the effort involved in growing crops.

After harvesting the mung beans, they collected the seeds and planted them the next day. They experimented by planting them in water, soil, and a mixture of cotton and water to observe which environment would promote faster growth. This hands-on activity allowed them to explore plant growth firsthand, deepening their understanding through direct observation and experience.

To make the unit even more engaging, the students and teachers suggested adding a pond to the garden! Thanks to our dedicated school maintenance team, this idea became a reality. The new pond now serves as a home for our incoming turtles and guppies, providing an opportunity for students to observe aquatic life and understand how to care for living things in different environments.

Technology played a role in enhancing the students’ learning experiences as they explored food chains and habitats in creative ways!

🔹 The students practiced their ICT skills by engaging in an interactive online food chain game, reinforcing their understanding of how animals depend on each other for survival.
🔹 They also used the Habitat Maker website, where they designed their own habitats and added animals that live in those environments.
🔹 iPads were used for drawing tutorials on different animals, allowing students to express their creativity while learning about various species.

🔹 Kahoot! was used to check students’ understanding of different habitats through a fun and engaging quiz.

These digital activities provided another exciting way for students to visualize and apply their learning.

Our Early Years learners continue to explore, ask questions, and develop a deeper appreciation for the world around them. Stay tuned for more exciting discoveries!

Limericks

by Grade 4 Students

Hi everyone! To take a break from all our extensive non-fiction writing, the Grade 4’s wrote some limericks! “What are limericks?” I hear you think. Well, a limerick is a short poem consisting of 5 lines that are usually funny! Learning about limericks really helped us think about rhyme and rhythm as well! Here are our limericks, right in front of your eyes! 

Wellbeing & SEL Corner

by Ms. Abby Gorgonio, School Counselor

Kelso’s Choice activities

Exciting Updates: Strengthening Social-Emotional Learning in CIS

We’re back with some exciting updates on how we’re continuing to boost social-emotional learning (SEL) in our school community! From responsible decision-making to understanding relationships and safeguarding, our counseling classes have been packed with fun and meaningful learning experiences.

Elementary School: Kelso’s Choices and Problem-Solving Hacks!

Safeguarding activities

At the elementary level, our counseling classes have been buzzing with energy as students dive into Kelso’s Choices and responsible decision-making. Through creative activities like making sock puppets and role-playing, students from Early Years to Grade 5 have been learning how to distinguish between small and big problems, and more importantly, how to solve them! These hands-on experiences have made it easier for students to think critically and confidently about the choices they make.

And we didn’t stop there as our empathy lessons followed right after! Students got a chance to step into others’ shoes and understand how important it is to be mindful of others’ thoughts and feelings. It’s all about building a kinder, more compassionate school environment.

Middle School: Mastering Emotions and Relationships

Grade 12s in discussion about Boundaries I Ellaine’s comic strip on Empathy

Moving on to middle school, Grade 8 students took a deep dive into the fascinating world of human relationships. Our lessons focused on how to manage emotions effectively and communicate. Students explored what makes relationships healthy and strong, while also learning how to spot toxic ones. By engaging in thoughtful discussions and activities, they’ve gained tools to navigate friendships, family dynamics, and everything in between.

High School: Boundaries and Safeguarding

Finally, our Grade 9-12 students had the chance to engage in some incredibly important safeguarding lessons. These sessions were all about understanding different types of boundaries (time, emotional, financial) and how to set, respect, and maintain them. We equipped our high schoolers with the skills they need to create and sustain healthy relationships, making sure they know how to advocate for themselves and others in a safe, supportive environment.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

College Acceptances:  Class of 2025

Admission offers have been received by 17 out of 22 seniors.  A few more are waiting for responses from universities with a later timeline.  Our students have been accepted to universities in the USA, Canada, UK, the Netherlands, Spain,  Japan, and Hong Kong, The students applying to Australia and Singapore will receive admission results at a later date due to a different application timeline.

DP1 Students & Parents Breakfast and  College Talk

As a culmination of the WWW activity of the Grade 11 class, they stayed overnight at the Student Residence on Friday Feb. 28 and served their parents breakfast on the morning of March 1st. Breakfast was followed by a session on “Family Support in the College Application Process.”  The well attended event highlighted the importance of family support and communication in the college application process.

SAT Update

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
May 3, 2025   April 18, 2025 April 22, 2025
June 7, 2025   May 22, 2025 May 27, 2025

*Additional Fees apply

To register for the SAT, you may click on this link.  If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.

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