Newsflash: February 7, 2025

Principal’s Corner

by Mr. Benjamin Martin, Middle and High School Principal

The Importance of the Arts in Our Lives

Every act of creation is first an act of destruction. ~ Pablo Picasso

To create one’s world in any of the arts takes courage.~ Georgia O’Keefe

As our DP students opened their exhibit this week, it is an important reminder of the role that art plays in our lives. It is not just the songs we sing along with, the movies and plays that we watch, the visual imagery that inspires us every day but also the role that artist concepts play in the very shaping of our beings and of our collective being through culture.

The arts help us to develop our personal expression and creativity. This can be seen in how we use the fundamentals of the arts to solve problems in math and science as well as develop our talents through exercise and sports. It gives us historical perspective as art reflects who we were, who we are, and who we might be. Finally, the arts unite us as a community. The arts bring us together to observe, analyse, and reflect about how we think and how we interact with each other.

Congratulations to all of our artists, from the early years to the diploma years for the efforts that they put into developing skills across the arts. We look forward to your growth and to your future success as we know the skills you learn will help you in many ways.

Upcoming events of note

  • Feb 3 – 14: G11 & G12 Art Exhibition
  • Feb 11 – 14: ES Week Without Walls
  • Feb 14 – 21: G12 IB Mock Exams
  •  Feb 18 – 21: MHS Week Without Walls
  • Mon, Feb 42: Public Holiday (Cebu City Charter Day)
  • Tue, Feb 25: Public Holiday (EDSA Anniversary)

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

CIS Open Day 2025

If you know any friends or family who are interested to join CIS next school year, please invite them to the Cebu International School Open Day!

We have two dates for this year:

📅 Friday, February 28, 2025 for Middle & High School (incoming Grades 6 to 12)
📅 Friday, March 14, 2025 for Preschool & Elementary (incoming Early Years to Grade 5)
⏰ Time: 1:00 PM to 3:00 PM
📍 Location: Cebu International School, Pit-os

The Open Day is an excellent opportunity to discover what sets CIS apart from other schools and how we can provide the best education for your child.

Prospective families and interested students will have the chance to explore our campus and facilities, and learn more about the world-class IB curriculum and what makes CIS the best choice for your family.

You will also have the opportunity to speak with current students and parents to gain insight into their experiences here at CIS.
📝 Register here: https://forms.gle/1JFvSkysNnB4RrtE7
🌐 Learn more: https://cis.edu.ph/join/open-day/

Elementary Students Dive into Net Games

by Ms. Demelyn Dargantes, PHE Teacher

Our elementary students are having an exciting time in PHE as they explore different net games! From Modified Beach Volleyball to Pongaloon to Table tennis and badminton to Volleyball, they learn new skills while connecting to their Units of Inquiry.

Check out these action shots of our young athletes in motion!

Early Years Modified Beach Volleyball

Kinder/Grade 1 PongaLoon

Grade 2 & 3 Badminton

Grade 4 Table Tennis

Students practice teamwork, communication, and strategy as they serve, rally, and score points. They develop coordination, agility, and sportsmanship through fun drills and friendly matches.

Grade 5 Volleyball

MYP Visual Arts

by Ms. Gerri Ancajas Jumao-as, Visual Arts Teacher

Grade 8 Art and Identity: Exploring Cultural Expression through Imagery and Representation

In the Gr. 8 Visual Arts unit, students investigated the concept of identity, with a particular focus on how cultural background shapes individual self-perception and expression. Through a series of engaging tasks, students explored how artists incorporate elements of their cultural heritage into their work, using art as a medium to explore personal and collective identity.

Students were encouraged to reflect on their own cultural backgrounds and how these influences have shaped their lives, values, and perspectives. They examined art forms from different cultures and analyzed how symbols, patterns, and materials communicate unique identities. This exploration helped them understand how cultural context can play a powerful role in the creation of meaningful artwork.

A key aspect of the unit was a series of formative tasks where students engaged in practical exercises such as color and symbolism, inverted drawing, drawing with a grid, and culture jar exercise.

Here are the students’ works.

Grade 9/10 Exploring Emotion Through Art: A Gr. 10 Visual Arts Unit

In a recent unit in Gr. 10 Visual Arts, students delved into the powerful connection between emotion and artistic expression. The focus of the unit was on understanding how artists use color, form, and symbols to convey deep emotional states and personal narratives.

Throughout the unit, students explored how different elements of art can evoke specific emotions. For example, they experimented with line and emotion, learning how jagged or flowing lines can create feelings of tension or calm. Students also examined the meanings of color, understanding how hues like red or blue can trigger emotional responses, from warmth and passion to tranquility or sadness.

A key aspect of the unit was a series of formative tasks where students engaged in practical exercises. In one task, students were asked to represent a chosen emotion through color, focusing on how shades and tones could communicate feelings like joy, anger, or fear. Another formative activity had students alter a simple narrative through their artwork, demonstrating how changes in visual elements could shift the emotional tone of a scene.

Here are the students’ works.

Grade 11 & 12 Visual Arts Exhibition: Impermanence

by Ms. Gerri Ancajas-Jumao-as, G11 & 12 Visual Arts Teacher

The Gr. 11-12 Visual Arts Exhibition showcased a stunning array of student work, highlighting the creativity and technical skills developed over the course of the year. The exhibition featured a wide range of styles and art forms, reflecting the diverse artistic voices of the students.

From traditional paintings and drawings to mixed media installations, digital art, and sculpture, the exhibition offered a vibrant snapshot of the students’ artistic journeys. Each piece demonstrated not only individual talent but also the ability to experiment with different techniques and mediums. 

A key focus of the exhibition was the personal themes explored by the students, with many artworks drawing on individual experiences, social issues, and cultural identities. Some students used their work to address themes of self-expression and emotional depth, while others explored contemporary issues and connections.

The exhibition runs from Feb. 3 to 14, 2025 at the Canteen Annex. Please support the students.

Here are the students works:

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Ask the Counselor

Q:  Are summer programs beneficial for students?
A:  Productive use of time during summer will always be beneficial for students.  There are different types of summer programs offered by universities. Outlined below is a comparison between academic and leisure oriented programs.

If you are interested in letting your child enroll in a summer program, feel free to email Ms. Basa at jbasa@cis.edu.ph.  There are numerous programs offered by universities and the information is usually published in the university’s website. 

Yushka, Summer of 2024
Program: Introduction to Writing About Literature & Culture 
Barnard College of Columbia (USA)

I enjoyed talking to people who shared my passion and fascination in Literature.  One of the places we visited was the New York Public Library and had a private appointment with the curator and was able to view first-edition books including the first ever book that Mary Shelley wrote when she was a child.  My final paper for the program analyzed colonialism and orientalism in Shelley’s Frankenstein.

Adam participated in a two-week hiking program in the Alps (France) during the summer of 2023.

My sleeping bag was rated for 10-degree weather, meaning it could keep me warm only up to that temperature. When we had to sleep in 2-degree conditions, I asked a companion to share the sleeping bag with me so our combined body heat could keep us warm and comfortable. My biggest takeaway from the summer program was that for every challenge I faced, I was always able to find a solution.

Yves, Summer of 2024
The Just & Sustainable City
Cornell University (USA)

I researched every urban planning aspect of Cebu City and proposed pedestrianization of major roads in downtown Cebu. I realized that one needs to adapt to their circumstances no matter what in order to succeed.

DATE

Parent Webinar
February 8, 2025
Saturday

EVENT

Oxford University (UK)

Parent webinar

In our first parent session of the year, A Parents’ Guide: Applying to Oxford, we are running a weekend session to introduce parents and supporters to what their child can expect during the application process at the University of Oxford including advice for support and myth-busting.

Session Title: A Parents’ Guide: Applying to Oxford
Date: Saturday 08th February 2025
Start Time End Time Link to Register
10:00 (GMT) 11:00 (GMT) Click here to register (AM)
16:00 (GMT) 17:00 (GMT) Click here to register (PM)

Student Webinar
February 13, 2025
Thursday

Student webinar

In our student session, Understanding Oxford: The University and Colleges explained, we will hear from the international team and current student ambassadors who will explore the University of Oxford and the unique college system.

Session Title: Understanding Oxford: The University and colleges explained
Date: Thursday 13th February 2025
Start Time End Time Link to Register
10:00 (GMT) 11:15 (GMT) Click here to register (AM)
16:00 (GMT) 17:15 (GMT) Click here to register (PM)

February 16, 2025
Venue: Radisson Blu Hotel, Cebu
The Global Education Fair is free!

Register here if interested.

Connect Directly with Universities and Colleges Abroad

Students will have the chance to meet face-to-face with representatives from universities and colleges in Australia, Canada, the UK, New Zealand, the US, Spain, and more. With a growing network of partner institutions, the AECC fair offers a diverse range of programs to suit every interest and aspiration.

List of Participating institutions

  Institution Country
1 Study Group US / UK
2 Conestoga College CA
3 Southern Alberta Institute of Technology CA
4 Kaplan Business School AU
5 Griffith University AU
6 Le Cordon Bleu AU
7 Humber Polytechnic CA
8 Algonquin College CA
9 Centennial College CA
10 Victoria University AU
11 Seneca Polytechnic CA
12 Niagara College Canada CA
13 University of Newcastle AU
14 Edith Cowan University AU
15 University of Lethbridge CA
16 Sheridan College CA
17 Western Sydney University AU
18 Vancouver Community College CA
19 University of Hertfordshire UK
20 Education Centre of Australia AU
21 La Trobe University AU
22 TAFE SA AU
23 Academia International AU
24 The University of Adelaide AU
25 University of South Australia AU
26 Canadore College CA
27 Torrens University Australia AU
28 Alma Mater College Australia AU
29 Macquarie University AU
30 Monash University Australia AU
31 Lewis University US
32 Australian Institute of Higher Education AU
33 Navitas Pty Ltd.  
34 Lincoln University NZ
35 Australian Learning Group and Ikon Institute of Australia AU
36 UCAM Universidad Católica de Murcia Spain
37 Georgian College CA
38 Flinders University AU
39 EU Business School EUR
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SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025 February 21, 2025 February 25, 2025
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: January 31, 2025

Principal’s Corner

by Mr. Benjamin Martin, Middle and High School Principal

The Power of Altruism

Graphic courtesy of https://www.betterup.com/blog/altruism

Over the past few weeks, our students have started their unit on Social Awareness. In grade 9, we have been looking at how supporting another person not only helps that person but also helps yourself. That doesn’t mean simply helping someone to expect something in return later but rather the concept of altruism, which means doing something simply out of a desire to help out another person because you are concerned about their well-being. By simply practicing altruism through compassion and kindness in our daily lives, we will actually see benefits down the road.

According to verywellmind.com, this is because “Altruism activates reward centers in the brain. Neurobiologists have found that when a person behaves altruistically, the pleasure centers of their brain become more active. Engaging in compassionate actions activates the areas of the brain associated with the reward system. The positive feelings created by compassionate actions then reinforce altruistic behaviors. While altruism can have some drawbacks when taken to extremes, it is a positive force that can benefit both you and others. Altruism has a wide range of benefits, like:

  • Better health: Behaving altruistically can improve physical health in a variety of ways. People who volunteer have better overall health, and regularly engaging in helping behaviors is linked to a significantly lower mortality.
  • Better mental well-being: Doing good things for other people can make you feel good about yourself and the world. Research shows that people experience increased happiness after doing good things for other people.
  • Better romantic relationships: Being kind and compassionate can also lead to a better relationship with your partner, as kindness is one of the most important qualities that people across all cultures seek in a romantic partner.

While we often try to come up with big ways to show we care for others, often it is the small random acts of kindness that pay off, like giving a compliment. Did you know that research shows “getting a sincere compliment gives us the same positive boost as receiving cash. The health and happiness benefits of the compliment giver are also well-documented. Compliments really are one of the easiest two-way streets available to spread happiness around you and increase your own. The more you compliment, the better you feel. We know it can feel awkward sometimes to dish out a compliment—and to receive one—but the more practice you get, the more natural it will feel.”

Let’s all remember that we can all play our part in helping each other through altruistic behaviors. One of the most impressive live performances I have seen recently is from concert footage from Coldplay and the actor, Micheal J. Fox, who has done so much incredible work for Parkinson’s disease. This link is a powerful reminder that we are all in this together.

Upcoming events of note

  • Feb 3 – 14: G11 & G12 Art Exhibition
  • Feb 11 – 14: ES Week Without Walls
  • Feb 14 – 21: G12 IB Mock Exams
  •  Feb 18 – 21: MHS Week Without Walls
  • Mon, Feb 24: Public Holiday (Cebu City Charter Day)
  • Tue, Feb 25: Public Holiday (EDSA Anniversary)

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

Lunar New Year Celebrations

by Ms. Ivy Guo, Mandarin ES /  Mandarin ab initio Gr11 / Gr12 and Ms. Elaine Jin, MYP Mandarin/Mandarin B Gr11/12

The Chinese Lunar New Year is one of the most important traditional festivals in Chinese culture, symbolizing renewal, prosperity, and togetherness. This year, the celebration began on Wednesday, January 29, 2025, marking the start of the Year of the Wood Snake.

To honor this special occasion, students in Mandarin classes participated in a variety of engaging and meaningful cultural activities. These activities provided an opportunity for students to deepen their understanding of Chinese traditions, customs, and the significance of the Lunar New Year.

Elementary

At the Elementary School, students immersed themselves in Chinese legend stories related to Chinese New Year and participated in a range of interactive activities to celebrate the occasion.

Chinese New Year Performances 新年表演 (Xīnnián biǎoyǎn)

ES children have been preparing and practicing for our New Year performances. Here are some highlights of pictures and videos from the CIS Chinese New Year Assembly.

🎶 KG1 and Grade 1 delighted the audience with a song and dance performance of Wish New Year (新年好), filling the atmosphere with festive cheer. You can watch the video here.

💃 Grade 2 and 3 brought excitement to the stage with their joyful dance performance of Gong Xi Gong Xi (恭喜恭喜), celebrating the spirit of the Lunar New Year. You can watch the video here.

🧣 Grade 4 and 5 students delivered a vibrant traditional Yangge dance, Good Fortune Comes (扭秧歌 – 好运来), bringing elegance and energy to the celebration. You can watch the video here. Additionally, a Grade 4 student presented a beautiful piano and dance performance of The Spring Festival Prelude (春节序曲), adding a musical touch to the event.You can watch the video here.

The Kinder and Grade 1 Mandarin students had an exciting celebration of the Lunar New Year by watching the legendary tale of the Monster Nian. This captivating story brought the traditions of the Spring Festival to life, showing how people used loud sounds and bright colors to drive away the monster.

After enjoying the story, the students showcased their creativity by making colorful firecrackers, symbolizing the joy and festivity of the season. It was a wonderful way to explore Chinese culture and traditions while having fun!

The Grade 2 and 3 Mandarin students embraced the festive spirit of the Lunar New Year by learning the traditional art of paper cutting. They carefully crafted the character “春” (Spring), symbolizing renewal and new beginnings.

The Grade 4 and 5 Mandarin students celebrated the Lunar New Year by crafting colorful paper snakes to honor the Year of the Snake. 

The students enjoyed expressing their creativity while deepening their understanding of the traditions and meanings behind the Chinese zodiac. Their vibrant paper snakes brought an extra spark of festivity to the classroom!

As part of the Lunar New Year celebrations, students learned about the tradition of receiving 红包 (hóngbāo), the red envelopes symbolizing good luck and blessings for the new year. They also watched the story of 压岁钱 (yāsuìqián), which explains the origins of this cherished custom—how red envelopes were given to protect children from evil spirits and bring them good fortune.

Middle & High School

The Middle and High School (MHS) Mandarin classes came alive with energy and excitement as students celebrated the Year of the Snake with a series of vibrant cultural activities. This special occasion provided an immersive learning experience, blending language development with traditional customs.

Students enthusiastically engaged in hands-on activities such as crafting traditional Chinese New Year decorations, writing festive greetings, and exchanging well-wishes in Mandarin. The classroom was filled with the spirit of the holiday as students practiced their language skills in a meaningful and culturally rich context.

Beyond language learning, this celebration fostered a deeper appreciation for Chinese traditions, allowing students to connect with the cultural significance of the Lunar New Year. It was a wonderful opportunity to celebrate diversity, creativity, and the joy of new beginnings!

Chinese New Year Assembly

Grade 6 – Our energetic Grade 6 students, alongside Grade 12, delivered a spectacular modern Chinese-style dance, blending traditional elements with contemporary choreography. Their performance showcased the evolution of Chinese cultural expression through dance.

Grade 7/8 – The Grade 7 and 8 students transported us back in time with their theatrical play, “Monster Nian,” retelling the legendary story of how the villagers conquered the fierce beast using firecrackers, red decorations, and unity. They also graced us with a beautiful fan dance, “Jasmine Flower,” a performance that reflected elegance and grace.

Grade 9/10 – The Grade 9 and 10 students dazzled us with a thrilling Dragon Dance, symbolizing strength and prosperity. They also performed “Balance and Choices (有舍必有得)”, a captivating dance that embodied the wisdom and harmony associated with the Year of the Snake.

Grade 11 – Our senior students engaged the audience with an interactive Chinese New Year trivia segment, testing everyone’s knowledge about traditions, customs, and the significance of this festival. It was exciting to see who could answer the most questions correctly!

Click the photos below to watch the video.

Mandarin students wrote their New Year wishes on red paper and hung them on the peach blossom tree, symbolizing good fortune and prosperity for the Year of the Snake.

The MHS Mandarin students practiced traditional Chinese calligraphy by writing the 福 (Fú) character on red paper using Chinese brushes. This character, meaning “good fortune” or “blessing,” is an essential part of Lunar New Year decorations. Through this activity, students not only honed their brush skills but also embraced the cultural significance of welcoming prosperity in the Year of the Snake.

The students carefully drew snakes on red or white paper, incorporating their creativity into traditional Lunar New Year art. This activity allowed them to explore symbolism, as the snake represents wisdom and transformation in Chinese culture, especially in the Year of the Snake.

The Mandarin students engaged in the traditional art of paper cutting (剪窗花 – jiǎn chuāng huā), a craft that dates back to ancient China. Using scissors and colorful paper, they carefully cut out beautiful patterns.

This year, the MHS Mandarin students received red envelopes from their teachers, a cherished tradition during the Lunar New Year. Giving red envelopes, symbolizing good luck and prosperity, is an important custom that adds to the festive spirit of the celebration.

The MHS Mandarin students practiced their dumpling-making skills and embraced the cultural tradition of family gatherings during the Lunar New Year. As they carefully crafted and steamed the dumplings, they enjoyed not only the delicious taste but also the meaningful experience of cooking together.

BEIMUN 2025 Trip

by BEIMUN Supervisor, Ms. Elaine Jin, Ms. Dwi Astuti, Ms. Joy Pierra

Our BEIMUN (Beijing Model United Nations) trip from January 9 to 15 was an incredible experience for the MHS students.

During this three-day conference, students had the opportunity to engage in international diplomacy, representing different countries and discussing global issues with peers from around the world. The trip provided a platform for learning, leadership, and cultural exchange, where students practiced public speaking, negotiation, and teamwork.

Beyond the conference, they also explored Beijing’s rich history and culture, making the journey both educational and memorable. The students returned with new insights and skills, and a deeper appreciation for international relations. Here are some voices from the delegates.

This was my first BEIMUN but will was a memorable experience. During the conference, it was very challenging at first yet fun at the same time, communicating with other delegates. For our culture trip, we were able to visit different areas like the Great Wall of China and Tian an Men square. Enjoying the food there like Tang Hu Lu, speaking up in mandarin, as well as socializing with other students were amazing and this will be a memorable trip for me.

Jiwoo

My experience at BEIMUN was a fun one. I was able to showcase my skills in debating and I had an enjoyable time experiencing the culture of China with my peers.

Jacob

The Beijing Model UN trip was a truly memorable experience that broadened my understanding of current global issues. It provided an opportunity not only to learn but also to collaborate, allowing me to view challenges from a wider perspective. Although the experience was at times difficult, especially when it came to confidently expressing and communicating my ideas, it ultimately fostered personal growth. Through this experience, I was able to develop essential skills in collaboration, advocacy, and critical thinking, gaining a deeper understanding of the world around me.

Jiyeon

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

EVENT

Parent Webinar
February 8, 2025
Saturday

Oxford University (UK)

Parent webinar

In our first parent session of the year, A Parents’ Guide: Applying to Oxford, we are running a weekend session to introduce parents and supporters to what their child can expect during the application process at the University of Oxford including advice for support and myth-busting.

Session Title: A Parents’ Guide: Applying to Oxford
Date: Saturday 08th February 2025
Start Time End Time Link to Register
10:00 (GMT) 11:00 (GMT) Click here to register (AM)
16:00 (GMT) 17:00 (GMT) Click here to register (PM)

Student Webinar
February 13, 2025
Thursday

Student webinar

In our student session, Understanding Oxford: The University and Colleges explained, we will hear from the international team and current student ambassadors who will explore the University of Oxford and the unique college system.

Session Title: Understanding Oxford: The University and colleges explained
Date: Thursday 13th February 2025
Start Time End Time Link to Register
10:00 (GMT) 11:15 (GMT) Click here to register (AM)
16:00 (GMT) 17:15 (GMT) Click here to register (PM)

February 16, 2025
Venue: Radisson Blu Hotel, Cebu
The Global Education Fair is free!

Register here if interested.

Connect Directly with Universities and Colleges Abroad

Students will have the chance to meet face-to-face with representatives from universities and colleges in Australia, Canada, the UK, New Zealand, the US, Spain, and more. With a growing network of partner institutions, the AECC fair offers a diverse range of programs to suit every interest and aspiration.

List of Participating Institutions

  Institution Country
1 Study Group US / UK
2 Conestoga College CA
3 Southern Alberta Institute of Technology CA
4 Kaplan Business School AU
5 Griffith University AU
6 Le Cordon Bleu AU
7 Humber Polytechnic CA
8 Algonquin College CA
9 Centennial College CA
10 Victoria University AU
11 Seneca Polytechnic CA
12 Niagara College Canada CA
13 University of Newcastle AU
14 Edith Cowan University AU
15 University of Lethbridge CA
16 Sheridan College CA
17 Western Sydney University AU
18 Vancouver Community College CA
19 University of Hertfordshire UK
20 Education Centre of Australia AU
21 La Trobe University AU
22 TAFE SA AU
23 Academia International AU
24 The University of Adelaide AU
25 University of South Australia AU
26 Canadore College CA
27 Torrens University Australia AU
28 Alma Mater College Australia AU
29 Macquarie University AU
30 Monash University Australia AU
31 Lewis University US
32 Australian Institute of Higher Education AU
33 Navitas Pty Ltd.  
34 Lincoln University NZ
35 Australian Learning Group and Ikon Institute of Australia AU
36 UCAM Universidad Católica de Murcia Spain
37 Georgian College CA
38 Flinders University AU
39 EU Business School EUR
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Event for Grade 11/12 Students

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025 February 21, 2025 February 25, 2025
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: January 17, 2025

Principal’s Corner

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

CIS proudly embraces the cultural richness of its host country, the Philippines, by integrating its heritage into school life. In alignment with the IB philosophy of fostering international-mindedness and intercultural understanding, CIS provides meaningful opportunities for students to explore and appreciate Filipino traditions, languages, and values.

Philippine Language and Culture Classes

CIS’ Philippine Language and Culture (PLC) program, a key feature of its elementary curriculum, helps students build intercultural awareness and international-mindedness. Through authentic learning experiences rooted in local and global contexts, students gain a deeper understanding of the Philippines’ diverse culture, history, and geography.

PLC encourages students to reflect on their cultural identities while fostering respect for others’ traditions. By highlighting the connections between global citizenship and local heritage, CIS empowers students to thrive in an interconnected world, a key principle of the IB philosophy.

Philippine Culture Week

This week, CIS celebrated Philippine Culture Week, immersing students in a variety of engaging activities that highlight Filipino heritage. Students learned traditional dances and created art inspired by local culture and reflected the country’s vibrant traditions. They explored Filipino childhood experiences through traditional games, rode a jeepney to experience the iconic public transportation, and tasted sorbetes, a beloved local ice cream treat. These hands-on experiences bring learning to life, fostering a sense of appreciation for the host country’s heritage while connecting to the IB’s emphasis on meaningful, real-world learning.

Sinulog Family Day

CIS’s commitment to honoring its host country continues with its participation in the grand Sinulog Festival, Cebu’s most celebrated cultural event. On Saturday, January 18, the school will host a Sinulog Family Day, featuring a colorful parade and dance to honor the Santo Niño, traditional Filipino games that foster community spirit, and a fiesta lunch that reflects the warmth and hospitality of Filipino culture. We encourage CIS family members and friends to join the festivities!

Living the IB Mission

Through these efforts, CIS exemplifies the IB mission of cultivating respect and understanding for cultural diversity. By immersing students in the Philippines’ rich heritage, the school fosters inclusive, empathetic, and globally minded learners, strengthening the bond between its community and the host country.

Upcoming events of note

  • Jan. 13 -17: Philippine Culture Week
  • Sat, Jan. 18: Sinulog Family Day / HAD 2
  • Mon, Jan 20: School Holiday
  • Tue, Jan 21: ASA’s Start ( After School Activities)
  • Jan 22 – 26: ISAC2 @ BSM
  • Tue, Jan 28: 100th day of school
  • Wed, Jan 29: Holiday (Chinese New Year)
  • Thu, Jan 30: Chines New Year Assembly

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

Philippine Culture Week

by: Michelle Lacerna, Jojie Malinao, and Janelle Belono-ac, Philippine Language and Culture Teachers

During a vibrant week-long celebration, elementary students were deeply immersed in the rich and colorful culture of the Philippines for Philippine Culture Week. The festivities kicked off with a video presentation showcasing the unique highlights of the Philippines. Throughout the week, students engaged in a various  activities, including traditional dances, colorful art projects, and exciting games.

The excitement peaked with a special trip on a traditional jeepney. Students experienced the local custom of handing the fare, or “plete”, to the driver, adding a touch of real-life cultural immersion. The week concluded with a sweet treat as everyone indulged in sorbetes, a traditional Filipino ice cream, savoring its unique and delightful flavors.

Philippine Culture Week provided a fantastic opportunity for students to explore the vibrant traditions of the Philippines. Through hands-on activities and immersive experiences, they discovered the unique customs that define Filipino culture. The week was about cultural exploration and reflected the students’ growing appreciation for diversity and global-mindedness. It deepened their understanding of cultural diversity and emphasized the importance of preserving these traditions. The highlight of the week was the students’ enthusiasm and curiosity, creating a memorable journey of learning, connection, and celebration that left everyone with a lasting appreciation for Filipino culture.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Feature: An IB Journey of Success – Robert Ethan Lu (CIS ’24, NYU ’28)

CIS alumnus,  Robert Ethan Lu recently shared his inspiring IB journey and how it has shaped his transition to college life at New York University (NYU). As a student now pursuing engineering and design, Robert highlighted how his rigorous IB Diploma Programme (IBDP) classes equipped him with critical academic and time management skills that have proven invaluable in his current university courses.

In his talk, Robert candidly discussed the challenges of transitioning to university life, from budgeting and adapting to smaller class sizes to missing Filipino food. He also offered practical advice for students preparing for similar transitions, emphasizing the importance of staying in touch with loved ones, making new friends, being open-minded, and preparing for independence.

Robert’s story is a testament to how the IB prepares students not only for academic success but also for life beyond the classroom. He encouraged the G11 and G12 students to embrace the challenges ahead and enjoy the journey, closing with insights on his life in New York and tips for future university-bound students.

Sinulog Trade Fair

January 14-18, 2025
Venue: Canteen Annex

Cheeky Chic Cebu

Selling local personalized gift items

Aira Bags

Native bags/souvenirs and local snacks

Fresh fruits and vegetables

Local, organic and farm-grown products

Franciscan Sisters

Plants and hand-made paper products

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025   February 21, 2025 February 25, 2025
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: January 10, 2025

Admin News

by Dr. Gwyn Underwood, Superintendent

Dear CIS Community, Happy New Year, and welcome to semester two! It has been great to see students and faculty/staff return energized by their break, and quickly getting back into the dynamic and supportive learning environment we strive to nurture here are CIS.

For those who may be wondering, the reason why students did not start back from the holidays until Tuesday was we always use the first day back after Christmas break as a faculty and staff in-service day. In addition to divisional meeting time to work on curriculum development and to plan upcoming events, our faculty took some time to explore the concept of mental models while delving deeply into our new school purpose statement. These discussions allowed us to align our teaching practices with our school purpose to inspire, empower, and guide our students toward excellence.

Meanwhile, our office staff participated in a “week without walls” style activity, working in teams to develop a menu and then cook it with limited resources at a campsite. This hands-on experience enabled them to apply timeless principles from Stephen Covey’s book, 7 Habits of Highly Effective People to facilitate awareness of effective teamwork and collaboration.

We are looking forward to our annual CIS Sinulog Family Day Festival next Saturday, January 18. This cherished event celebrates our vibrant school spirit and culture, offering fun activities, delicious food, and opportunities to connect as a community. See below for details and see you there!

Students, as we start this new semester, I encourage you to embrace resilience as you pursue your goals. Challenges may arise, but with determination and support, we know you can achieve incredible growth and success. Let’s all pull together and put the effort in to ensure a truly rewarding term for all. Thank you for your continued partnership in creating a school environment where everyone can thrive.

Sinulog Family Day Information

We are thrilled to invite the CIS Community to our upcoming Sinulog Family Day! It promises to be a wonderful day filled with celebration, culture, and fun for everyone. To help us prepare, we kindly ask all attendees to complete the pre-registration form by Wednesday, January 15.

In addition, we have exciting games lined up for parents and alumni! If you wish to join, please note that there is a separate form specifically for the games. Be sure to fill it out to secure your spot using this form: CIS Sinulog Family Day 2025: GAMES for Parents, Alumni, and Guests.

Your responses will help us ensure a smooth and enjoyable event for all. We can’t wait to celebrate with you!

Upcoming events of note

  • Jan 7-12: Bangkok Summit
  • Jan 10 -12: BEIMUN Conference (Beijing)
  • Jan. 13 -17: Philippine Culture Week
  • Sat, Jan. 18: Sinulog Family Day / HAD 2
  • Mon, Jan 20: School Holiday
  • Tue, Jan 21: ASA’s Start ( After School Activities)
  • Jan 22 – 26: ISAC2 @ BSM
  • Tue, Jan 28: 100th day of school
  • Wed, Jan 29: Holiday (Chinese New Year)
  • Thu, Jan 30: Chines New Year Assembly

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

SINULOG TRADE FAIR
January 14-18, 2025
Venue: Canteen Annex

Vendors Items  for sale
Cheeky Chic Cebu Selling local personalized gift items
Aira Bags Native bags/souvenirs and local snacks
Fruit/Veg Stand Fresh fruits and vegetables
Bez Acre Local, organic and farm-grown products
Recy Bags Cebu Bags from recycled material

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025   February 21, 2025 February 25, 2025
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: December 13, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

As we close our first semester, let’s take a moment to reflect on our progress:

  • What was a highlight for you?
    • Take a moment to express gratitude—it’s great for your health and well-being!
  • What was a challenge you faced?
    • What strategies did you learn from overcoming your challenges?

Let’s now reflect a little deeper on your answers:

  • To what extent did you use the IB Learner Profile (LP) attributes to help you progress this semester?
    • These attributes are: Inquirer, Balanced, Caring, Courageous/Risk-Taker, Thinker, Communicator, Open-Minded, Principled, Reflective, and Knowledgeable.

Here’s a thought: Do you think one of these attributes is the most important?

We encourage developing all the attributes, as they all help us in various ways and different situations. However, I recently came across a powerful idea from Dr. Maya Angelou. She said, “I am convinced that courage is the most important of all the virtues. Because without courage, you cannot practice any other virtue consistently…”

As we head into the break, I challenge you to consider how you can nurture all the IB Learner Profile attributes in your life. In particular, give some extra thought to how can you develop courage—the courage to be kind, fair, generous, and principled even when it’s hard. These attributes will surely help you to develop into a respectful person, who is responsible and prepared for our challenging world.

Wishing you all a wonderful, restful break. Take care, be courageous, and enjoy your time with loved ones. See you next semester!

Upcoming events of note

  • Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)
  • Dec. 16 – Jan. 4, 2025: Christmas / Semester Break
  • Mon, Jan. 6: Teachers’ In-Service Day (No classes)
  • Tue, Jan. 7: First Day of Sem. 2 / Q3 Start
  • Jan 10 -12: BEIMUN Conference (Beijing)
  • Jan. 13 -17: Philippine Culture Week
  • Sat, Jan. 18: Sinulog Family Day / HAD 2

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

Student Residence Update

by Ms. Ysabel Romano, Student Residence Supervisor

A Home-y Christmas at the Student Residence

Last November 30th, the CIS Student Residence transformed into a merry home, hosting a heartwarming Christmas party for its residents and their guests. The day was filled with fun, laughter, and holiday cheer.

The festivities kicked off in the morning, as students and staff gathered in the HE lab to whip up delicious dishes, creating mouthwatering anticipation for dinner later in the day.

In the afternoon, the students embarked on a campus-wide Scavenger Hunt. Armed with envelopes filled with clues and a spirit of adventure, participants solved riddles and uncovered hidden Christmas treats, fostering camaraderie and testing their problem-solving skills.

A potluck dinner brought everyone together, filling the Student Residence with contagious laughter, joyful chatter, and the comforting aroma of home-cooked meals. Later, we enjoyed games, movies, and engaged in lively conversations.

The Christmas party at the CIS Student Residence was a festive night, weaving together the threads of friendship and community, bringing out the joy of the season.

Comments from residents:

I love having dorm activities, it really makes the holidays feel more festive. Even though I’m far away from home, I still feel the Christmas spirit 🙂

Raya

It was super fun to see so many people in the dorm! ♡

Paige

It was very fun, I got to connect with a lot of people. I had the best experience of my life. Unforgettable day. Stuck in my head.

Joseph

It was a fun and memorable experience of friends and food 🙂

Rina

Grade 3 Class

by Ms. Katrina del Mar, Grade 3 Homeroom Teacher

How the World Works
In line with our CIS Promise of being responsible and prepared, Cebu International School (CIS) conducted a Remote Learning Day last October 21, to ensure our learning community is ready for potential online learning classes. Indeed, the groundwork laid was fruitful as Cebu was struck by Tropical Storm Kristine, which caused the local government unit to suspend classes. CIS responded by implementing Emergency Remote Learning for two days. In the safety of our homes, we were able to continue classes online despite the inclement weather.

What is a typhoon? What other natural phenomena change the Earth? How do they impact people’s lives? To answer these questions, the Grade 3 Inquirers used their research skills to delve into the causes of changes in our physical environment and our responsibility to address them. They focused on four natural phenomena that affect Cebu: typhoons, floods, earthquakes, and droughts. To support their research, they employed the comprehension reading strategy of recognizing cause-and-effect relationships and wrote their findings in traffic light paragraphs. They also learned to cite their sources.

To extend their learning, they conducted experiments and gathered data using the scientific method.

To further enhance their learning, our Grade 3 Inquirers had the opportunity to visit the Emergency Rescue Unit Foundation (ERUF). This field trip provided valuable insights into disaster preparedness and response. By witnessing firsthand the work of emergency volunteers, our students gained a deeper appreciation for the importance of being prepared for natural disasters.

The Grade 3 students then presented their knowledge to the rest of the learning community through a skit, demonstrating their commitment to applying their learning to real-world issues. As the Grade 3s continue to learn about the world around us, they recognize the importance of taking action. By understanding the causes and effects of natural phenomena, they call on everyone to join us in our CIS promise to be responsible and prepared.

MYP PHE

by Ms. Demelyn Dargantes, MYP PHE Teacher

Excitement Builds for End of Semester 1 Assembly!
Our students are buzzing with excitement as they prepare for the End of Semester 1 Assembly! They are eager to showcase their learning through amazing movement and arts displays.

From graceful dances and creative gymnastics to colorful artwork and musical performances, their hard work and passion shine through. This celebration is a wonderful way to reflect on the skills, creativity, and teamwork they have developed over the semester.

Thank you to parents, families, and friends who watched this special event today and for cheering on our students as they shared their talents with pride!

Grade 12: Collaborative Science Project

by Ms. Haydee Liza Montero, Lab. Teacher/Lab. Technician

Time and again, the Grade 12 students come together for their Collaborative Science Project (CSP), an interdisciplinary activity required for all Diploma Program and IB Certificate Science students. The CSP provides a platform for students to analyze a topic or problem that can be explored through Biology, Chemistry, and/or Physics, encouraging them to work collaboratively across disciplines. Using the scientific method, students engage in a scientific investigation over the course of 10 hours. This year’s theme is,  Beyond the Cape:  The Science of Superhero Powers”, challenging students to apply scientific principles to what might otherwise seem like fictional abilities.

Superpower: Acid Attack The Effect of varying vinegar concentrations on the change in mass of quail eggs due to acid degradation of calcium carbonate in eggshells

The process mirrors the abilities of a superhero with acid generation or manipulation powers, which can corrode or degrade solid materials at will. In this analogy, the eggshells represent a hard, solid state—similar to bones or armor—while the vinegar symbolizes the superhero’s acid-based power. The reaction between the vinegar and the eggshell demonstrates how the acid dissolves the solid material, providing a tangible model of this superpower in action.

Superpower: Electricity Manipulation The effect of temperature on the electric current generated by potato

Temperature may influence how a superhero with electricity manipulation powers harnesses their abilities, as it directly impacts electrical conductivity. In this case, the effect of temperature on electrical conductivity is demonstrated by testing potatoes at varying temperatures. This experiment models how temperature changes could affect the efficiency and control of the superhero’s electrical power, highlighting the interplay between environmental factors and their abilities.

Superpower: Human Torch (Withstanding Fire) Effect of varying fuel sources on energy production

The Human Torch (withstanding fire) superpower involves the ability to generate and control fire, which is fueled by combustion reactions. When different fuel sources are burned, combustion occurs, releasing heat, light, and energy—key elements of this superpower. The intensity and characteristics of the flames depend on the type of fuel and its chemical composition, illustrating how variations in fuel properties can influence the power and appearance of the fire.

Superpower: Plant growth control The effect of the different colors of light and wavelength on the growth of Vigna Radiata

Different light colors, each with distinct wavelengths, can significantly influence the growth of plants, such as Vigna radiata (mung beans). This concept aligns with Poison Ivy’s supervillain ability to control and manipulate plant life. In this analogy, specific light wavelengths can optimize photosynthesis and impact root development. Poison Ivy’s fictional powers may extend to fine-tuning light conditions to accelerate plant growth. This highlights how light quality and spectrum serve as powerful tools for manipulating plant development, showcasing the scientific potential behind her botanical mastery.”

Superpower: Elasticity Exploring Spiderman’s Web: How resistance band thickness influences elastic properties

With Spiderman’s web-based superpowers, this experiment explores how the thickness of a web—modeled by varying the thickness of elastic bands—affects its elasticity, as measured by its elastic constant. This parallels Spiderman’s ability to control the strength, stretch, and tension of his webs, enabling him to perform feats such as swinging between buildings, capturing villains, and supporting heavy objects. By examining the relationship between web thickness and elasticity, the experiment highlights the scientific principles underlying Spiderman’s ability to adapt his webs to different situations, showcasing the interplay between material properties and superhuman.

Superpower: Human Torch (Thermal insulation) Human Torch vs. Heat Loss: A thermal insulation study

The concept of heat loss directly relates to the Human Torch’s superpower, which involves generating and controlling intense heat and flames. In this context, the experiment examines how heat is lost to the environment through conduction, convection, and radiation. Understanding these mechanisms mirrors how the Human Torch might manage or combat heat loss to sustain his fiery powers, maintain energy efficiency, and control the intensity of his flames during various scenarios. By exploring the science of heat transfer, this investigation provides insights into the challenges and strategies a superhero like the Human Torch might face in maximizing its thermal energy.

This CSP demonstrates that the benefits of superpowers, which may initially seem fictional, are deeply intertwined with the core principles of Science—Biology, Chemistry, and Physics. Many abilities that appear to belong to the realm of fantasy, such as extraordinary strength, acid generation, or manipulating energy, can all be explained through scientific concepts like genetics, chemical reactions, and the laws of energy and motion. Science itself holds the key to unlocking these superpowers, showing that what once seemed impossible may be achievable through scientific discovery!

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025 February 21, 2025 February 25, 2025
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: December 6, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Building and Maintaining Community Partnerships

Over the years, schools have started looking for ways to move from community service to service learning and community partnerships. For IB schools, this includes not only indirect service, often in the form of fundraising, to more direct service through building and maintaining community partnerships that will last over time. This has always been something that I have been interested in and I have presented on this topic at various conferences. I have learned through my own experiences and mistakes in working with an orphanage over the past ten years that there are five areas of consideration that can really help to build and maintain a strong community partnership.

  1. Trust Matters: Who are our longest community partnerships? How did these partnerships develop over time? Where has trust been lost or gained? How do we keep the trust of our community partners?
  2. Culture Matters:  Where do we see cultural conflicts in your community partnerships? How can we better prepare for and respond to cultural misunderstandings? How can we find common ground when it comes to using innovation to solve problems while also respecting traditional values
  3. Local Matters: Who will carry the torch with our community partnerships? Besides students, who among your local staff should have more input in maintaining community partnerships? How can we sustain these relationships over time?
  4. Communication Matters: How often do we communicate with our community partnerships? How do we make them feel valued? How do we find out what they need from us? How does community partner feedback shape our programs?
  5. Reflection Matters: When do we give time to reflect? What changes have we seen over the years? In what areas of authentic community partnerships could our school grow? What is going well? What needs to be improved? How will we adapt to changes in systems and personnel?

Using these considerations and  the IB framework as our guide, the students move through four steps of the service learning process: investigation, planning, taking action, and reflection.

This year, in addition to fundraising with Operation Smile, we have reconnected with five more communities for yearly ongoing projects to learn more from them and to come up with solutions together to meet the needs of their communities. For the next five days, our MYP students will go on field trips to these communities to use investigation as their first step before moving to the planning stages. We are lucky to have already had contact with these communities in the past and with the help of Mr. Ace Pierra, who has developed these relationships over time, and Ms. Julie Sykes, who has worked extensively on developing the learning aspect of these experiences over time, we will now be able to grow these community relationships more frequently throughout this year. Then for the future, our students will connect with different communities over a five year period during the MYP. By the time the get to performing their CAS experiences, they will not only be able to choose their way to collaborate with the communities but hopefully they will understand more about the communities themselves to meet our goal of moving past sympathy (we feel bad for you) and even empathy (we feel bad with you) to true compassion (we feel that we can act to solve problems together).

Upcoming events of note

  • Sat, Dec. 7: Tree of Giving
  • Sun, Dec. 8: Public Holiday (Immaculate Conception)
  • Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)
  • Dec. 16 – Jan. 4, 2025: Christmas / Semester Break
  • Mon, Jan. 6: Teachers’ In-Service Day (No classes)
  • Tue, Jan. 7: First Day of Sem. 2 / Q3 Start

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

Language Acquisition Classes

by Ms. Evangeline Belono-ac, KG1 and G4/5 LA-English Teacher  and Ms. Jessa Luntayao, G2/3  LA- English Teacher 

This semester, students in the Language Acquisition-English classes have been engaged in various interactive learning activities designed to cultivate proficiency across the four language domains. Through engaging activities, students have delved into the exploration and acquisition of new vocabulary directly relevant to their units of inquiry. These linguistic connections not only deepen their understanding of subject-specific concepts and themes but also foster the expansion of their overall vocabulary repertoire and enhancement of comprehension abilities. They have been doing role-plays, playing games, reading, sharing, and writing stories related to their units of inquiry and utilizing grammatical rules. 

The K/G1 English Language Learners wrote and presented personal narratives about a trip they took with their family.

Kinder and Grade 1
The Kindergarten and Grade 1 students are currently exploring the concept of transportation as part of the unit “Where We Are in Place and Time.” As part of their grammatical instruction, they have engaged in activities focused on verb tenses, prepositions, and adverbs. Applying their new knowledge, the students have crafted descriptive sentences and personal narratives.

These skills have been reinforced through targeted practice sessions and engaging classroom discussions, helping them understand how accurate use of verb tenses, prepositions, and adverbs enhances sentence structure. Additionally, the students have delved into story writing, deepening their understanding of story elements and written expression.

This process has not only sparked their creativity but also refined their writing skills, as they learned to organize their thoughts clearly and ensure coherence in their compositions.

Grade 2/3
Under the transdisciplinary theme, How the World Works, Grade 2 and 3 English language learners are actively inquiring into cause-and-effect relationships to uncover connections between events and their causes. This exploration supports the development of skills essential for everyday life, such as explaining events and their reasons, while deepening students’ understanding of how natural phenomena and human actions shape the world.

Grade 2/3 ELLs showcased their cause-and-effect sentences, demonstrating critical thinking by analyzing how events connect using signal words. They have also begun drafting their cause-and-effect paragraphs with the Stoplight Paragraph graphic organizer.

In alignment with PYP practices, students have honed their critical thinking skills by analyzing how specific events result from interconnected causes. To enrich their learning, they read nonfiction books about natural disasters, creating meaningful transdisciplinary connections with their homeroom unit of inquiry on natural phenomena. They also practiced organization by managing their time effectively and ensuring task completion.

As budding writers, students are utilizing the Stoplight Paragraph graphic organizer to structure their ideas, crafting expository paragraphs that explain the causes and effects of their chosen landform or natural disaster. This activity has strengthened their communication skills and built confidence in expressing their understanding through writing.

Throughout the inquiry, students have demonstrated curiosity, critical thinking, and responsibility in their learning. Their engagement not only fostered a deeper appreciation for the natural world but also enhanced their ability to use language as a tool for understanding and explaining complex ideas.

Grade 4/5 
In their current unit, “How the World Works,” Grades 4 and 5 are exploring traditional literature. As they develop a deeper understanding of this genre, students are learning to summarize texts, identify themes, analyze media, and compare similar tales. They also hone their public speaking skills through presentations and role plays.

The Grade 4 and Grade 5 English Language Learners utilized the Fable Story Arc graphic organizer to craft their own fables. They then brought their stories to life by presenting them in class through engaging role-play performances.

Recently, their inquiry has centered on fables. Students have been comparing fables from different countries and crafting their own. Using the grammar concepts they’ve learned, such as quotation marks, commas in dialogue, and varied sentence structures, they composed fables that incorporate key elements of the genre. To support their growth as assessment-capable learners, students used a checklist to guide their writing and reflect on their progress.

Sharing and comparing fables from their cultures led to thoughtful reflections on why these stories often have multiple versions. Here are some of their insights:

  • Dominic: “Countries have different languages and histories. Fables show the culture and beliefs of a country.”
  • Peter: “There are changes when fables are told to others. Also, there might be changes in translation.”
  • Jack: “There’s one version (original) of the story, and it was passed down from generation to generation, changing over time until it has many versions.”
  • Rain: “There are different versions of a fable from different countries so we can understand them better.”

This inquiry has encouraged students to connect with diverse perspectives while strengthening their writing and analytical skills.

Ethan

Goat and Goblin

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Yul

4-Greedy Fox-Yul

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Lifeng

Yuseong

5-Blue Fox-Leo Lee

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Ruilin

The Greedy Dog

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Jongmyung

THE 3 DRAGONS

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Junwoo

Lying Rabbit

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Science Laboratory Class

by Ms. Haydee Montero, Science Lab. Teacher/Lab. Technician

Collaborative Science Project

Eve ensured the Petri dishes were thoroughly sterilized before use during the CSP pre-trials, maintaining a contaminant-free environment for accurate experimentation.

Just in time for the Collaborative Science Project (CSP 2024), the Science department has acquired a new Ultrasonic Labware Cleaner, which is already invaluable in maintaining sterile laboratory environments. This device ensures a higher level of sterilization by eliminating microbial contamination and chemical residues from lab equipment, leading to more accurate and reliable experimental results, especially in experiments sensitive to trace impurities. The ultrasonic cleaning method is chemical-free, reducing the need for harmful cleaning agents and minimizing students’ exposure to potentially hazardous substances, making the lab a safer place to work.

In addition to improving safety, the Ultrasonic Labware Cleaner also boosts efficiency in the laboratory. By cutting down the time spent manually cleaning glassware, students can enjoy more hands-on lab sessions, allowing for greater productivity in a busy academic schedule. Thanks to the generous contribution of the PTA through this year’s Student Learning Enhancement Fund (SLEF), this equipment will enhance the quality of learning and help more students complete their experiments with ease and accuracy.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Alumni Spotlight

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025 February 21, 2025 February 25, 2025
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: November 29, 2024

Elementary Principal News

by Ms. Maureen Juanson, Elementary School Principal

CIS Tree of Giving

The holiday season is a time for giving, and at CIS, we embrace this spirit with the annual Tree of Giving. This cherished tradition allows our students and community members to make a meaningful difference in the lives of children in need. Each year, we collect gift boxes filled with essential items for children living in the dumpsites of Cebu City and Mandaue City.

This week, boxes have started to come in, and you’ll find the growing piles of gift boxes in the lobby by the Christmas tree. Last school year, we were able to collect and distribute 602 gift boxes. That made a lot of children smile and have a meaningful holiday. How many boxes can we come up with this year?

We invite all CIS families to participate in this heartwarming initiative. By donating boxes of essential items, you can help bring joy and support to children who need it most. Below is the list of suggested items to include. Simply wrap the items in a shoebox and bring them to your homeroom classroom by Wednesday, December 4.

On Saturday, December 7, CIS student representatives will deliver the boxes in person, engaging with the children through games and activities to spread holiday cheer.

Upcoming events of note

  • Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10 pm)
  • Sat, Nov. 30: Public Holiday (Bonifacio Day)
  • Sat, Dec. 7: Tree of Giving
  • Sun, Dec. 8: Public Holiday (Immaculate Conception)
  • Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)
  • Dec. 16 – Jan. 4, 2025: Christmas / Semester Break
  • Mon, Jan. 6: Teachers’ In-Service Day (No classes)
  • Tue, Jan. 7: First Day of Sem. 2 / Q3 Start

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

Our youngest collaborative learners have embarked on an exciting journey in their second unit, How We Express Ourselves, focusing on roleplay as a way to foster creativity, empathy, and emotional expression. Through imaginative play, students step into different perspectives, acting out scenarios that help them better understand the world around them. This unit also provides opportunities to practice social interactions while developing communication and problem-solving skills which are essential for their growth.

In Homeroom, students explored key elements of stories, such as the beginning, middle, and end by reading familiar books. They also practiced sequencing events by retelling some stories. As they gained confidence, they began creating their own stories. The students developed characters, settings, and plots for their roleplays. This hands-on approach allowed them to express their ideas while also practicing critical thinking in a fun, engaging way.

The roleplay process involved several collaborative steps. First, students chose their characters, considering the qualities of the IB Learner Profile. Next, they worked together to create scenarios and interactions. They then discussed the setting, conflict, and resolution of their stories. They ensured their narratives had a “bold beginning”, “mighty middle”, and “excellent ending” for a cohesive flow. Finally, they developed their scripts by assigning lines to their characters, incorporating sound effects, and experimenting with different tones of voice to bring their stories to life.

This unit has also provided rich transdisciplinary learning opportunities. In Drama, students discovered the types of roleplay such as skits, shadowplay, and puppetry. Focusing on their character, they added their personal touch to them with different voices and created their stick puppets. In Art, they represented their story settings through dioramas. Media Literacy helped them explore character traits while Music encouraged them to add sound effects to enhance their stories. All these subjects contributed to the students’ collaborative roleplay experience, offering them new ways to enrich their imagination and spark their creativity.

Currently, our little creators are busy recording their stories and preparing for a puppet show, bringing together all the skills they’ve developed throughout the unit. We are excited to see their imaginative work come to life!

Digital Citizenship Week

by Ms. Aimee Underwood (Asst. PYP Coordinator / Grade 5 Co-Homeroom Teacher) on behalf of the ICT Committee

Empowering Our Community to Be Smart, Responsible, Inclusive, and Leave a Lasting Positive Impact

Last week, the CIS community came together to celebrate Digital Citizenship Week. Through engaging activities and meaningful discussions, students explored key aspects of digital citizenship, including balancing screen time, staying safe online, respecting privacy, critically analyzing information, and fostering inclusive digital spaces. These experiences showed how CIS students are empowered to make thoughtful, ethical choices in their digital and personal lives.

Learning in Action
The week was packed with hands-on activities that fostered digital responsibility, balance, and inclusivity. Students took on challenges that connected their actions online and offline to broader themes of citizenship and impact.

Check out the Digital Citizenship Week 2024 activities and video resources in the linked slide deck. Then, scroll through some of the snapshots that students shared online on our Padlet throughout the week:

Creating a Positive Digital Footprint
Students reflected on the legacy they want to leave by completing the sentence: “I want the footprint I leave both online and offline to show that I…” Responses like “I always choose kindness” and “I inspire others to make a positive difference” highlighted their aspirations and reinforced the importance of thinking critically about how every action shapes their identity and impact.

Relationship & Communication
Students practiced asking for consent before sharing information, including photos, emphasizing the importance of respecting boundaries and building trust.

Find the Digital Citizens
In a school-wide scavenger hunt, students discovered the six Common Sense Media Digital Citizens, each representing a strand of the digital citizenship curriculum. Each character carried a word or phrase, which, when unscrambled, revealed the sentence: “I will leave a positive footprint, online and beyond!”

Media Balance & Wellbeing
Students participated in a Device-Free Moment Bucket List, engaging in activities like reading, coloring, and puzzles. This exercise encouraged reflection on balancing screen time with personal well-being and relationships.

Privacy & Security
Through the Spot the Scam challenge, students learned to identify phishing attempts and protect their personal information online.

“It asks for your personal information!”

Cyberbullying & Digital Drama
In the Be an Upstander activity, students wrote positive messages to promote kindness and counter digital drama, showing the power of words to create inclusive, supportive spaces.

News & Media Literacy
Students honed their critical literacy skills by practicing lateral reading to evaluate fake news that sounds real and real news that sounds fake. Click here to try the activity, Think like a Fact-Checker!, and revisit how CIS Digital Citizens use lateral reading in the November 2022 Newsflash article.

Throughout the week, students reflected on what it means to be a responsible digital citizen. Many students shared that “Being a digital citizen means using technology for good, helping others, and making sure we’re all safe online” and that they needed to “Be responsible, always check your sources, do lateral reading, and THINK before you post or share information with others.” These activities sparked rich discussions among students, helping them realize the real-world impact of their choices.

Our Approach to Digital Citizenship

At CIS, digital citizenship is not just a one-time event—it is a fundamental part of our curriculum. Beginning in the Early Years and continuing throughout the school, students engage with a curriculum based on the ISTE Standards and Common Sense Media frameworks, developing the skills, knowledge, and attitudes to engage safely, respectfully, and productively in digital spaces.

As outlined in the CIS ICT Philosophy:

  • Digital citizenship at CIS refers to the responsible and ethical use of technology and digital resources in various online environments. It encompasses skills, knowledge, and attitudes that enable individuals to engage safely, respectfully, and productively in digital spaces. 
  • Digital citizenship involves understanding and adhering to legal and ethical guidelines, critically evaluating digital content, maintaining personal privacy and security, and contributing positively to online communities. It also involves promoting digital well-being, equity, and inclusivity, while actively participating in efforts to address societal challenges through technology.”

This philosophy aligns with CIS’s core values of being reflective, innovating, advocating for diversity and belonging, and taking responsible action to positively contribute to a changing world.

Continuing the Conversation

Although Digital Citizenship Week has ended, its lessons remain part of daily life at CIS. By fostering the values of kindness, respect, inclusivity, and responsibility, and equipping students with tools to navigate the digital age, CIS empowers learners to leave a lasting positive impact online and offline.

Reflection Questions for Families:

  • What kind of digital footprint do you want to leave?
  • How can we balance screen time with other activities?
  • What steps can we take to keep our personal information safe?
  • How can we verify if news and information online is reliable?
  • How can we use technology to make a positive impact in our communities?

We encourage families to explore additional resources to support conversations at home. Visit the Digital Citizenship Resources for Family Engagement page for tips on managing digital footprints, screen time, and fostering respectful online interactions, with tools available in multiple languages.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

University Counselor Fly-ins
In semester 1, CIS has participated in 3 fully-funded fly-ins to Western Australia, Abu Dhabi and Manila (for University of British Columbia).   These events  provide first-hand insights into campuses, programs, and student experiences, enabling more informed guidance to students. They also  foster connections with admissions representatives, strengthening school-university partnerships.

Western Australian Familiarisation Program

Five (5) counselors from the Philippines were flown into the city of Perth by the Western Australian government. Attending the WA Government’s International Education Familiarisation Program offered valuable insights into the international student experience while creating a network with the universities and other educational providers. Universities visited included University of Notre Dame, Murdoch University and Edith Cowan University.

UBC Counselor Connect in Manila

The University of British Columbia invited CIS to a full-day session held at IS Manila last November 5.

NYU Abu Dhabi Counselor Fly-in’

Thirty (30) counselors from different international schools were flown into NYUAD last week.  Countries represented were Georgia, Jordan, UAE, Mexico, Argentina, USA, UK, Cambodia, Malaysia, China, Kenya, Côte d’Ivoire, Singapore and the Philippines. NYUAD offers full-ride scholarships with a 2-3% acceptance rate. CIS has sent 7 students to this prestigious university. One of their Literature professors, Miguel Syjuco, Ph.D. (CIS Class of 1993), a multi-awarded author, teaches Literature at the university. The event gave counselors an opportunity to explore the campus in Saadiyat Island, learn the intricacies of the application process and speak to current NYUAD students. 

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
March 8, 2025   February 21, 2025 February 25, 2025
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: November 22, 2024

MHS Principal’s Corner

by Mr. Benjamin Martin, Middle and High School Principal

Even as a young child, we were taught the importance of working through our challenges and completing the task. I would bet that most children all over the world know how the tortoise beat the rabbit by avoiding distractions and slowly moving forward towards the goal. However, though we know this, it definitely is not easy for us to control our impulses to see that sometimes long-term gains require sacrificing temporary pleasures.

There are many reasons for this but for starters, it is good to start with our impulses. According to an article from verywellmind.com, there are three types of primary types impulse control:

  • Impulse control refers to the ability to manage urges and impulses. People who struggle with impulse control may act first without thinking about the consequences of their actions.
  • Emotional control refers to the ability to regulate emotional responses. Someone who struggles with emotional control may find it hard to manage strong emotions. They may overreact, experience lasting bad moods, and get overwhelmed by the intensity of their feelings.
  • Movement control refers to the ability to control how and when the body moves. A person who has difficulty with movement control may experience restlessness and find it difficult to remain still.

One of the most famous research studies is often known as the “Stanford Marshmallow Experiment”. In this study, a child was offered a choice between one marshmallow immediately, or two marshmallows if they waited for a period of time. The researcher then left the room and observed the child. Some of the children ate the marshmallow before the researcher returned while others waited. Later they tracked the progress of the students through interviews with their families and found that overall, the students who waited had better results academically and physically than those who did not. Though aspects of the original study were simplified and some other considerations like socioeconomics and family background disproved some of the findings in the original study, the study still demonstrated many of the successful strategies that the children who resisted the impulse to eat the marshmallow were able to demonstrate to achieve their goal of getting two marshmallows later. We can see some of these strategies in the graphic below:

Resisting our impulse to spend too much money, consume too much screen time, eat too many foods that we know are unhealthy, and waste too much time or energy on aspects of life that only temporarily satisfy us will have a negative impact on achieving the long-term goals that are better for us in the long run. By practicing impulse control and self-discipline more in our lives, we can become more balanced and happier.

Upcoming events of note

  • Thursday, Nov. 28: End of Sem. 2 After School Activities
  • Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10 pm)
  • Sat, Nov. 30: Public Holiday (Bonifacio Day)
  • Sat, Dec. 7: Tree of Giving
  • Sun, Dec. 8: Public Holiday (Immaculate Conception)
  • Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)
  • Dec. 16 – Jan. 4, 2025: Christmas / Semester Break

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

PYP Arts Classes

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

Creative Expression in PYP Art Class

In the PYP, art is a powerful tool for developing conceptual understanding and fostering creative expression. Through art, students explore and represent the world around them, making connections to their homeroom inquiries while expressing their unique perspectives. Art encourages students to experiment with techniques, materials, and ideas, deepening their appreciation of aesthetics and the beauty in diversity. This creative process not only builds artistic skills but also nurtures inquiry, imagination, and an appreciation of how art reflects and shapes our understanding of the world.

Below are some examples of how our young artists in elementary are using art to express their learning and creativity.

In our How We Express Ourselves unit, the Early Years artists explored how stories inspire art. Inspired by the landscapes in their stories, the children designed imaginative scenes like majestic castles, deep oceans, enchanted forests, and snowy mountains. using different art techniques.

This hands-on activity sparked their creativity and storytelling skills, transforming their ideas into vibrant, imaginative worlds!

In our Where We Are in Place and Time unit, Kinder and Grade 1 artists explored how artists from history expressed their ideas. They studied cave paintings, Egyptian pyramids, clay tablets, and Impressionist paintings, learning about colors, lines, shapes, and textures.

This journey through art history inspired their own creations and connected them to artistic traditions from different times and places.

In our How the World Works unit, Grade 2 and 3 artists explored how natural materials can transform into art. Using leaves, rocks, twigs, and flowers, they experimented with bending, stacking, weaving, and pressing to create unique designs.

They documented their process in journals, recording changes and reflecting on their creations. This hands-on activity connected them to nature and inspired new artistic ideas.

In our How the World Works unit, Grade 4 and 5 artists explored how 3D art connects us to biodiversity. They observed plants and animals closely, then used clay and wire to sculpt unique creations like “dragon eyes” and lifelike spiders.

This hands-on activity helped them appreciate the beauty and complexity of ecosystems while building their artistic skills.

KG/Grade 1

by Ms. Maffy Ocleasa, K/G1 Homeroom Teacher and Ms. Janelle Belono-ac, ES Educational Assistant

How Do Kinder and Grade 1 Students Tune Into Their Units of Inquiry?

At CIS, we strive to spark curiosity and foster a passion for learning. One of the ways we achieve this is through engaging provocation activities that set the stage for deeper inquiry and exploration. 

To begin our unit of inquiry under the transdisciplinary theme Where We Are in Place and Time, which focuses on Transportation, Movement, and Journeys, the Kinder and Grade 1 students were asked to share their prior knowledge about the theme.

Then, they were presented with a bag filled with transportation-themed objects, and we used the See-Think-Wonder visible thinking routine to explore these items. The students eagerly asked questions, made observations, and began to form ideas about the concept of transportation. This hands-on approach allowed them to connect with the topic in a tangible way, sparking their curiosity and guiding their thinking.

Following the Mystery Bag Challenge, students used the transportation objects to inspire creative writing, where some students explored their favorite vehicles, others reflected on past journeys, and some even researched the history of aviation. 

We created a transportation story together as a group.
In our small groups, we made our own story.
Time to transfer our stories to paper!

After writing creative stories about various transportation vehicles, the students engaged in a hands-on activity to deepen their understanding. They sorted the vehicles into different modes of transportation, categorizing them as land, water, or air transport. This collaborative task not only reinforced their knowledge of transportation types but also encouraged critical thinking and group discussion as they justified their classifications. The activity allowed them to make connections between their stories and real-world transportation systems, further enriching their inquiry.

Look at the map! We can move from North to South America by land transportation because they are connected.

There’s a compass rose! It tells us where is north, south, east, and west.

What do these symbols mean?

Through these engaging provocations, students have built a strong foundation of curiosity, critical thinking, and creativity, making them ready for our unit of inquiry. They have begun to explore key concepts of transportation, movement, and journeys by asking thoughtful questions, making connections, and sharing their ideas. These activities have sparked excitement and empowered students to take ownership of their learning. With their interest piqued and their minds actively engaged, they are well-prepared to dive deeper into the unit and uncover meaningful insights about the world around them.

Grade 12: Physics and Mathematics AA SL

by Ms. Maria Rosandee Tabada, DP Physics and Mathematics Teacher

The Grade 12 students are currently working towards finishing the internally assessed components of their various DP courses. This component gives students the opportunity to apply their skills and knowledge to a topic of their choosing.

Physics students complete one scientific investigation, which is an open-ended task where they collect and analyze data to answer their own research question.

Here are research questions of the Grade 12 Physics internal assessment investigations, along with images of their work.

How does the distance of two 0.045-kg masses from the center of a cake turner affect its angular displacement when the same initial torque is applied?

How does varying the area of aluminum foil in a parallel-plate homemade capacitor affect the time constant?

How does the amount of water in a wine glass influence the highest frequency of the sound generated when the glass is struck, and the rim begins to vibrate freely?

The Internal Assessment (IA) in mathematics is an individual exploration. This is a written piece that investigates a mathematical topic and is intended to provide students with opportunities to develop a wider appreciation for mathematics.

The following are descriptions of the topics investigated by the current cohort of Grade 12 AA SL students, along with screenshots of their work from the draft.

I modeled the motion of the Mall of Asia (MOA) Eye, the Ferris wheel in front of the mall, and the height of the Conrad Manila Bay Hotel. The objective is to determine when and how long riders can take photos without the hotel blocking their view.

I created two out-of-system set points to see how changes in angle and initial velocity could replicate the result of my perfect set. To ensure that the out-of-system sets arrived at the final position within the same time, I calculated the launch angles using my understanding of triangle trigonometry.

The aim of my exploration is to model the shape of a Yakult probiotic milk bottle analytically and with the use of Desmos. The volume will then be determined using definite integral calculus and compared to the volume provided by the company.

This investigation aims to model heart rate behavior over time during an exercise routine and predict the periodic fluctuations in beats per minute.

My objective is to analyze and compare the cumulative word counts of male and female characters in William Shakespeare’s plays and to infer what this reveals about the portrayal of women in his works.

The aim of my study is to analyze the trend in Infant Mortality Rate data and predict future rates using linear and quadratic regression models. I will assess each model’s fit to determine which one better captures the historical trend.

Alumni News

by Ms. Jenny Basa, College Counselor & Alumni Liaison

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
December 7, 2024 November 22, 2024 November 26, 2024
March 8, 2025 February 21, 2025 February 25, 2025
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: November 15, 2024

15 November 2024 

By Dr. Gwyn Underwood, Superintendent

Professional learning at CIS

As you enjoyed your extra school holiday last Monday, did you wonder why it was a holiday? The answer is that it was a compensatory day for the faculty and staff, who took time from our regular school schedule to focus on developing their knowledge, skills, and understanding of selected areas at our annual Professional Learning Weekend! 

Our office Staff spent their time looking at characteristics of professionalism and applied them by considering various scenarios and how one could react to different situations. 

Our faculty, on the other hand, continued with our professional learning focus for this year on Universal Design for Learning, or UDL.

UDL is an educational framework that aims to optimize teaching and learning for all individuals by providing multiple means of engagement, representation, and action/expression. It focuses on proactively designing learning environments that accommodate diverse learners’ needs, thereby removing barriers to learning and ensuring equal opportunities for success. By integrating Universal Design for Learning (UDL) into our planning, we empower all students to thrive, ensuring they can access, engage with, and fully understand their learning experiences.

This comic strip highlights the benefits of how providing a solution that allows all members of a group to access a benefit is beneficial for all, rather than insisting on old ways of doing things that can exclude certain members of the community. This concept can be applied to multiple areas in the classroom, such as the physical and emotional setting, as well as learning methodologies. How could you apply this at home, I wonder?!

Have a wonderful weekend!

Upcoming events of note

  • Nov. 18 – 22: Digital Citizenship Week
  • Thursday, Nov. 28: End of Sem. 2 After School Activities
  • Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10 pm)
  • Sat, Dec. 7: Tree of Giving
  • Fri, Dec. 13: End of Semester Assembly / End of Sem. 1 / End of Q2 (half day)

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

Grade 4: Math Class

by Mr. Sten Coppin, Grade 4 Homeroom Teacher

In Grade 4, we approach math learning through a variety of methods to meet the diverse needs and learning styles of our students, in line with the PYP’s emphasis on inquiry and engagement. From hands-on activities like using clocks to explore time concepts, to digital platforms like IXL that provide personalized practice, our math lessons are designed to balance conceptual understanding, skill fluency, and real-world application. By incorporating tools like flashcards, board games, and collaborative problem-solving tasks, we make math both accessible and enjoyable for all learners. This diverse approach, inspired by the CRA (Concrete-Representational-Abstract) model, helps students build a strong foundation in mathematical thinking while developing confidence and enthusiasm for the subject. Below, you’ll find examples of our students in action and their reflections on what they enjoy most about learning math in Grade 4! 

Livi, Ethan

Activity: Zap
This game is called Zap. When we pick up a math question, we say the answer and get to keep the popsicle stick. But if we get a Zap! stick, then we have to put all the sticks back in the basket. In the end, the person with the most sticks wins. This game is really fun and helps us get better!

Annanda, Lola

Activity: Math Dice
This is a multiplication game and can also be used as a division game. We play by  rolling 2 dice and multiplying the numbers. There are different types of dice to make the game easier or harder, and we think it’s very fun.

Riley, Lucas

Activity: Math Ninja
I can learn how to calculate faster in math ninja.Math ninja is a worksheet with 81 problems, but we only have 5 minutes. When we pass a level, we get a new color ninja belt.

Aqua, Ryan

Activity: IXL
IXL is a website where you can practice math skills that we learned in class. We like it because you can improve your math at your own level.. IXl also gives us an updated personal score so we can see our math skills improving.

Yul, Elsie

Activity: Working in our notebooks
Working in our notebooks helps us keep track in class  because we take notes and practice the exercises together in class. It is hard work, but its good for us

Cath

Activity: Worksheets
We have a cool worksheets like the one it helps you know the time and to practice the time. After working with real clocks, I used the worksheet to show I know how to draw the hands in the right places.

Lisa, Iyanah

Activity: Board Games
This is a math game where we compared fractions.These math games help us practice and get better at what we learned in a fun way!

SEL Counselor Corner

by Ms. Abigail Gorgonio, Guidance Counselor

Grade 8 identifying healthy and unhealthy boundaries

As the academic year continues to unfold, the Guidance Office, led by MHS Principal Mr. Benjamin Martin and Assistant Principal and MYP Coordinator Ms. Julie Sykes, organized an online Parent Session for middle school parents. The first-quarter topic, “Supporting Teens” delved into understanding Gen Z tweens and teens during their exciting and challenging times. Safeguarding initiatives also commenced in MYP for Grade 6-8 students, emphasizing the importance of different types of boundaries and how to establish and maintain healthy boundaries.  Healthy boundaries are taught to help them communicate better and have better relationships.

In the elementary, self-regulation, a key component of CASEL’s self-management, took center stage in Social-Emotional Learning (SEL) classes. Structured activities and games reinforce the self-control in the learners.

Grade 2 to 5 engaged in self-control structured activities.

Additionally, a transition lesson, “We Are Wonders,” was conducted to prepare students to welcome new learners and foster a more inclusive and positive learning environment in the lower years.

Concurrent with academic endeavors, the well-being of our faculty and staff was duly considered. A novel initiative, the Faculty & Staff Trick or Treat event, brought joy to select individuals.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
December 7, 2024 November 22, 2024 November 26, 2024
March 8, 2025 February 21, 2025 February 25, 2025
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: November 8, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

What Makes Cebu International School Exceptional?

For those unfamiliar with CIS, understanding what makes our learning community exceptional can be challenging. Here are the key areas that contribute to making CIS a leader in international education:

IB Continuum School 

CIS is an authorized International Baccalaureate (IB) Continuum School offering the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). This ensures a consistent, inquiry-based, student-centered learning experience across all grade levels. While many international schools offer IB programs, CIS stands out by providing all three, facilitating a seamless educational journey.

Global Accreditations

We are fully accredited by two reputable international accrediting organizations: the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC). These accreditations affirm our adherence to international standards of excellence, placing us among the top-tier international schools globally.

CIS has recently received confirmation that, following our joint accreditation visit by CIS and WASC and verification by the IB this past September, we have been re-accredited!

An Amazing Community

A highlight of our accreditation report was the visiting team recognizing the outstandingly supportive and caring learning community we have developed at CIS. This was developed by being Purposeful in our intent, as outlined in our Purpose Statement and Core Beliefs, being Respectful—as defined by our “Five Respects” value system that nurtures a respectful and responsible community, fostering personal and social development—and having a clear intent to promote and develop the IB Learner Profile attributes we hold dear.

Diverse, Authentically International Environment

Our community includes 27 different nationalities among our student families and 15 nationalities among our faculty and staff. This diversity forms the heart of a globally aware community that embraces intercultural understanding and fosters a sense of belonging. The school’s multicultural environment, along with our schoolwide additional language program, enriches the educational experience, offering unique cultural insights not found in more homogeneous settings.

Highly Qualified Faculty and Staff

CIS employs experienced and internationally trained educators from around the world who are committed to high-quality teaching and learning. We value continuous professional growth, ensuring our teaching methods are current and effective, and providing students with a superior learning experience.

Extensive Extracurricular Opportunities

We offer extensive extracurricular activities that develop life skills and support our students’ overall development. This includes a wide range of After School Activities (ASAs) each semester—such as arts, crafts, sports, service learning, media, and technology—an annual Week Without Walls program for experiential learning outside the classroom, and opportunities for sports and art tournaments and productions. These programs allow students to explore their interests beyond academics and develop critical life skills.

Focus on the Development of the Whole Child

We focus on the development of the whole child, not just academics. This includes explicit exposure to Approaches to Learning (ATL) and the IB Learner Profile throughout our program to develop both academic and personal character attributes that support student learning and set them up for success in life after school. Students also all participate in action and service learning projects that instill responsibility and empathy while contributing positively to our local, regional, and global communities.

Safe and Supportive Environment

We provide a safe and supportive physical and emotional environment. CIS adopts comprehensive health and safety protocols, creating an optimal learning atmosphere. We boast a complete campus of learning-focused facilities and dedicate time to developing our social-emotional environment to enable a safe learning space. Additionally, CIS incorporates sustainability practices into our curriculum and operations, engaging students in environmental projects and fostering environmentally conscious individuals ready to tackle global challenges, such as those outlined in the UN Sustainable Development Goals (UNSDGs).

Inquiry-Based Learning

Our approach to learning is founded on inquiry-based best practices, including the integration of advanced technology to prepare students for a digital future. Access to cutting-edge tools and platforms develops essential skills in information literacy and digital collaboration, positioning our students to know how to adapt and succeed in a technically rapidly changing world.

Comprehensive Student Support

All our faculty embrace an ethos of supporting all students and strive to utilize Universal Design for Learning (UDL) strategies to facilitate all students to progress. We employ a wide range of student support structures to ensure all students succeed, including those who struggle with English or have specific learning needs. In the upper grades, our outstanding college counseling services guide students through university selection and applications, leading to graduates being accepted into prestigious universities worldwide.

In summary

CIS empowers our students through excellence in education. By choosing CIS, you can rest assured your child will embark on a journey of lifelong learning and global citizenship, equipped to adapt, innovate, and contribute meaningfully to the world. They will become responsible, respectful, and prepared!

Upcoming events of note

  • Nov. 9: Professional Learning Communities (Faculty)
  • Mon, Nov. 11: School Holiday
  • Nov. 18 – 22: Digital Citizenship Week
  • Fri, Nov. 29: End of Sem. 2 After School Activities
  • Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10pm)

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

Kinder/Grade 1 News

by Ms. Emilia Malarewicz, KG1 Homeroom Teacher

CIS Common Space Makeover with Kindergarten and Grade 1 Students

In our latest unit, “How We Organize Ourselves,” Kindergarten and 1st-grade students have been on a journey to understand how creating common spaces can shape and support a community. It all began with the big question: What makes a good common space? Together, we explored how these spaces can meet the needs of a community, connect to our well-being, and encourage responsibility.

The adventure started with a bit of a surprise—the Messy Classroom Provocation! Imagine walking into a totally disorganized space. The students quickly reacted, jumping in to clean and arrange things, which naturally led to a thoughtful conversation about why organization is so important. They talked about how it felt to be in a tidy space and reflected on what makes them feel comfortable and happy in shared areas.

From there, they began exploring the idea of common spaces versus private ones. Each student thought about their favorite places and learned to distinguish between spaces meant for everyone and those just for individuals. The next big step was building our own neighborhood! As budding city planners, the students constructed a model community and brainstormed what people need and want in shared areas. This really got them thinking about safety, organization, and how shared spaces make us feel included.

The unit didn’t stop there! Our young “Designers” dove into the design process, where they learned to THINK, MAKE, IMPROVE, and SHARE their ideas. Using materials of all kinds, they built towers and structures, each trying to make their creation the tallest or strongest. They also took on the challenge of designing their own common spaces using 2D and 3D shapes, turning abstract ideas into real, touchable models.

One of the highlights was when each student picked a common space within our school and created a new version of it. They drew their designs and added personal touches, thinking about what they’d improve. This week, they’re bringing these ideas to life by building 3D dioramas, which they’ll proudly share with the whole school. We’re excited to see their creative interpretations and how they’ve woven in everything they’ve learned about making spaces safe, sustainable, and welcoming.

Grade 10: MYP Language & Literature

by Mr. Steve Duba-Maack, Language & Literature Teacher

Literary and Non-Literary Texts

In Grade 10 Language and Literature in the Middle Years Program, students are at a crucial transition point between the MYP and the Diploma Programme. All school year, the students are completing their MYP requirements, such as the Personal Project, and preparing for all their summative assessments using the MYP Assessment Criteria. However, they also need to be prepared for the detailed, specific analysis and clear writing they will be required to do in the DP.

One new measure of progress that will be used this year is that all the Grade 10 Language and Literature students will be taking the IB’s MYP Assessment. This is a two-hour, multi-task written assessment that is evaluated using the MYP Assessment Criteria for MYP Language and Literature: Analyzing, Organizing, Producing Text, and Using Language. CIS is piloting this assessment for the first time with our Grade 10s to help set a baseline for their progress in Language and Literature.

In Language and Literature, for both MYP and DP, students need to learn to “read” different kinds of texts. Normally we think of “English” class as focusing on literature, including novels, stories, poems, and plays. But in the IB Language and Literature course of study, both in MYP and DP, students must learn to understand, analyze, and interpret texts with visual and sonic elements presented along with the language we generally associate with traditional literary texts.

In Quarter 1, students studied some relatively traditional literary texts. They started with short stories from Sandra Cisneros, Langston Hughes, and Ryunosuke Akutagawa, and the quarter ended with a study of a novel by Yoko Ogawa, The Housekeeper and the Professor. The titular professor is a retired math professor in his 80s who has trouble maintaining a working relationship with his caretakers because his short-term memory resets every 80 minutes. Every day his housekeeper shows up for work, and while the professor remembers all the math from his career, he has no idea who the housekeeper and her son are. The book lends itself well to close character study of the three main characters and to the study of a number of other literary elements. The students presented their character studies in the form of a “one-pager” that includes quote analysis and reflection on the character’s role in the book.

In Quarter 2, students are studying two vastly different kinds of texts: advertisements and film. Even though the text structure and content are quite different from that in literature, students still need to perform analysis of the effective visual, sonic, rhetorical, and linguistic elements of advertisements. We start with print advertisements, but then students start to look at video advertisements which are much more narrative and complex. Ultimately, the students will create their own ad campaign for a unique product that is meaningful for them. The campaign will consist of both a print ad and a script for a video ad.

Through their study of language in literary and non-literary texts, particularly the persuasive techniques used in advertising, Grade 10 students should be well prepared, both for the end-of-year MYP Language and Literature exam, and for entering the DP next year.

Grade 11: DP Visual Arts

by Ms. Gerri Ancajas Jumao-as, Visual Arts Teacher

In the IB Diploma Programme Visual Arts class, students have immersed themselves in the world of 2D art forms, specifically drawing and painting. This exploration has allowed them to develop their artistic skills while engaging deeply with various media and techniques.

This semester, students have diligently documented their art-making journey in their Process Portfolio. These portfolios serve as a comprehensive record of their experimentation and exploration, showcasing not only their finished artworks but also the stages of their creative processes. From initial sketches to final pieces, students reflect on their techniques, challenges, and breakthroughs, providing insight into their artistic development.

In addition to hands-on practice, students have engaged with the works of artists, analyzing their styles and techniques. These investigations have inspired them to incorporate new ideas and approaches into their own work, fostering a deeper understanding of the art world.

Through this engaging and reflective approach to art making, students are not only honing their skills but also cultivating an appreciation for visual expression.

The extracts and artworks below showcase how the students have engaged with their chosen medium and technique, and the development of their ideas.

Drawing Task in oil pastel, colored pencils or pens:

The symbolic functions in my artwork, while diverging in meaning from Woman with a Parasol and The Wounded Deer, maintain thematic continuity through shared motifs of personal hardship and endurance. My painting, rooted in the experience of battling tuberculosis, visually communicates the dual nature of suffering—both physical and emotional—through the exposed chest of the bird. By choosing to represent the lungs and heart, I emphasize not just the physiological damage caused by the illness but also the emotional toll it inflicted. This mirrors the function of Kahlo’s The Wounded Deer, where she represents herself as a vulnerable, hunted animal. Kahlo’s deer conveys inevitability and victimhood, yet in contrast, my bird represents disruption rather than inevitability.The open wound functions as a focal point, highlighting a personal narrative of having one’s normalcy shattered by illness.

Social disconnect is the main theme of both artworks that I studied. In my sketch, the disconnect between the subject and the other elements is portrayed through the closed telephone booth. Another method of implying disconnection I used is derived from my observations of Stanczyk’s use of lighting to create a mood – the harsh shadows in the subject create a negative atmosphere while the illuminated background has a soft, lively ambiance. The festivity of the crowded party juxtaposes the solitary subject, making him even more desolate. There’s irony in his expression and role – a nod to the Sad Clown paradox theme.

When I started making this piece I was planning to focus mostly in tone and texture as color may be hard to communicate with the lack of it in the sketch. The tone was kept consistent by adding dark shading all around with the eyes and the color of leaking blood, the fetus is kept with a scared expression to show fear and despair similar to the pieces covered in the previous slides. I also decided to add the theme of despair as I used the theme of death before/after birth, the baby is hopeless as with all the hazardous elements surrounding it it can only show the fear in its eyes.

My piece functions draw viewers into the landscape beyond the walls, while also creating a sense of relatability for the female figure’s feeling of confinement through being trapped in walls with dark shadows. The choice of colors enhances the naturalistic feel and connects the viewer emotionally to the outdoor setting, creating a sense of movement and vibrancy. My technique of using Monet’s dabbing technique not only adds a tactile quality to the piece but also emphasizes the transient beauty of nature.This transient beauty, on the end of the girl, is bittersweet as she is able to appreciate the natural beauty, but not live in it. The addition of walls highly separates the bright, vibrant outside world and the dark, nearly monotonous interior. I decided to not add an additional light source inside the room to not only enhance the chiaroscuro effect, but also make it look as if the girl is swallowed by the shadows, elevating the trapped mood within the walls.

To further communicate the meaning of my artwork, I wanted to include physical emotion on the subjects. The main one in the middle includes a face of shock with their shoulders raised to emphasize this feeling. It’s similar to the many reactions surrounding Jesus in the “Last Supper”. The family around is shown to be still and inexpressive to allow more weight on the middle figure to be apparent. The present family also connects to the personal aspects Monet included in his painting, which too was his family. Above of all the subjects, hanging from the door is a cross- giving religious context to the story of my reaction artwork. Connecting to Jesus and his feeling of calmness despite the chaos, or in the case of my artwork, the busyness that envelops the middle.

As an artist, the purpose of this piece was to explore in order to interpret Hokusai’s ideas and relate them to a more modern context with more modern symbols that relate to more people and a larger western-influenced audience. Additionally, I wanted to relate the piece to my own experience with my father with how he can be both fierce and passionate at times but also introspective and calm too. This idea of two-sidedness in a personality mirrors the interplay and duality between the serenity of Mount Fuji and the intense and encompassing wave off Kanagawa engulfing the fishermen in Hokusai’s work referenced in the previous slide. A common theme in Japanese literature and media, especially that of folk origins.

My piece focuses on a robot navigating a destructed terrain alone. It features aspects taken from both artworks such as the use of geometric shape and negative space to give it a dystopian feel. Like both works, it is intended to utilize strong tonal values in order to emphasize the subjects. It is set in a similar desolate environment as “Untitled”. For my sketch I have chosen to use cross hatching in order to emulate the heavy values Redon uses in “The Eye Like a Balloon Mounts Toward Infinity”. Dark lines are used to represent the large tower that the robot is in. The final product will be done in charcoal to bring out diversity in tonal values.

Adapted from the two previously studied artworks, I made the artistic decision to make use of organic forms and lines. Those types of forms are easily recognized in the artworks of Kahlo and Monet that I have chosen to examine. Mine could be primarily seen in the background of the work, similar to what Monet has done. The organic objects such as the bushes, trees and flowers are easily noticeable. The figures follow an abstract shape with undefined edges to follow the impressionist art style. Furthermore, the organic-centered background creates a contrast with the main subject of the piece, which is the girl in the middle. I followed this example from Kahlo’s Two Fridas where the primary subjects of her piece contrast with the background due to the type of forms used. In Frida’s work, the main subjects are more defined and sharp, and are therefore classified as geometric forms. The subjects of her piece, which are the two people, have a more angular and precise shape. I applied this example onto my artwork as well. The focal point of my work, which would be the girl in a white dress, has a more geometric and angular form. Her silhouette is more defined and comprehensible in comparison to the elements that surround her.

Painting Task in watercolor, acrylic and oil paint:

Wall Climbing is Back

by Damon Freeman, Wall Climbing Coach

This semester saw the return of Wall Climbing at CIS. Each climb presents an opportunity for the climber to test their resilience, skill, and courage in the pursuit of reaching the top. Reaching the top creates an exhilarating feeling of accomplishment as your muscles burn from the exertion, your mind spins from solving the route and your heart races from seeing it all from above. 

It also requires the belayer to be focused to guide their climber to the top and safely back down, while offering encouragement and advice. This calls for responsibility and trust, attributes which our climbers have been showing an abundance of. 

Congratulations to our first batch of climbers from grade 6 -12 who have learnt not only about knots, ropes, belay equipment and climbing techniques, but most importantly about tenacity, courage and responsibility. It is the start of an exciting journey upwards and beyond. 

Thank you to the PTA for supporting this project by generously funding the new climbing gear.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SAT Update
SAT 2024-2025 Test Dates

SAT Registration Is Now Open

Test Dates Registration Deadlines Deadline for Changes, Regular Cancellation and Late Registration Deadlines*
December 7, 2024 November 22, 2024 November 26, 2024
March 8, 2025 February 21, 2025 February 25, 2025
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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