Newsflash: April 12, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

Our society continues to change on multiple fronts at a rapid rate. We know change can be a major source of stress, and constant pressure is tiring at the best of times and can be overwhelming at others. As we head into the final months of this school year, then, it’s a good time to be reminded to take care of ourselves, look out for each other, and continue to strive to create the safest learning environment for our students that we can, both at home and at school.

Quote Credit: Christopher in Winnie the Pooh by A. A. Milne (Design by wallpapercave.com

Over the past year, we’ve been reviewing our Guiding Statements – our mission, vision, and core beliefs. These help us stay focused on what’s most important, and I particularly like core belief numbers one and six when considering what we can do to boost our well-being!

Core Belief #1: Learning is a joyful, creative, and open-ended exploration. In a well-being context, this means instead of getting bogged down by stress, let’s rediscover the joy of learning and find ways to nurture our creativity and curiosity.

Core Belief #6: As an IB World School, the Learner Profile Attributes and Approaches to Learning are embedded in all that we think, say, and do. In a well-being context, focusing on positive LP attributes such as being caring and open-minded, and consciously seeking ways to develop our approaches to learning (ATL) skills will help us manage life’s challenges and build resilience.

As we face difficulties, think of these core beliefs. They can guide us in staying positive, curious, and compassionate towards ourselves and others. Keep pushing forward, and remember, you have the strength and abilities to overcome obstacles!

Congratulations to the Grade 10 class on successfully completing the IB Middle Years Programme Personal Project! 

See last week’s article by Mr Martin for more details

Your displays and the accompanying explanation of your projects at school over the last couple of days were interesting and thought-provoking. Most importantly, your accounts of your learning journey were evidence that the project was of great value to prepare you for the rigors of the IB Diploma Programme next year!

Upcoming events of note

  • Apr 12: MYP Personal Project Exhibition
  • Apr 19: DP TOK Exhibition
  • Apr 24 – May 16: IBDP Exams
  • May 1: Public Holiday (Labor Day)
  • May 3: PYPx
  • May 6-10: Arts Week
  • May 11: Touch Rugby
  • May 18-19 & May 25-26: MFC x CIS Friendship Cup
  • May 24: G12 Graduation (no classes in PM)

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

Elementary: Language Acquisition-English

by Ms. Evangeline Belono-ac, K-5 LA-English Teacher / Ms. Jessa Luntayao, K-5 LA- English Educational Assistant

In Language Acquisition-English classes, students actively participate in interactive learning experiences designed to cultivate proficiency across the four language domains: listening, speaking, reading, and writing. Through engaging activities, students delve 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.

The K/G1 English Language Learners wrote an opinion paragraph about the best kind of house.

Kinder and Grade 1 
The Kindergarten/Grade 1 students are currently investigating the concept of homes as part of the unit “Where We Are in Place and Time.” Throughout this exploration, they have engaged in activities centered around adjectives and have compared them with adverbs, possessive nouns, and possessive pronouns as part of their grammatical instruction. Utilizing their newfound knowledge and skills, they have crafted descriptive sentences and opinion paragraphs. These exercises have been reinforced through targeted practice sessions and lively classroom discussions, allowing students to grasp how the use of adjectives, adverbs, and possessives enriches sentence structure. Furthermore, they have delved into opinion writing, employing the OREO graphic organizer to compose opinion paragraphs. This process has not only encouraged creativity but has also honed their writing abilities as they meticulously organized their thoughts to ensure coherence in their compositions.

Grade 2/3
During their current unit, Where We Are in Place and Time, the Grade 2/3 students have delved into autobiographies and biographies, gaining a comprehensive understanding of the key differences between these two genres. Subsequently, they crafted their autobiographies. 

The Grades 2/3 ELLs wrote a diary about a “small moment” from their Spring Break.

In parallel, for their grammar instruction, students have revisited the simple verb tenses, with a particular focus on the simple past tense. Through targeted practice exercises and classroom discussions, students have developed a stronger understanding of how verbs change to indicate the past tense, thereby discerning the impact of these changes on the overall structure and meaning of sentences. Additionally, they have explored prepositions and adjectives.  

Applying their acquired knowledge in a real-world context, the G2/3 students have ventured into writing diaries and personal narratives, recounting a “small moment” from their Spring Break experiences. Employing the past tense and adjectives, they vividly described their favorite event of their holiday in a diary format.

Grade 4/5 
In their current unit, “Sharing the Planet,” Grades 4 and 5 are pursuing different paths of inquiry. Grade 4 is immersing themselves in the exploration of Energy, delving into its various forms and implications. Meanwhile, Grade 5 is leveraging their class time to receive supplementary support for their PYP exhibition, a pivotal culmination of their learning journey.

Grade 4 students learning about facts and opinions and writing an opinion paragraph.

The grade 4 students focused on strengthening their descriptive writing skills. They began by reviewing the key parts of speech – nouns, adjectives, and adverbs – and how these elements can be used to create vivid descriptions. Following the review, students delved deeper into the structure of descriptive writing, which equipped them to write their descriptive pieces as the final output of the lesson. 

To bridge learning objectives with their homeroom class, the class transitioned to a discussion of opinion writing. Students explored the structure of this writing style, learning how to effectively formulate and express their well-supported viewpoints focusing the example on energy sources. To aid in this process, they utilized the OREO graphic organizer, a valuable tool that promotes clear and concise communication of ideas and opinions.

Grade 5 ELLs working on their PYP exhibition.

On the other hand, Grade 5 students have been employing their reading and research skills to collect pertinent information for their PYP exhibition. They have revisited and applied the grammatical skills acquired earlier, utilizing them to craft paragraphs and essays about their exhibition topics. Additionally, they have delved into the intricacies of paraphrasing and citation, further enhancing their academic writing proficiency.

MYP Mathematics

by Ms. Maria Bacus, MYP Mathematics Teacher

The student explored the concept of Trigonometry. This unit started with an investigation into the properties of right-angled triangles and the theorem of Pythagoras. The students discovered that the square of the longest side of the triangle is equal to the sum of the squares of the other two sides. They then applied these concepts to solve lengths in two and three-dimensional shapes. 

To further challenge the students’ understanding of the applications of Pythagoras’ Theorem and the trigonometric ratios, they worked in pairs to solve the Trigonometry Pile Up challenge by William Emeny. This task allowed students to apply their knowledge and foster collaboration and problem-solving skills as students tackled the complex geometric problems together.

Here are some photos and work of students as they completed this class activity:

Throughout the task, students engage in a multifaceted approach that includes clear communication, precision in rounding answers, and effective utilization of their technology. Specifically, students were asked to communicate their thought processes, methodologies and solutions in a clear manner. Rounding their answers to the appropriate number of significant figures is another skill that was practiced in this task. This practice fostered their attention to detail and reinforced the importance of accuracy in mathematical computations. Lastly, they further enhanced their experience by maximizing their calculators to verify solutions and improve their problem-solving proficiency. 

Here are some of the students’ reflections on their challenges and collaborations:

Participating in the trigonometry pile up challenge was a huge eye opener to how much communication and perspective can play a big role on the quality of the results. Solving difficult and repetitive formulas can cause small hiccups and mistakes either with the calculations or formulas that caused a less accurate final answer. I for one realized this as I had to go back and solve the problem from the start on my own, to understand where we miscommunicated and got the mistake. This challenge taught me the importance of communication not only in math, but day to day life. As a simple math problem already caused a big hiccup and miscommunication, how much more would this be for bigger more complicated real world problems like treatment for cancer or even global warming.

The challenge was interesting and was able to test our knowledge of trigonometry and the Pythagorean theorem. Having a partner greatly helped as we could always compare our answers and find anything one of us might have missed.

The Triangle and Pythagoras problem was so fun. It was pretty simple to do but it was fun realizing what parts we needed to solve and what wasn’t needed. Along with that, I liked seeing my classmates answer compared to mine and racing to see who finished first.

What did you learn from a mathematical discussion today?

If you are struggling with some problems or challenges, don’t be afraid to ask for help. Teamwork makes dream work.

Andrew

I learned how to solve complex problems through Pythagoras and sine, cosine, and tangent functions. It is still difficult to find the angle through sine, etc. because I entered the calculation wrong. I learned how to get numbers through calculators.

Jimin

I learned how valuable it is to have another perspective as we can constantly compare answers to see and look for any errors. We are also able to help each other if there are parts we are unsure of.

Niño

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College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Admission 101

Bentley University has created some resources that include the best tips from their admission team on making the most out of the college application process.  

You may click on the links below to access the resources which have been designed to be insightful and easy to understand.

DATE

EVENT

April 18 Thursday
9:00 – 9:40 AM
Canteen Annex
All HS students invited to attend

Study Gold Coast – Mini College Fair

Participating Institutions:

  1. Bond University
  2. Griffith University
  3. Southern Cross University
  4. New York Film Academy Australia
  5. Australian International Student Tours

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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

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Newsflash: April 5, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Let’s Get Personal: The Benefits of the MYP Personal Project

The MYP personal project is the culminating project for MYP students in the final year of the MYP in Grade 10. As our Grade 10 students learn on the CIS Personal Project website, The Personal Project is a significant milestone in their journey as an IB learner. It serves as both the culmination of their MYP studies and as a stepping stone towards future academic work, and the DP core, including the extended essay.

The Personal Project is a unique opportunity for students to undertake an independent and age-appropriate exploration into an area of personal interest. Through the process of inquiry, action and reflection, students will be encouraged to demonstrate and strengthen their approaches to learning skills.

The personal nature of the project is important; the project allows students to explore an area that motivates and interests them. They will choose what they want to focus on (which can be an existing or a new interest), choose how to achieve their goal, and create their own success criteria for their product. The project provides an excellent opportunity for them to produce a truly personal and creative product and to demonstrate a consolidation of their learning in the MYP.

Next Thursday and Friday, our Grade 10 students will be presenting their finished products and we look forward to seeing how their passion, planning, and perseverance have paid off!

Upcoming events of note

  • Apr 9: Public Holiday (Day of Valor)
  • Apr 10: Public Holiday (Eid-al-Fitr)
  • Apr 12: MYP Personal Project Exhibition
  • Apr 18: DP TOK Exhibition
  • Apr 24 – May 16: IBDP Exams
  • May 1: Public Holiday (Labor Day)
  • May 3: PYPx
  • May 6-10: Arts Week

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

PYP Spanish

by Ms. Dina Melwani, PYP Spanish Teacher

“¡Noticias al Día!” “News up to date!”

📣 Breaking News: Students Dive into Spanish Class with a Twist!

CIS students have embarked on a fascinating journey into the world of Spanish language and culture, all while exploring the transdisciplinary unit on “Where We Are in Place and Time”.

🏠 The Topic: Houses

📚 Learning Objective: The young scholars are not just mastering basic Spanish vocabulary; they are immersing themselves in the topic of “houses” (or “casas” in Spanish) through interactive lessons.

🌎  Transdisciplinary Unit Integration: This unit seamlessly integrates the study of houses across time periods, enhancing students’ understanding of their place in the world.

🎨 Hands-On Exploration: From building miniature models of houses to learning about unique architectural styles from around the globe, students are actively engaged in hands-on activities that bring their learning to life.

📝 Assessment and Reflection: Through journal entries, drawings, and interactive presentations, students are not only demonstrating their language skills but also reflecting on the cultural significance of houses in different societies.

📣 Newsflash: Students Dive into Animal Studies with Spanish Integration!

🏠 Students have embarked on a captivating journey through the animal kingdom, all while sharpening their Spanish language skills. As part of their curriculum, students are delving into the fascinating world of animals, exploring their habitats, behaviors, and characteristics.

🌎 What makes this learning adventure even more remarkable is its integration with the transdisciplinary unit on “Sharing the Planet.” Through this interdisciplinary approach, students are not only expanding their knowledge of animals but also gaining a deeper understanding of their role in preserving our planet’s biodiversity.

🦁 Students are engaging in interactive lessons that blend language acquisition with scientific exploration. From learning animal names and descriptions in Spanish to studying ecosystems and conservation efforts, the curriculum seamlessly weaves together language learning and environmental awareness.

Through hands-on activities, group discussions, and multimedia resources, students are actively participating in their learning journey, fostering curiosity and empathy towards the natural world. By incorporating the transdisciplinary unit, we aim to instill in students a sense of responsibility and stewardship for the planet, emphasizing the importance of protecting and respecting all living beings.

📣 Newsflash: Students Dive Deep into Spanish Class Learning! 🌎📚

In an innovative fusion of language and science, students are breaking boundaries in their Spanish class!

🏔️ Exploring Landforms: Students have embarked on an exciting journey to learn about landforms and weather… in Spanish! From towering mountains to sprawling plains, they’re mastering the vocabulary while delving into the wonders of Earth’s formations.

🌦️ Weather Wonders: Not stopping at landforms, these budding linguists are also immersing themselves in the realm of weather patterns and phenomena. They’re discussing everything from sunny days to thunderstorms, all in español!

🌎 Transdisciplinary Triumph: But the learning doesn’t end there! These industrious students are seamlessly integrating their language lessons with the transdisciplinary unit on “How the World Works.” By connecting language acquisition with scientific exploration, they’re gaining a holistic understanding of both subjects.

🧠 Holistic Learning: Through this innovative approach, students are not only enhancing their Spanish proficiency but also developing a deep appreciation for the interconnectedness of language and the natural world.

Grade 6: Design Class

by Mr. Jessie Saclo, MYP Design Teacher

Let There Be Light (Design Project)

The grade 6 Design class presented their lamp designs on March 22 to celebrate the end of their unit, “Let There Be Light.” During the first phase of that unit, the grade 6 students learned to make simple electric circuits to power a bulb. Through weeks of hands-on learning, the students acquired the skills of splicing and connecting wires, adding a plug, installing a bulb socket, measuring and cutting wood materials using carpentry tools, and assembling parts to create a functional product. With the objective of using locally manufactured products made of natural materials, the grade 6 students began planning their lamp designs, gathering inspiration from world-class designers such as Cebuano designer Kenneth Cobonpue, CIS alumnus Vito Selma, and world-renowned driftwood sculptor James Doran-Webb.

Using the Design criteria, students went through a remarkable process of innovation and creativity, reflecting on their learning, and developing their design-making skills. Several changes and improvements were made to allow for the best design possibility based on available materials.

Click the photo

Click on the image above to take you to a website where you can look at the innovation of our grade 6 Design students, and marvel at their creativity and cool ideas!

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

How many colleges should a student apply to?

There is no magic number.  It all depends on the factors that are of major importance to you and your conversations with family when you choose a college. Take time to read this article (How may colleges should you apply to? ) from the Harvard Business Review.

DATE

EVENT

April 18 Thursday
9:00 – 9:40 AM
Canteen Annex
All HS students invited to attend

Study Gold Coast – Mini College Fair

Participating Institutions:

  • Bond University
  • Griffith University
  • Southern Cross University
  • New York Film Academy Australia
  • Australian International Student Tours

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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

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Newsflash: March 22, 2024

Principal’s Corner

by Ms. Maureen Juanson, Elementary School Principal

Building Resilience

In the journey of education, we often speak of preparing our students not just for academic success, but for life beyond the classroom. A huge part of this preparation is to build resilience. When faced with academic challenges, social conflicts, or personal struggles, resilience helps them navigate these difficulties, learn from them, and come back even stronger. 

Insights from educational research highlight the crucial role parents and teachers play in fostering resilience in our young learners. When students encounter obstacles or conflicts, they naturally turn to their trusted adults for guidance and support. As caring educators and parents, our immediate instinct is often to step in and alleviate their difficulties. However, this well-intentioned response, while comforting in the short term, may inadvertently hinder the development of resilience.

Resilience is the capacity to bounce back from adversity, persevere in the face of challenges, and thrive despite setbacks. It is not an innate trait determined solely by genetics, but rather a skill that can be nurtured and strengthened through intentional practice and experience. It’s like a muscle – the more we use it, the stronger it gets.

At CIS, we recognize the connection between resilience and academic performance. Students who possess resilience are better equipped to manage stress, adapt to change, and persist in their learning endeavors. They demonstrate greater focus, determination, and problem-solving abilities, which are essential for success in the rigorous IB program and beyond.

As an IB World School, we are committed to cultivating resilience in our students by emphasizing the development of Approaches to Learning (ATL) skills, particularly self-management skills. Through inquiry-based learning experiences, collaborative projects, and reflective practices, students learn to set goals, manage their time effectively, organize their work, regulate their emotions, and persevere in the face of challenges. 

Furthermore, we understand that building resilience is a partnership between home and school. Parents play a vital role in supporting their children’s resilience development. The American Psychological Association (APA) offers valuable guidance for promoting resilience in children.

Let’s continue to actively cultivate resilience in our students, empowering them to flourish in all aspects of their lives.

Upcoming events of note

  • Mar 18 – Apr 1: IB Art Exhibition
  • Mar 25 – Apr 1: Spring/Easter Break
  • Apr 9: Public Holiday (Day of Valor)
  • Apr 10: Public Holiday (Eid-al-Fitr)
  • Apr 12: MYP Personal Project Exhibition
  • Apr 18: DP TOK Exhibition
  • Apr 24 – May 16: IBDP Exams

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

Early Years: Celebration of Learning

by Ms. Ann Codoy, Early Years Teacher

Celebrating Music and Emotions!

The Early Years put on a heartwarming performance this week, culminating their unit under the transdisciplinary theme “How We Express Ourselves” with a conceptual focus on music! Parents were treated to a special showcase where their little ones sang “Little Peter Rabbit” and showcased their moves with an energetic “Roar and Handclap.” This delightful performance, a true team effort between homeroom, music, and PE classes, explored how music can influence our feelings.

But the learning didn’t stop there! The Early Years went digital, creating interactive stories using Book Creator. They showcased their artwork, written stories, and even added their own voice-overs and sound effects! This engaging project demonstrates their communication and storytelling skills in a fun way.

After the delightful stories, the fun continued with engaging station rotations. Students, alongside their proud parents, were grouped into three teams and embarked on an interactive learning adventure!

Art Station: A Masterpiece in the Making!

A hub for artistic expression, The Art Station uses music and visual arts to spark creativity. Following a unit on music where students built instruments from recycled materials, The Art Station hosted a fun, interactive LISTEN-THINK-DRAW activity for students and their families. This engaging event explored the powerful link between music and emotions, inviting participants to listen, reflect, and express themselves through the art of drawing.

Music Station: The Music Moves You!

The Early Years embarked on a musical journey in UOI and Music class! They discovered how to create music in all sorts of ways – from traditional instruments to their own bodies and even everyday objects! This station also highlighted their courage as they practiced and played a variety of instruments. Parents even joined the fun, participating in our “Music and Our Emotion” activity, where they experienced firsthand how music can influence our feelings. Using iPads, they listened to different pieces and then colored emojis that matched how the music made them feel.

Get Creative by Creating Music!

This station was a hit with parents! They dove into the world of music using Chrome Music Lab. With no prior experience needed, parents had a blast composing short songs, experimenting with sounds and rhythms, and even creating artwork inspired by their musical creations! The fun didn’t stop there – parents also explored different instruments and participated in a “sound in a bottle” experiment with their children, further deepening their understanding of sound and music.

To wrap up the celebration, parents participated in TAG Feedback (Tell- something you like, Ask- a question, and Give- a suggestion). Overwhelmingly, parents loved everything, particularly the interactive station rotations where they did activities connected to the unit. They appreciated how their child’s growth and experiences were shared. They expressed appreciation for the interactive stations and the overall experience of witnessing their child’s growth during their early years!

This celebration of learning was a fantastic display of teamwork, creativity, and the joy of early childhood education!

MYP Science

by Ms. Haydee Montero, MYP Science Teacher

Grade 6: IDU – Empowering Innovation: A Makey-Makey Journey Through Interactive Music and Beyond

The Grade 6 students eagerly delved into the world of interdisciplinary learning through a unique Integration of Disciplines Unit (IDU) in Science and Music. Armed with creativity, curiosity, and a Makey-Makey device, they embark on a journey where science meets melody, and innovation harmonizes with artistic expression.

The focal point of this innovative project lies in the creation of their chosen musical instruments from scratch, using the Makey-Makey device. The Makey-Makey is a simple circuit board that turns everyday objects into touchpads for music creation, letting students play science while making music.

Here are some thoughts of students when asked to explain what each discipline (Science & Music) has done to develop the theme of creativity and innovation or development:

The disciplines of Music and Science helped me to improve my creativity and development in my work by helping me use Makey – Makey which gave me creative sound ideas to use for my drum. All the learnings I  got from music and science also helped me understand more about how science can affect music and how music can affect science. I have also learned from the discipline to use copper for my drum instead of lead and aluminum because it affects the material’s conductivity because of the presence of many free electrons. The science discipline helped me understand the electrical circuit of the drum kit and the Makey-Makey. The discipline of music helped me understand and justify everything for my drum and created creative music and sounds for my Makey-Makey project. For my Makey-Makey project, I used all the materials copper, aluminum, cardboard, tape, glue, and Makey-Makey. I used copper for my wires so that they project the sound from scratch better than the other conductors. I used cardboard for the base of the drum and also the drum by itself, and then I used aluminum to wrap around the cardboard so that it became a conductor. I used tape to cover the outer layer of the copper so that when you touch it, it does not hurt others when touched because the tape is an insulator. The glue was to attach all the cardboard disks as the drum to the base. My Drum kit has 8 drums in it and the drums are  A for Bass, W for High tom, S for Low tom, D for crash cymbal, E for snare, G for ride cymbal, up arrow for floor tom, and down arrow for high hat. The instrument worked by holding the power source and then clicking another drum.

Science helped me work on this project easier. For instance, when I was struggling with the sound of the drum because the volume was too low, understanding the concept of conductivity helped me to solve the problem. Then, I changed the aluminum tape to copper. It helped me a lot because even if I set the volume of the laptop to maximum, the sound was still low. Furthermore, my knowledge of coding helped me to construct the code using scratch that sounds as if I touched something. Based on my ideas, I could make a code that can change the volume of the sound. For example, when I touch w and r together, it raises the volume. and when I touch w and f at one time, it lowers the volume of the sound. Lastly, to understand conductors and insulators, I covered again the bottom of the drum pad with new aluminum foil because my connection to the laptop was unstable. In conclusion, my understanding and knowledge of science assisted me in finishing my project on time with satisfying quality.

On the other hand, music helped me as much as science did. It helped me construct the drum by introducing me to what the instrument looks like. It gave me a chance to be creative, to play, and to find structure.

Grade 9: Every chemical reaction has a transition state

In the realm of science, the study of chemistry stands out as a captivating journey into the intricate dance of atoms and molecules. At the core of this exploration lies the concept that “every chemical reaction has a transition state,” a theme that has ignited the curiosity and creativity of Grade 9 students in their scientific inquiry, showcasing their chosen AHA-mazing scientific exploration.

Guided by the fundamental principle of the law of conservation of mass, students strive to demonstrate the unyielding balance that governs chemical reactions. Armed with a diverse array of representations and models, including words and simple balanced chemical equations, they endeavor to unravel the intricacies of molecular rearrangements.

Here are a few of the students’ AHA-MAZING Scientific Chemical Reactions:

In the investigation, the reactants in the chemical equation are CuSO4 and 2NaOH (Copper sulfate and Sodium hydroxide) while the products in the study are Cu(OH)2 andNa2SO4 (Copper hydroxide and Sodium sulfate). The type of chemical reaction used in this study is double replacement/displacement as the sulfate and hydroxide elements swap places; to give more context this is how it looks like, (AB + CD → AC + BD) (CuSO4 + 2NaOH⟶ Cu(OH)2 + Na2SO4).

A balanced chemical equation always obeys the law of conservation of mass. According to this law, the mass of products must be equal to the mass of reactants. A reaction is said to be balanced when the total mass of atoms on both sides of the chemical reaction is equal.

The substances that would be considered reactants in this chemical equation:  K2CO3 + CaCl2 → KCI + CaCO3 )are  K2CO3 (Potassium carbonate) and CaCl2 (Calcium chloride). Additionally, when looking at the chemical equation you can identify the type of chemical reaction, which is a double-replacement since both reactants were mixed and changed to two new chemical compounds on the product side, we can also see this during the experiment, when both liquids were mixed creating both a bubbling gas and a new liquid as a product of the chemical reaction.

Grade 12:  IB DP Visual Arts Exhibition

by Mr. Jessie Saclo, DP Visual Arts Teacher

Sofia experimented with several media, styles, and techniques before realizing that the essence of her artworks lay in the depths of her experiences and feelings.
Jandra looked through the lens of ‘beauty’, chanelling her anxious thoughts to grasp the effects of beauty standards translated into her art.
Hyein embraced the theme of ‘change’, symbolizing her collective experiences of childhood memories, transitions, and unfamiliar surroundings, resounding through an array of intricate works created using various art-making forms.
The theme of ‘identity’ served as the inspiration for Vicky’s work, involving experimentation with various art-making forms in the hope of bringing a sense of fulfillment to the artistic expression she sought.
Marianne utilized the delicate flower as a symbol of her theme of ‘resilience’ across her body of work, encouraging viewers to appreciate the mundane yet ethereal aspects of life.
‘Imperfection’ was Liam’s theme, focusing on showcasing the beauty found within life’s flaws and irregularities explored through the art styles of cubism, surrealism, and impressionism.
Bryan sought inspiration from his heritage to structure his theme, adopting a solemn approach to showcasing the beautiful landscapes of South Korea, lovingly executed in traditional Korean art styles.
The theme of ‘Emotion’ compelled Ivan to explore concepts of resilience, transformation, and identify, creating an avenue to express himself through avant-garde pieces, seemingly suggesting struggle, perseverance, and self-discovery.

This is a glimpse of this year’s IB DP Visual Arts Exhibition, the culmination of two years of hard work, inquiry and creativity, showcasing the diverse skills and achievements of students in visual arts. It is a unique opportunity for students to demonstrate their mastery of various art-making forms. The IB DP Exhibition serves as a cumulative assessment, showcasing students’ knowledge and understanding of IB principles across various disciplines. In this exhibition, viewers are exposed to art revolving around various, disciplines, themes, and issues, wrought through the process of exploration, experimentation, critical thinking, and creativity.

Visit the IB DP Exhibition, open during school hours from March 19 to April 1 in the studio.

MYP Math Class

by Mr. Daniel Monfre, MYP Math Teacher

Last week was STEM Week at CIS and the school was full of activities for all students. We had students designing and flying paper planes, trivia games, puzzles, scavenger hunts, and cryptography challenges! 

In math classes, students got to explore a variety of math games and applications. In grade 6 we investigated what logic is and how math helps us with solving problems in a logical manner. Students applied their logic skills to solve puzzles (like the one below) on Logic.PuzzleBaron.com which allows them to check their work and compare their solution times to others around the world.

In grade 7 we took a look at the 2024 Pi Day Challenge, a webpage that publishes a different set of pi themed problems every March 14 (3-14!). We worked as a class to see how many of the puzzles we could solve together. The students solved the puzzles by applying logic, algebra, geometry, and probability. Feel free to check it out yourself at pidaychallenge.com.

Grade 10 focused on a math-themed challenge focusing on equations and the order of operations. Similar to the game Wordle, students had a chance to play the math version called Nerdle. In Nerdle students have to come up with an equation using the digits 0 to 9 and the four basic operations. Each guess lets them know if the numbers and operations are in the correct order, the right operation in the wrong place, or not included in the equation. Through the process of elimination, they had 6 chances to guess the correct answer. Then they really put their skills to the test with the MaxiNerdle which includes exponents, brackets, and roots as part of the solution!

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

If you are wondering if the SAT will be required again for college admission, please read this article: The SAT is coming back at some colleges…

DATE

EVENT

April 18 Thursday
9:00 – 9:40 AM
Canteen Annex
All HS students invited to attend

Study Gold Coast – Mini College Fair

Participating Institutions

  1. Bond University
  2. Griffith University
  3. Southern Cross University
  4. New York Film Academy Australia
  5. Australian International Student Tours
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SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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

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Newsflash: March 15, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

Learning to Fail Well

When asked what failure means to them, most people initially associate it with not being able to reach some sort of objective. It is perceived to be a negative occurrence and something to be avoided.

However, there is another side to failure that is often ignored or forgotten, and that is failure is a natural and integral process for learning! In fact, failure acts as a form of feedback that we use to consider what is not working, and inform our options of what to do to make it happen next time!

Therefore when a student fails (and they should expect that to happen frequently!), they should reflect on what went wrong, consider what they can do to improve on, and then act accordingly. By addressing each failure in this manner, over time students can become successful in their actions and continuously refine their skills. That is, they will learn to learn!

Students, here is some helpful advice on how to fail well and how to fail badly by a specialist in this field, Mr. Lance King, who was integral in developing the ATLs we use in our IB programs.

Failing well…

  • Acknowledging your failures
    • taking responsibility for your own actions
    • working out what you did wrong
    • making changes
    • having another go

Reference: The Importance of Failing Well by Lance King

Failing badly

  • Blaming the school or the ‘system’
  • Blaming other people
  • Pretending you never have any failures
  • Adding drama to failures to avoid dealing with them
  • Avoiding any activity that could possibly result in failure
  • Dropping any activity after the first failure
  • Making the same mistake over and over
  • Universalising failure

Parents, here is some helpful advice on what you can do to help your child fail well and learn, and how to avoid actions that will cause your child to fail badly and negatively impact their learning, as well as their resilience in life skills.

Controlling parents…

  • Give lots of unsolicited advice and direction (“That’s not the right way to load the dishwasher…”)
  • Take over (“I’ll just do it, you go play…”)
  • Offer extrinsic motivators (“If you walk the dog each morning, I’ll buy you those sneakers…”)
  • Provide solutions before the child has a chance to struggle with the problem (“You know that five times four is twenty…”)
  • Don’t let children make their own decisions (“Do your math first, and then your spelling…”)

Reference: The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed by Lahey, Jessica

Autonomy-supportive parents…

  • Allow for mistakes and help children understand the consequences of those mistakes (“Pick out the lumps in the oatmeal and I’ll show you how to avoid that mistake next time.”)
  • Value the mistakes as much as the successes (“I’m so proud of you for sticking with that even though it was hard for you.”)
  • Acknowledge children’s feelings of frustration (“I get mad, too, when I can’t do something right the first time, but I keep trying.”)
  • Give feedback (“Look down at your buttons; something looks off— can you figure out what’s wrong?”)

As we approach our Spring/Easter break, I encourage you to reflect on the above suggestions and consider a few areas you can try to help you fail well (or help your child fail well). Have a relaxing weekend!

Upcoming events of note

  • Mar 14 – 16: ISAC 3 @ BISB
  • Mar 18 – Apr 1: IB Art Exhibition
  • Mar 25 – Apr 1: Spring/Easter Break
  • Apr 9: Public Holiday (Day of Valor)
  • Apr 10: Public Holiday (Eid-al-Fitr)
  • Apr 12: MYP Personal Project Exhibition
  • Apr 18: DP TOK Exhibition
  • Apr 24 – May 16: IBDP Exams

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

STEM Week Activities

by Ms. Haydee Montero, MYP Science Teacher

CIS once again electrified the entire campus with the buzz of STEM Week, a thrilling celebration of science, technology, engineering, and mathematics. From captivating challenges to mind-bending HAD-like competitions, the week-long festivities showcased the ingenuity and creativity of CIS students across all grade levels.

Tower of Hanoi Challenge

The excitement kicked off with a flurry of activities, including the Mischievous Dragon challenge, where students put their problem-solving skills to the test. In the 4pics1 Science word challenge, students exercised their scientific vocabulary muscles to decipher challenging puzzles. Meanwhile, the Periodic Table Challenge challenged students’ knowledge of the elements, while the Digits of Pi challenge pushed their mathematical limits.

One of the highlights of the week was the Exploratory Laboratory, where early years students immersed themselves in hands-on experiments and scientific inquiry. From chemistry to physics, biology to engineering, students explored a wide array of STEM topics, sparking their curiosity and inspiring a love for discovery.

The most thrilling moment came during Monday’s whole school assembly, where CIS students from early years to senior high school joined forces for an aeronautical extravaganza. With paper airplanes in hand, students eagerly launched their creations into the air, filling the dome with massive flights of planes. It was a sight to behold as students demonstrated their engineering prowess and aerodynamic knowledge in a playful yet educational manner.

Not to be outdone, students also showcased their dancing skills as mathematicians, led by talented Grade 11 students and dedicated Science and Math teachers. Through creative choreography and synchronized movements, they celebrated the beauty of mathematics and the joy of interdisciplinary collaboration.

As the week progressed, students faced a series of mind-bending challenges designed to test their knowledge and teamwork. The “Organs of the Body Scavenger Hunt” put their understanding of human anatomy to the ultimate test, as they raced against the clock to locate hidden organs and put them together in a human body-outlined cardboard. Then, shifting gears, students tackled the problem-solving puzzle of the “Tower of Hanoi,” where strategic thinking and mathematical reasoning were essential for success.

With each activity and challenge, STEM Week at CIS embodied the spirit of exploration, collaboration, and innovation. It was a week filled with excitement, learning, and unforgettable moments that showcased the boundless potential of CIS students in the fields of science, technology, engineering, and mathematics. As the week came to a close, students left inspired and empowered, ready to take on the challenges of the future with confidence and creativity.

Science_13-1

Elementary: Media Literacy

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

In our ongoing unit centered around the transdisciplinary theme, ‘How The World Works,’ students have been actively applying their Media Literacy skills. During our class, we’ve delved into various concepts being explored in their inquiry in homeroom. Throughout this process, students have embraced technology as a valuable tool for learning, gaining insights into how to navigate the online world safely.

Students in the Early Years used their research skills to look into the different musical instruments they are inquiring about in homeroom. They started by exploring the MISO (Media, Interview, Survey, Observation) method, identifying the ways characters in stories have used to find and gather information about their desired topics.

Additionally, students utilized the voice and image search feature in Google to learn more about specific instruments and how they produce sounds. They were able to share what they found during their research and will continue to learn more about it as we conduct a survey within the learning community to further build on their understanding of the connection between music and our emotions.

Early Years students used the voice and image search feature in Google to find more information about the musical instruments.

Students in Kinder and Grade 1 demonstrated ways to be smart and safe online as they continued to inquire about forces and energy in Media Literacy. They were able to identify the keywords to use based on their research questions when searching online and reflected on how it helped narrow down the search results. Students understood the importance of citing their sources as they demonstrated basic citation skills, such as writing the name of the author, title of the article, and the name of the website.

During their research, they noticed that sometimes the internet provided information they were not looking for, and they realized the importance of reading the information found to determine if it was relevant to their search.

Kinder and Grade 1 students used Ipads and Chromebooks when searching for information.

Students in Grades 2 and 3 showcased their research skills while investigating the topic of the Earth by critically evaluating sources of information. They successfully discerned the distinguishing features of reliable sources compared to unreliable ones. Reflecting on their findings, students emphasized the significance of ensuring that the sources they use can be trusted, as unreliable sources may provide false information on the researched topic. To enhance their Media Literacy skills, they engaged in lateral reading during their research process, actively seeking additional information about the source and cross-referencing it with other sources to validate its credibility.

Grade 2 students worked together to find relevant information on their research topic.

Students in Grades 4 and 5 delved into the rapidly growing Artificial Intelligence, focusing particularly on Generative AIs available online. They examined not only their capabilities and limitations but also common misconceptions surrounding these AIs. While experimenting with their functions, students discovered that these AIs retrieve information from the internet, implying that they can also generate erroneous information. Reflecting on this, students emphasized the importance of critically evaluating the information generated, recognizing that AI should not be solely relied upon. They suggested that AI could serve as an assistive tool or a collaborative partner in generating ideas. Additionally, students honed their skills in creating clear and effective prompts to ensure desired results. Through these activities, students in Grades 4 and 5 showcased their critical thinking abilities regarding the effective and ethical utilization of AI.

Students in Grades 4 and 5 presented in class what they discovered about the AI they were assigned, sharing its capabilities, limitations, and misconceptions.

DP Mathematics: Math Explorations

by Ms. Maria Victoria Bacus, DP Math Applications and Interpretation (AI) SL Teacher

Math Exploration (Year 1 – Choosing their Topics and Finding their Ways)

Before the end of their first year of Mathematics Applications and Interpretations Standard Level class, students had the opportunity to brainstorm ideas for their possible Math exploration topics. In pairs, they answered questions about their hobbies, interests, future plans, and qualities that make them unique. They then chose the area in which they were most interested and passionate about to explore it further and demonstrate their understanding of that specific area of mathematics.

Class of 2024 Mind Map

Math Exploration (Year 2 – Working with Data and Discovering New Things)

In Year 2, students were tasked with challenging themselves by investigating various areas of mathematics and demonstrating their understanding by working with the data gathered and analyzing it. Their topics varied, ranging from examining relationships between two variables, testing for independence, and utilizing Voronoi diagrams to identify the nearest evacuation centers in case of emergencies. 

Below are some photos from the students’ Internal Assessments and their reflections on their journey of completing them.

As an (almost finished) Grade 12 DP student, one of my biggest accomplishments in Math class is completing my Internal Assessment. My final investigation was on whether or not there is an observable relationship between the KOF Globalization Index and Democracy Index as seen in 164 different countries in 2022. I chose to integrate the mathematical concepts of Pearson’s Correlation Coefficient, Linear Regression, and Extrapolation specifically. The process of completing my IA was relatively tedious, involving many calculations and revisions to ensure the accuracy of the conclusion. However, I would say that it was also enjoyable as it is a topic that I genuinely was interested in and is, additionally, relevant in a real world context. In my IA, I concluded that there is an observable moderate positive correlation between a country’s KOF Globalization Index and the Democracy Index.

Throughout the whole two years of being in this class, Math AI SL provided me with sufficient mathematical skill sets that are quite relevant to our day-to-day lives. I came across topics that I had never encountered before or just did not possess enough knowledge on. From this, I made my IA about Voronoi diagrams which was very interesting. I tailored such an approach to fit real-world situations, especially in Cebu regarding its evacuation centers. Through applying my knowledge on the technicalities of Voronoi diagrams the findings of my IA can be utilized as a reference for improving the locations of evacuation centers that can shelter thousands of Cebuanos.

I have elevated my math solving skills in comparison to grade 11. Starting grade 11 I was clueless as to how enriching this class would be. This helped me follow my interests especially through my internal assessment where I got to investigate environmental impacts on temperature. This was fun as I was able to get the satisfaction of solving problems and expanding my Math knowledge especially in terms of using a calculator to help facilitate my learning. This will greatly help me further down the line in my own personal life as well as university and work life. Truly an enjoyable experience 10/10.

Maths AI has provided me with a readily applicable mathematical skill set which I have had the pleasure of developing over these past two years. Since the conclusion of our maths IAs, we have had the opportunity to explore several different branches of mathematical exploration, helping us better understand and navigate the world.

As a person who never really enjoyed Math classes, taking Math AI has proven wrong in that Math can be a fun yet insightful subject. This is only enhanced in the making of the IA. I realized that real-world situations are closely interconnected with Mathematics. Through my IA, I developed my understanding of the intensity of global warming which is statistically supported by relevant data. Through the appropriate mathematical computations, the IA has taught me about how important it is to begin starting appropriate responses to urgent environmental concerns.

Having completed the Internal Assessment for Math AI, I’ve experienced a sense of growth and accomplishment. By utilizing various statistical calculations such as Pearson’s Correlation Coefficient, I was able to find the link between average country IQ and “happiness” scores. It makes me glad knowing that I can apply the research skills which I have gained in future projects relevant to my academic pursuits.

Math AI is a class that has prepared me for the real world application of mathematics. It has also enabled me to take a few more liberties with my IA, in a new class syllabus. The support I was able to readily find was very different.  Having moved from Math AA to AI, my IA planning has been a very rapid development process. Since those IAs have been turned in, I feel as though a variety of paths have opened up to me. The real world applications of mathematics here in the Analysis and Interpretation section have made me more receptive to the idea of a numbers focused career.

My IA journey was a long and tough process as I had chosen a topic that not many other students have explored: finance. However, it was enjoyable researching data while having to utilize my own creativity since there aren’t many, if any, similar IAs I can take inspiration from.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

CommonApp Essay Prompts for 2024-2025 (at least 250 words and maximum of 650 words)

How to Approach the Essay

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Describe a topic, idea, or concept you find so engaging that it makes you lose track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

DATE

EVENT

March 16 Saturday
EducationUSA events:
Parent Conference at 9:00AM – 12:00PM
Link to register for Parent Conference

Grade 11/12 Student Bootcamp 
2:00 – 6:00PM
Link to register for Student Bootcamp

Venue: Holiday Inn, Cebu City

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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

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Newsflash: March 8, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

The Importance of Setting Short Term and Long Term Goals

Credit: Getty Images/iStockphoto

During the Week Without Walls trips a few weeks ago, one of the most impactful activities for me was going on a hike with the grade 11 students. I had grown up in the rocky mountains so I was very surprised to learn that there were quite a few students who were going on a hike for the first time. Though there were some challenges along the way, the students were able to help each other through the rocky bits, the exhaustion, and the muscle cramps to make it to the top where they could share some food and an incredible view.

The next week, I met with grade 8s to talk about goal setting and I spotted one of the grade 11s at the back of the room. “Why did we need to stop along the way?” I asked him. He replied that it was because we needed to pace ourselves because there was no way we could do it all at once.

This strategy could be applied to all aspects of our life. As explained in an article on goal setting exercises on positivepsychology.com, “The author Annie Dillard once said in her book The Writing Life, ‘How we spend our days is how we spend our life’ and I think this is a great quote to contemplate in the theme of goal setting. How we spend our life – the things we want to do – is made up of all the smaller days in-between, and the same is true of achieving a goal. It’s the small steps in the middle that create success.”

The article continues by referencing Dr. Edwin Locke’s Goal Setting Theory, where it seems for goal setting exercises to work they need two key things:

  1. To be small, achievable and measurable over time

  2. Set specific and clear outcomes

It is helpful for us to make long-term goals and then set shorter, achievable daily and weekly goals. If we are looking to achieve increased physical strength, it is about making sure that we have an exercise plan for at least a couple days a week. If we are trying to learn a new language, we should at least memorize a short list of words and a couple of phrases every week. It is not about making it to the top from start to finish but about making it to each of the stops along the way. As we push through our challenges to meet our short-terms goals, eventually we will reach our long-term goal at the top!

Upcoming events of note

  • Mar 11: Start of 4th quarter
  • Mar 11 – 15: STEM Week
  • Mar 12: Regular CIS Corporation Meeting
  • Mar 14 – 16: ISAC 3 @ BISB
  • Mar 18 – Apr 1: IB Art Exhibition
  • Mar 25 – Apr 1: Spring/Easter Break

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

SAIS Educators Visit CIS

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

This week, CIS welcomed a team of educators from Stockbridge American International School (SAIS) Davao. SAIS is currently in the candidacy phase of the International Baccalaureate Primary Years Programme (IB PYP) and is seeking ways to effectively implement and integrate the PYP framework into its curriculum. Our connection with SAIS was first established when Mrs. Aimee Underwood (Assistant PYP Coordinator and Grade 5 Homeroom teacher) led an IB workshop at their school in her capacity as an IBEN workshop leader in November 2023. During their two-day visit to our school, SAIS educators observed the different PYP classes and engaged in discussions with our PYP teachers and leadership team. These opportunities have provided the SAIS educators a chance to see the PYP in action and gain insight into how the IB Standards and Practices are implemented. The SAIS educators have expressed their sincere admiration for the impressive work that CIS has done in implementing the IB PYP, the dedication of our PYP teachers in preserving the integrity of the program by employing best teaching practices, and the way our PYP students demonstrate the IB learner profile attributes and ATL skills. They also expressed their appreciation to the CIS community for their warm welcome and hospitality.

This visit exemplifies CIS’ commitment to fostering connections beyond our school walls. This exchange of knowledge and experiences enriched both the CIS and SAIS faculty and has allowed us to contribute to the wider educational landscape within the IB network of schools. We look forward to the opportunity to build upon this connection and possible collaborations in the future not only with SAIS but also with other IB schools in the region.

HAD 3

by Ms. Demelyn Dargantes, PHE Teacher

Cebu International School Buzzes with House Activities Day Excitement!

The energy is electric at Cebu International School as the third house day unfolds! Teams Narra, Mahogany, Molave, and Acacia are all fired up, ready to compete and showcase their school spirit.

From the cheers echoing across the grounds to the vibrant team colors, the atmosphere is one of pure excitement. Whether it’s during academic competitions, creative challenges, or athletic events, every student is eager to contribute to their house’s success.

While there will be only one winner, the true spirit of the day lies in the camaraderie and sportsmanship displayed by all participants. It’s a day to celebrate individual talents, teamwork, and the joy of being part of a vibrant school community.

The competition may be fierce, but one thing’s for sure: everyone is looking forward to a fun-filled day with unforgettable moments!

Stop Press: HAD 3 winners were Molave!

Grade 9: Individuals and Societies Class

by Ms. Joy Pierra, Individuals & Societies Teacher

The I&S 9 class has been diving deep into their Unit 3 topic, “Exploring Global Interactions through Cultural Choices.”

They’ve embarked on a journey, learning how societies from all over the world connect and influence each other through their unique cultures. To end the unit, they hosted a spectacular Culture Fair last Tuesday, March 5, 2024, at the Media Center! 

This activity aimed to help them understand how global interactions shape personal and cultural expressions. It was also an opportunity for them to celebrate and understand how connected we all are in today’s globalized world. 

Huge thanks to the PLC 5 class and their amazing teacher, Ms. Jessa Luntayao, for joining in and making the fair a success. We hope that they can apply the things that they’ve learned as they continue to explore how the Philippines connects to the world.

#CultureFair #GlobalInteractions #I&S9Journey 

Here are some of the I&S 9 students’ thoughts about the fair.

The culture fair was an unforgettable experience that allowed us to share our research with the g5 and for us to gain an outside perspective on the countries we chose to speak about. Overall, I am glad that I was able to explain, answer questions, and learn from the G5s.

Niño

The culture fair was a very engaging, yet informative activity that allowed both us the Grade 9s and Grade 5s to learn.

Hinata

It was very fun interacting with Grade 5 and it was also very interesting presenting to a grade we aren’t familiar with.

Hugo

The culture fair was an educational experience giving the chance for the fifth graders to explore and interact with different parts of other cultures and communities in a simple straightforward way.

Ashna

The cultural fair was really fun, it was not only extremely fun to interact with the grade 5s but also being able to share the information that was gained during the weeks of research that we had, making all our work pay off in the end.

Nathalia

The culture fair was truly a satisfying experience. Being able to engage, talk, and share, some of the information we gr 9’s have researched and worked tirelessly on made our efforts pay off. Being able to share some of the artifacts and food we were able to acquire was worth it, to see the joy on the gr 5’s faces. An unforgettable moment for sure.

Lucian

Here’s the feedback from the Grade 5 PLC students.

The fair is very informative, fun, and interactive.

Yeshua

All presentations are very clear… very interactive. You can gain some knowledge and aspirations and stuff.

Abby

I really enjoyed the presentations. They show how we are learning from each other.

Jisoo

The feedback that I want to give to the Grade 9 is that, it was so fun… it’s really awesome, and I like all the props and the food they provide.

Kyam

Grade 11: Extended Essay

by Mr. Steve Duba-Maack, IB Extended Essay Teacher

To ensure that IB students have the opportunity to broaden their study in an area of interest to them, and to embed research (one of our ATL skills) in that study, all CIS students are required to complete a crucial part of the IB curriculum, the Extended Essay.

The Extended Essay (usually called the “EE” at school) is a 4000-word essay on a topic chosen by each student, and that topic must fit into one of the established IB subject areas. Students are encouraged to select a subject area and topic that is of interest to them, and then to shape that into a research question that will guide their research process. It is best if students choose a topic in which they are not already experts so that they actually must research their topics. Their topic might be an extension of something they are passionate about, but it should be something that requires them to complete academic research and to synthesize information from multiple and varied sources.

A complete draft of the Extended Essay is expected in August just after the students, newly Grade 12s, return from their June/July break. Our challenge is to make sure that students have the knowledge and resources they need to complete that draft over the break. To help students meet that challenge, they are working with a faculty or staff supervisor who will help direct their research process and serve as a sounding board for their ideas and concerns.

While Business Management is the most popular EE subject area, we also have students working on EEs in Psychology, Language and Literature, History, Film, Biology, Mathematics, and Global Politics.

Here is what some current Grade 11s are saying about how the research process on their EEs is shaping up:

Business Management: I hope to learn about how Taylor Swift’s branding and advertising strategies have sustained her career over the years. By measuring her success in the entertainment industry quantitatively and qualitatively, I will be able to determine the effectiveness of her strategies and their impact on her brand image and loyalty, as she has kept a large fan base since her early career which continues to grow. This research also offers an exploration of business dynamics within entertainment, which would help me decide whether Business in entertainment or marketing would be a possible major or career for me.

Language & Literature: I think one of the most interesting or enjoyable parts of working on the EE is looking at how individuals with mixed cultural backgrounds are portrayed in different forms of artistic expression. As someone who is mixed myself, I’d like to hear about other people’s experiences, widen my perspective, and educate myself on the world around me. I hope to broaden my perspective on the experiences of people who also have a mixed cultural background as well as look at how biracial people are represented in forms such as poems and music. I can learn about how heritage and cultural influences shape someone’s sense of belonging and self and it can help me connect with others.

History: The most challenging part of preparing to write my EE so far has been finalizing the research question. Despite being such a small part of the proposal’s completion, it is what commences my research as well as establishing the basis of inquiry for the next few months when I do start writing about my topic. To say it’s important would be an understatement, and quite frankly it is probably the only thing that truly matters in the proposal as it is mostly, if not everything, my research will be based on as well as your focus for the whole process.

Student Achievement

Congratulations to Cameron from Grade 4, for winning the 2024 ASJJF Cebu Open International Jiu Jitsu Championship in his division!

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

EVENT

March 11
Monday
3:30 – 4:15pm
Canteen Annex
Link to sign up

University of British Columbia) – face to face chat with  the recruitment rep of UBC and learn about the application process, programs and scholarship offered.

March 16 Saturday
EducationUSA events:
Parent Conference at 9:00AM – 12:00PM
Link to register for Parent Conference

Grade 11/12 Student Bootcamp
2:00 – 6:00PM
Link to register for Student Bootcamp

Venue: Holiday Inn, Cebu City

Education USA Events in March

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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

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Newsflash: March 1, 2024

Principal’s Corner

by Ms. Maureen Juanson, Elementary Principal

The Grade 5 team has successfully launched the PYP Exhibition (PYPx) season this week, marking a significant milestone in our Grade 5 students’ educational journey within the Primary Years Programme (PYP). As articulated in the PYP: From Principles into Practice, “The exhibition is an authentic process for students to explore, document, and share their understanding of an issue or opportunity of personal significance.” Serving as the culminating event in our 5th graders’ education journey in the PYP,  the exhibition not only allows them to articulate their message and passions but also to engage in collaborative inquiry on topics close to their hearts.

The Grade 5 students have begun exploring their passions, skills, and issues/opportunities while simultaneously evaluating possible paths of inquiry. This reflective process led them to write their Passion Pitch, where students employed their persuasive writing skills to justify their topic of choice by providing evidence and reasoning. In doing this, students needed to consider passion (reasons why they care), longevity (different directions the inquiry could go), and community impact (how their learning might impact and matter to others). 

The PYPx is a shared learning community responsibility and with this, our Grade 5 students will receive support from mentors that come from our pool of faculty, staff, families, and other members of the CIS community. This week, Mrs. Aimee Underwood (Assistant PYP Coordinator and Grade 5 Homeroom Teacher) led PYPx Information Sessions tailored for teachers, staff, students, and parents. These sessions provided insights into the PYPx process and clarified mentorship roles and avenues for support.

Throughout the 8-week duration of the PYPx, students will immerse themselves in an enriching educational experience which will culminate in the staging of the PYPx on May 3rd. It’s an intensive and exciting learning journey and we are excited to see how everyone will engage and collaborate with their learning community and grow as learners!

Upcoming events of note

  • Mar 8 (Fri): HAD3 / End of 3rd Quarter (AM only, no classes in PM)
  • Mar 11: Start of 4th quarter
  • Mar 11 – 15: STEM Week
  • Mar 12: Regular CIS Corporation Meeting
  • Mar 14-16: ISAC 3 @ BISB
  • Mar 18 – Apr 1: IB Art Exhibition
  • Mar 25 – Apr 1: Spring/Easter Break

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

Grade 2: How the World Works

by Maffy Ocleasa, Grade 2 Homeroom Teacher

In a stellar display of collaboration and curiosity, our Grade 2 students embarked on a space mission to understand Earth’s unique position in the solar system, making it the perfect place for life.

Equipped with their research skills, our young astronomers delved into gathering information about the different features of planets. They explored temperature, gravity, size, number of moons, and atmosphere, uncovering the fascinating diversity of the planets. But they didn’t stop there! Armed with newfound knowledge, they used their social skills to collaborate with their teams and plan demonstrations and models that brought each planet’s features to life. 

After all their perseverance, they showcased their communication skills through presentations of their models to their peers, which they said was the highlight of their efforts. With enthusiasm and confidence, they shared their findings, sparking discussions and deepening their understanding of the solar system.

As the dust settled and the presentations concluded, they put their thinking skills into practice, and a realization dawned upon them: Earth truly stands out as a beacon of a life-sustaining planet in the vastness of space. Through their thinking, research, and exploration, they developed a deeper appreciation for our planet’s unique characteristics that make it the perfect home for us all.

This unit, under the theme “How the World Works,” helped the Grade 2 students become even better inquirers, more knowledgeable, and critical thinkers.

Design Class and Visual Arts Class

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

Grade 8 Design Class

In Design 8 class, students explore the intersection of functionality, invention, and sustainability. By examining the principles of eco-conscious living, they tackle challenges to promote sustainable habits. Through hands-on projects, such as reusing glass jars, tin cans, and plastic bottles, students repurposed everyday objects into recycled containers with both practicality and artistic flair. These formative tasks not only foster creativity but also instill a deep sense of responsibility towards the environment. In our classroom, innovation meets sustainability as students craft solutions that inspire a greener tomorrow.

Here are the students’ works. Click to open into a larger image.          

Rishabh
Savannah
Frances
Eunkyu
Miguel
Aryan
Joseph
Arianna
Ghea
Jiwoo

Grade 9 Design       

In Design 9 class, students embark on a flavorful journey exploring adaptation and diverse food tastes. Through an exploration of culinary arts, they delve into the intricacies of food preparation, understanding the cultural, nutritional, and sensory dimensions of cuisine. Students engage in hands-on formative tasks, applying various cooking methods and processes to prepare dishes that reflect their evolving understanding of food preparation. From sautéing and baking to frying and simmering, each culinary endeavor becomes an experience for innovation and experimentation. 

Here are the students’ works. 

Grade 9 Visual Arts Class

In our Visual Arts 9 class, students explored the concepts of identity, composition, and representation. Through a series of formative tasks, including composition frameworks, face proportion exercises, and drawing from various angles, students hone their technical skills while unraveling the intricacies of visual storytelling. With the use of symbolism and application of diverse art styles, they created portraits to discover the power of art to illuminate the complexities of identity and human experience. 

Here are the students’ works. 

DP History Class

by Ms. Joy Pierra, DP History Teacher

In the ever-questing pursuit of historical understanding, the DP History students embarked on a captivating journey into diverse realms, enriching their knowledge and understanding of world history.

The DP History 11 students explored their World History Topic #8: Independence Movement. They explored the case study of the Nationalist Movement in India. They dug into the origins and rise of the independence movement, examined the methods employed, and grappled with post-independence declaration challenges. Now, they have to put their knowledge to the test in their Paper 2 exams, showcasing their understanding and analysis of the topic.

Meanwhile, DP History 12 HL students are delving into the profound impact of the Second War on Southeast Asia in their HL Topic 13. 

Here are the reflections shared by some of the DP History 11 students:

​​For me, history class has been interesting. I have learned a lot about times in history that I am unfamiliar with. As someone interested in the topic of history… I believe this class is a good opportunity for such activities to occur for me to be able to learn more. As for paper 2, the first time was challenging, as I was yet to be familiar with the test and its workings, however, improvements can be made with more practice.

I find that the learning curve is more related to stock knowledge than to other subjects I’ve learned. It requires extensive research as well as an understanding of the topic discussed, along with specifics and details related to the events discussed or addressed when requested to discuss them in length. For me, the difficulty lies in the details, and it is important to conduct preliminary research or check reliable and detailed sources. While the movement itself is relatively easy to understand, it is difficult to talk about due to the many political and economic factors involved in the events that took place, as nationalism is essentially a mix of ideals. This can make it difficult to narrow down a few important ideals, especially in the case of influential political leaders and their beliefs. Overall, the subject is easy to understand for me, but it is hard to elaborate on or research further. I could change my essay structure in regards to how I formulate my discussion, as well as organizing evidence and discussing events, so there is still room for improvement.

For Paper 2, my time management is still a huge problem. I was anxious about the result of my Paper 2 essay, some parts started to play out like a narrative essay since I am extremely anxious about the time constraints. In the next Paper 2 exams, after more and more practice, my performance in that exam would show some signs of improvement.

Here are the thoughts of the DP History 12 HL students:

I have always been familiar with the impact of World War II on the Philippines, and learning about the impact of the War on other Southeast Asian countries made me realize the pervasiveness of its effects. I learned about the nature and impact of the Japanese occupation, the subsequent growth of nationalism, and the role of independence movements within these countries. Our class also studied the lives of notable Southeast Asian leaders like Sukarno, Ho Chi Minh, and Tunku Abdul Rahman, including their various contributions to bringing independence to Indonesia, Vietnam, and Malaya, respectively. Overall, learning about World War II’s impact on Southeast Asia was insightful, especially since I have only been familiar with the effects of the War on certain Western countries and the Philippines. It was interesting to view this crucial part of history through a different lens.

When discussing World War II in my previous classes there has always been an emphasis on the Western perspective and it has been especially interesting to investigate how Southeast Asian countries were affected by this significant historical event. Learning about Japan’s role in the Axis Powers has allowed me to have a more developed understanding of the violent nature of the Japanese occupation in Malaya, Indochina, the Dutch East Indies, and the Philippines. In class, we discussed several factors that led to the emergence of World War II and the strategies used by the Japanese to ensure success in colonizing these Asian territories. Additionally, we explored the growth of nationalism and how local resistance to European colonial powers helped the Japanese establish themselves as “liberators” for the Southeast Asian people. Generally speaking, the impacts of World War II on Southeast Asia is a nuanced topic that requires the consideration of multiple perspectives. Nonetheless, it has been intriguing to explore this topic in-depth and view this topic from a non-traditional perspective.

I learned about the effects of World War II in Southeast Asia which was a sobering and enlightening experience. During this period, we discussed how colonial powers were deposed and replaced by harsh Japanese rule, resulting in severe misery. The war caused widespread starvation, forced labor, and millions of fatalities. Furthermore, this age provides insight into the region’s complicated political and socioeconomic developments. The war’s impact destroyed colonial systems, setting the foundation for independence movements that would transform Southeast Asia’s direction in the coming years. Understanding these repercussions highlights the region’s resiliency. The persistent legacies taught me how World War II impacted Southeast Asia’s trajectory throughout the 20th century and beyond.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

March 2 Saturday
12PM – 5PM
SEDA CENTRAL BLOC – Cebu IT Park

EVENT

Study Abroad Hybrid Expo Philippines 2024 in Cebu by AMS Global

Participating Universities and Colleges

Australian Catholic University
Australian Learning Group & IKON Institute of Australia
Charles Sturt University
Collarts
Conestoga College
CQUniversity
Deakin University
Flinders University
Griffith University
Holmesglen Institute
Humber College Institute of Technology and Advanced Learning
James Cook University Australia
James Cook University Brisbane
Kaplan Business School Australia
La Trobe University
Macquarie University
Monash University
Murdoch University
QUT
RMIT
Sault College
Southern Cross University
Sydney Met
TAFE International Western Australia
The University of Adelaide
The University of Sydney
The University of Western Australia
Torrens University Australia
University Canada West
University of South Australia
University of Tasmania
UNSW Sydney
UTS College
Victoria University
William Angliss Institute

Share this:

March 5
Tuesday
9:00 – 9:40AM
Canteen Annex
Link to sign up

University of Sydney (Australia) – face to face chat with  the recruitment rep of U of Sydney and learn about the application process, programs and scholarship offered.

March 16 Saturday
EducationUSA events:
Parent Conference at 9:00AM – 12:00PM
Link to register for Parent Conference

Grade 11/12 Student Bootcamp 
2:00 – 6:00PM
Link to register for Student Bootcamp

Venue: Holiday Inn, Cebu City

Education USA Events in March

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024
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Newsflash: February 23, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

Advantages of the CIS Week Without Wall (WWW) 

Why does CIS take the time, effort, and money to engage students in an experiential learning week of activities outside of the regular classroom and schedule each year?

Well, in addition to creating memorable experiences that provide lasting memories and positive associations with learning, our WWW activities are designed to tap into the following areas

Enhanced learning opportunities:

  • Active participation: Students move beyond passive learning and actively engage with the material through hands-on experiences, leading to better understanding and retention.
  • Real-world application: They apply classroom concepts to real-world scenarios, fostering critical thinking, problem-solving, and deeper connections to the subject matter.
  • Diverse learning preferences: Students engage with different learning preferences such as visual, kinesthetic, and auditory styles in unique ways, enabling them to strengthen the styles they prefer, and develop those they may not be as comfortable or adept with.
  • Personal growth: Fosters independence, self-reliance, resilience (grit), and teamwork through collaboration and challenges encountered during the experiences.
  • Increased motivation: Engaging and interactive activities can spark curiosity and a love for learning, improving overall student motivation.
  • IB Learner Profile attributes: Out-of-class activities provide unique opportunities for students to develop desirable IB Learner Profile attributes, such as being pushed out of their comfort zones through unfamiliar situations to develop as risk-takers (courageous), and developing their caring and principled attributes to support members of their team when challenged by difficult competitive team activities.

Character-developing life skills generation (supplementing in-class development using the IB ATL (approaches to learning) framework):

  • Develop life skills: Students build essential life skills like communication, collaboration, adaptability, and resilience through real-world experiences.
  • Career exploration: Provides opportunities to explore that may relate to potential career paths, and develop relevant skills that will lead to making informed career choices.
  • Community connections: Fosters connections with local communities and organizations, promoting civic engagement and social awareness as an extension of our ongoing Service as Action and CAS (Creativity, Activity, and Service) program.
  • Belonging and social connectedness: Students are challenged to consider their valued place in the community and their relationship with others, developing awareness and appreciation of their belonging to their peers, class, and school community. 

What skills and learning opportunities can you identify benefiting students in the photo examples provided?

  • Top: Star-gazing during a sleepover (G2-3)
  • Top 2: Breakfast chef duties during a sleepover (G6)
  • Top 3:  Zip-lining at EVO Nature  Camp (G4-5)
  • Bottom 1: Delivering donated volleyball net pole to Caohagen (G8-10)
  • Bottom 2: Fish caught by students (and then cooked and eaten!) (G7)

As you look over the rest of the WWW photos in this Newsflash, continue to analyze the photos to identify which of the benefits noted above applied in each of the activities (there are usually multiple benefits in each activity)!

Overall, we believe WWW provides a valuable opportunity for students to deepen their understanding, develop essential skills, and build positive memories of learning. However, it’s important to consider the potential challenges and ensure the program is well-planned, accessible, and aligned with learning objectives.

“Character counts way more than we typically realize. Determination, resourcefulness, and resilience are more important for achieving greatness than innate ability, grades, or prestige of university.” – Adam Grant

Have a restful weekend students, and we look forward to you returning rejuvenated next week. A huge thanks to all the faculty & staff who put so much time into organizing the activities – it is a huge amount of work to ensure it is safe, beneficial, and interesting. A special thanks to parents who assisted in various ways, such as donating vans to keep costs down.  

Upcoming events of note

  • Feb 24 (Sat): Public Holiday (Cebu Charter Day)
  • Feb 25 (Sun): Public Holiday (EDSA)
  • Feb 27 (Tue): G5 Students & Parents Info Session
  • Feb 27 (Tue, 7:30): PTA Coffee Morning
  • Feb 28 (Wed, 7:45): PYPx Launch (G5 Parent/Student Workshop @ Canteen Annex)
  • Feb 29 – Mar 1: CIS-PTA Flea Market for a cause @ canteen annex
  • Mar 8 (Fri): HAD3 / End of 3rd Quarter (AM only, no classes in PM)

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

EY & K/G1: Week Without Walls

by Aimee Valenzona (EY Homeroom Teacher), Ann Codoy (EY Homeroom Teacher), Tara Bersabal (K/G1 Homeroom Teacher), Belen Tubilan (K/G1 Homeroom Teacher)

During our Week Without Walls, the Lower Elementary students engaged in diverse activities focusing on environmental stewardship and community engagement. They immersed themselves in projects preserving terrestrial ecosystems and assisted school staff with their responsibilities. Day two featured Water Play games and slip-and-slide adventures, adding fun to the learning experience. Off-campus team-building activities on day three included tug of war and exploring various outdoor activities such as fish feeding, eco-trail, shirt painting, and Adventure Zone experience. Day four highlighted the importance of simple machines and featured specialized Wheels Day for Early Years students, fostering both learning and community bonds throughout the week.

Grade 2/3: Week Without Walls

by Maffy Ocleasa (Grade 2 Homeroom Teacher), Katrina del Mar (Grade 3 Homeroom Teacher), Jojie Malinao (Philippine Language and Culture Teacher), Dina Melwani (LA-Spanish Teacher), Jiana Liu (LA-Mandarin Teacher)

The Grades 2 and 3 astronaut trainees began their WWW by embarking on The Great Solar System Expedition, embodying the IB learner profile attributes of inquirers, knowledgeable, and thinkers. To deepen their understanding of Chinese and Spanish language and culture, they had the opportunity to taste authentic cuisine, fostering open-mindedness and cultural appreciation. 

Additionally, the visit to the PAGASA Weather Station and Master Po enhanced their knowledge and aligned with UN SDGs 4 (Quality Education) and 12 (Responsible Consumption). On the second day, they engaged in service learning through mangrove planting at the Cordova Mangrove Rehabilitation Center, demonstrating their commitment to UN SDGs 14 (Life on Land) and 15 (Life Below Water). In the last two days of our WWW, they applied and demonstrated their knowledge, understanding, and skills about our central idea, “The Earth’s position in the solar system supports a sustainable environment that changes cyclically and influences adaptations,” as well as practiced their self-management and collaboration skills by engaging in various space camp activities.

Grade 4 & 5:  Week Without Walls

by Aimee Underwood (Grade 5 Homeroom Teacher/Asst PYP Coordinator), Sten Coppin (Grade 4 Homeroom Teacher), Jade Berdon (Grade 5 Co-Homeroom Teacher), Vangie Belono-ac (LA-English Teacher/OLC Coordinator), MJ Cordova (Media Literacy Teacher), Jessa Luntayao (Philippine Language and Culture Teacher), Demy Dargantes (PHE Teacher)

Grades 4/5 had an exciting week! We visited the Umapad Community, where students engaged in reading and games, fostering new friendships and returning with a heightened sense of empathy and appreciation. Following this, we embarked on a 2-night, 3-day adventure at EVO Nature Camp, focusing on teamwork, collaboration, and essential life skills.

During our time at the camp, students immersed themselves in a variety of activities, including hiking, ziplining, team-building exercises, workshops, talent shows, and tree planting. Through these experiences, they developed IB learner profile attributes of being caring, open-minded, and risk-takers. The week was truly memorable and will undoubtedly be cherished in the years to come.

Grade 11: Visual Arts

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

The Gr. 11 Visual Arts students delved into 3D art forms this quarter. In this exploration, they experienced and navigated the intricacies of sculpting, modeling, and rendering in three dimensions. Applying different techniques with the use of different tools, these young artists expressed their imagination and creativity in manipulating clay, plaster, and wire.

Students documented their art making process in their Process Portfolio where they highlighted their experimentation, exploration, manipulation and refinement in handling the clay, plaster, and wire. They also documented their technical accomplishments showing evidence of understanding and application of the use of materials, ideas, and practices appropriate to visual communication.

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

Though I planned to not focus on precision, I underestimated the carving process and was not fully satisfied with how the face turned out as it does not resemble a human compared to Miller’s portraits despite their rough textures. The hair also looks like a scratched surface. After making the melted portion of the sculpture, it ended up looking like sand on a hill instead of liquid. This is because of lack of research into inspirations for my design plan. I could have referred to photos of melted faces and video tutorials on basic clay sculpting to illustrate my concept better. I learned the importance of the skills of patience, manual crafting, and preparation. My lack in these areas led to the failure of the experiment. I also did not familiarize myself enough with human anatomy, so I had no memory of it to utilize while sculpting. If I had developed these skills in my experiment, I could have prepared myself better for molding a larger model.

Conducting this experiment has enlightened me, as an artist, to the fact that employing three-dimensional techniques on a two-dimensional scale is not merely about creating depth and avoiding a monotonous focal point. Rather, it is about recognizing that in order to effectively convey the narrative I wish to express, I must emphasize a specific element to enhance the sensation of novelty and uniqueness. I would like to change how I used the effect of the tree being the center of attention because it created less movement which was something I really wanted to emphasize in this experiment.

The final result turned out fairly different from how I’d wished and imagined it to turn out. However, even in such a turn of events, the same desired effect was still created, only that it was executed quite differently. More work is evidently needed when it comes to facial proportions and the sculpting process, especially when done on much smaller sculptures in contrary to larger models. In my use of the little trinkets, but mostly sparkly gems, what’s represented is the products themselves but more than that, it is a representation of their value to the person. As we know, shiny things like gold, crystals, and gems are held at high monetary value and are greatly sought after for their beauty. The same idea is brought about in the overconsumption of different products, skincare, and beauty products in this case particularly.

The ratio mixed for the plaster is significantly important as when more water is added, the plaster becomes crumbly and very difficult to work with and keep its shape together. Another lesson learned is cutting out large chunks to get the general shape of the figure and then going into detail with a smaller tool. In this experiment, I created a relief art piece of a skull which I liked due to how the features protrude out of the plaster which added dimension and visual interest to the artwork. I created a low relief design but could have added interest in the background behind the skulls.

Reflecting on my experience with mud clay, I appreciate its malleability, giving me access to the flexibility of both an additive and subtractive sculpting process. This dual approach granted me greater control over shaping my piece. Working with clay has provided me with a hands-on experience of learning and familiarising different aspects of the body that give it that life-likeness that Ragir’s work so masterfully possesses. Additionally, the clay has a sort of organic aesthetic to it, which I think contributed to the visual impact of the sculpture, as the sentiment of the piece is often something people let grow within themselves and sometimes, albeit subconsciously, foster it themselves. Capturing the essence of both the figure’s physical presence and absence through the depressions and protrusions within the piece, “At Arm’s Reach” serves as a metaphor for self-induced placebos.

I used a two-dimensional rectangle to create the foundation, and because the wire did not balance the rectangle’s shape, when I started to roll up the wire around the body, I found it difficult to maintain the main body part of the goat as by the time I began rolling the wire for the body portion, the rectangle had taken on the shape of a trapezoid. During the process of creating the artwork, I realized that the foundation is the most crucial component on which I should concentrate the most. This is because the foundation determines how the entire three-dimensional structure and its balance function together. For improvement, I will first create a three-dimensional rectangular form for the base rather than a two-dimensional one. In that way, the form will be more stable and retain the rectangle shape of the body.

Carving is what gives an otherwise monotonous plaster block a final form. There’s also “decorational carving” which was impossible for me to do because the carving tool I used were inconsistent. This experiment made me realize that I lacked experience in creating 3D models that weren’t made of paper, as I had mostly worked with paper while at my old school. After conducting an experiment, I’ve come to realize that relying solely on paper to create 3D models have hindered my growth as an artist. To challenge myself, I plan to work with a variety of mediums, such as plaster, to recreate the entire podium and building. While I could add intricate exterior details, I prefer to use paper exteriors for a unique touch.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

February 24
Saturday
1:30 – 4:00 pm
Fili Ballroom 1 
Nustar Resort
Link to register

EVENT

Seminar:  Define your Hospitality Career Roadmap – ideal for students interested in a hospitality/business career.

March 2 Saturday
12PM – 5PM
SEDA CENTRAL BLOC – Cebu IT Park

Study Abroad Hybrid Expo Philippines 2024 in Cebu by AMS Global

Participating Universities and Colleges

Australian Catholic University

Australian Learning Group & IKON Institute of Australia

Charles Sturt University
Collarts
Conestoga College
CQUniversity
Deakin University
Flinders University
Griffith University
Holmesglen Institute
Humber College Institute of Technology and Advanced Learning
James Cook University Australia
James Cook University Brisbane
Kaplan Business School Australia
La Trobe University
Macquarie University
Monash University
Murdoch University
QUT
RMIT
Sault College
Southern Cross University
Sydney Met
TAFE International Western Australia
The University of Adelaide
The University of Sydney
The University of Western Australia
Torrens University Australia
University Canada West
University of South Australia
University of Tasmania
UNSW Sydney
UTS College
Victoria University
William Angliss Institute

Share this:

March 5
Tuesday
9:00 – 9:40AM
Canteen Annex
Link to sign up

University of Sydney (Australia) – face to face chat with  the recruitment rep of U of Sydney and learn about the application process, programs and scholarship offered.

March 16 Saturday
EducationUSA events:
Parent Conference at 9:00AM – 12:00PM
Link to register for Parent Conference

Grade 11/12 Student Bootcamp 
2:00 – 6:00PM
Link to register for Student Bootcamp

Venue: Holiday Inn, Cebu City

Education USA Events in March

SAT Update

Test Date Deadline for Registration, Changes and Regular Cancellation
March 9, 2024 February 23, 2024
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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: February 16, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Learning through Service at “the Summit” in Bangkok

This week our grade 9, 10, and 11 students are having an exceptional opportunity to connect with peers, continue and expand their own service projects, and learn more about their passions in service learning. This conference – “The Summit” – aims to provide valuable student-led workshops, inspire change, and foster the growth of service within your school communities.  Gathering a diverse group of high school students from international schools around the world, students are also getting an opportunity to explore Thailand’s unique cultural landscape through our “Taste of Thailand” experience and cultural expedition in Bangkok.

On Day One, these students visited the Grand Palacelearned how to cook some Thai meals and visited some other popular destinations. On Day two, they visited Keerapat International School and sat in on some AP classes to see how they differed from the IB. And currently, they are working with other students at the International School of Bangkok in collaboration with Inspire Citizens. We know that they take back what they have learned from others and create some great memories along the way!

Upcoming events of note

  • Feb 8-18: G11/G12 Art Exhibition
  • Feb 15-23: G12 Mock Exams
  • Feb 20-23: Week Without Walls
  • Feb 24 (Sat): Public Holiday (Cebu Charter Day)
  • Feb 25 (Sun): Public Holiday (EDSA)
  • Feb 27 (Tue): G5 Students & Parents Info Session
  • Feb 27 (Tue, 7:30): PTA Coffee Morning

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

Mandarin Class Special: Lunar New Year Activities & Events

by Ms. Elaine Jin 老师  & Ms. Jiana Liu 老师, Mandarin Teachers

The Chinese Lunar New Year, is the most significant traditional celebration. It commenced on Saturday, February 10, 2024, marking the beginning of the Dragon year. Within Mandarin classes, we engaged in various enjoyable cultural activities to honor this significant occasion.

ES Mandarin

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 performed the classica Chinese New Year dance: Gongxi Gongxi (恭喜恭喜). You can watch the video here.

Grade 2 and 3 performed the joyful dance He Xinnian (贺新年).You can watch the video here

Grade 4 and 5 played the most important role during the opening of the Assembly and performed a joyful Dragon Dance 舞龙 (Wǔ lóng) and greeted the audience. In addition, the G4/5 students performed the 新年Yeah(xinnian Yeah)song and a Chinese traditional scarf dance. You can watch the dragon dance video here. You can watch the Xinnian Yeah dance video here. You can watch the Chinese traditional scarf dance here.

Receiving the Red Envelopes 红包 (Hóngbāo)
The ES Mandarin students received red envelopes from their Mandarin teacher as a symbolic of best wishes for the students for the Year of Dragon. Students enjoyed the little delightful and yummy treats from the Hongbao.

Hanging New Year wishes  新年愿望 (Xīnnián yuànwàng)
The Mandarin students have written their new year wishes on red pieces of paper and hung them on the peach flower wishing tree as an old tradition for the New Year. 

Making the Dragon Mask 制作龙面具(Zhìzuò lóng miànjù)
The Mandarin students designed their own dragon mask to celebrate the Year of Dragon.

MHS Mandarin

In the MHS Mandarin class, the Chinese New Year celebration was a vibrant and engaging affair filled with various activities. As this year marked the auspicious Year of the Dragon, students enthusiastically participated in diverse cultural activities to honor the occasion. The classroom buzzed with excitement as students crafted traditional Chinese decorations. Language learning was intertwined with festive elements, as students practiced Mandarin through traditional New Year greetings and exchanged well-wishes. The event not only fostered language skills but also provided a rich cultural experience, promoting a deeper understanding and appreciation for Chinese traditions. 

Chinese New Year Assembly

The MHS students presented their performance in the whole-school assembly, showing their enthusiasm for celebrating traditional holidays.

Grade 6/7, together with volunteered teachers and staff, concluded our assembly with a dance titled “Long Live Dragon” and invited the whole school to join in.

Grade 8/9 Mandarin class prepared a play about “红包的故事” (Hóngbāo de gùshì) – The Story of Red Envelopes. They presented the reasons why the older generation gives red envelopes to the younger generation.

Grades 9 to 12, along with ES K to Grade 3 classes, presented cheerful songs expressing New Year wishes to the audience.

Leo and Eve from Grade 11 performed a beautiful song on the violin and piano titled “月亮代表我的心” (Yuèliàng dàibiǎo wǒ de xīn) – The Moon Represents My Heart.

This year, we invited ES Chinese students to join our traditional performance, and they participated in a Gongfu dance alongside three Grade 9 boys. Following this, there were fan and scarf dances performed by girls from Grades 5, 8, and 9.

Please click the picture below if you would like to watch the performance.

G6/7 long live the dragon
Violin and Piano by Leo & Eve
New Year Songs

Writing 福(Fú)
The Gr.8/9 and DP Mandarin students have tried their calligraphy skills and practiced writing 福 or 龙(龍 as the traditional character)on red piece of papers. 福 in Chinese which offers “fortune” or “good luck”. 龙 is to welcome the year of dragon.

Hanging New Year wishes  新年愿望 (Xīnnián yuànwàng)
The Mandarin students have written their new year wishes on red pieces of paper and hung them on the peach flower tree. 

Making Dragon 做舞龙(Zuò wǔ lón)
The Grade 10 students have made their own dragons with recycled materials.

Drawing Dragon  画龙(Huàlóng)
The Grade 6/7 students have drawn dragons with different design to celebrate the year of Dragon.

Cutting papers 剪纸(Jiǎnzhǐ)
The Mandarin students have cut red pieces of paper and decorated them around the classroom.

Drawing  Plum Blossom画梅花(Méihuā)
The Grade 8/9 students used water color to pain the Plum Blossom, which holds a special place in Chinese culture as a symbol of beauty, resilience, and the arrival of spring.

Receiving the Red Envelopes 红包 (Hóngbāo)
This year the MHS Mandarin students received red envelopes from their teachers. Giving red envelopes is one of the traditions of the New Year. 

AI Dragon Dance photo AI舞龙头像 (AI舞龙头像 )
The students have experienced using AI to make their photos into animation version with the theme of dragon dance. It is a fun experience.

Food competetion about New Year Eve Dinner 做年夜饭比赛   (zuò nián yèfàn bǐsà)
The Grade 11 Mandarin B and AB Initio class have have a cooking competetion. They have tried different receipts and make delicious New Year Eve dinner, which  includes fried noodles, stir-fried vegetables, stewed beef, candied haws. 

Making dumplings 包饺子 (Bāo jiǎozi)
This MHS Mandarin students practice their dumplings making skill and try to experience the culture of family gather together and make dumplings together. They taste the steamed dumplings, and enjoy the moment of trying cooking. Here are some voices from the students. 

In today’s mandarin class, we made dumpling and I think it was really successful because we learned how to make dumplings with different shapes as well as how good the taste was. Our unit festival also represent the food that people eat in specific festival. Also, in China people eat dumplings because it represents the Chinese money.

Jiwoo

Today we learned how to make delicious dumplings and boba milk tea. We learned how to cook them because it is related to our lesson which is to learn about the different practices and traditions of Chinese festivals/holidays.

Lucian

Today we made dumplings in class. In china dumplings are a traditional food because the shape of dumplings are similar to money. The dumpling were so yummy and helped me appreciate Chinese culture more.

Chloe

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

February 24
Saturday
1:30 – 4:00 pm
Fili Ballroom 1 
Nustar Resort
Link to register

EVENT

Seminar:  Define your Hospitality Career Roadmap – ideal for students interested in a hospitality/business career.

March 2 Saturday
12PM – 5PM
SEDA CENTRAL BLOC – Cebu IT Park

Study Abroad Hybrid Expo Philippines 2024 in Cebu by AMS Global

Participating Universities and Colleges

Australian Catholic University
Australian Learning Group & IKON Institute of Australia
Charles Sturt University
Collarts
Conestoga College
CQUniversity
Deakin University
Flinders University
Griffith University
Holmesglen Institute
Humber College Institute of Technology and Advanced Learning
James Cook University Australia
James Cook University Brisbane
Kaplan Business School Australia
La Trobe University
Macquarie University
Monash University
Murdoch University
QUT
RMIT
Sault College
Southern Cross University
Sydney Met
TAFE International Western Australia
The University of Adelaide
The University of Sydney
The University of Western Australia
Torrens University Australia
University Canada West
University of South Australia
University of Tasmania
UNSW Sydney
UTS College
Victoria University
William Angliss Institute

Share this:

March 5
Tuesday
9:00 – 9:40AM
Canteen Annex
Link to sign up

University of Sydney (Australia) – face to face chat with  the recruitment rep of U of Sydney and learn about the application process, programs and scholarship offered.

March 16 Saturday
EducationUSA events:
Parent Conference at 9:00AM – 12:00PM
Link to register for Parent Conference

Grade 11/12 Student Bootcamp 
2:00 – 6:00PM
Link to register for Student Bootcamp

Venue: Holiday Inn, Cebu City

Education USA Events in March

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
March 9, 2024 February 23, 2024
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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: February 8, 2024

Principal’s Corner

by Ms. Maureen Juanson, ES Principal

As a school that values a joyful and safe learning environment, CIS is dedicated to nurturing positive behaviors within and beyond the classroom. In addition to implementing Kelso’s Choice conflict-resolution framework, elementary school teachers have also begun integrating the Harmony SEL curriculum, aligned with the CASEL framework. Through this approach, we hope to be able to equip students with the necessary skills to confidently navigate conflicts with empathy, fostering a culture of respect and understanding.

Research demonstrates the significant role of social-emotional learning (SEL) in promoting the healthy development and academic achievement of all students. According to the research that was published in Panorama Education, schools with well-implemented and comprehensive SEL programs show an increase in students’ academic performance, a decrease in conduct or behavioral problems, and a positive impact on student well-being. This underpins the importance of integrating conflict-resolution strategies and Harmony SEL into our curriculum to support students’ SEL development.

CIS emphasizes the importance of the “Five Respects” in all we think, say, and do.  The elementary teachers guide students to demonstrate these values in their daily interactions. This commitment to social-emotional learning not only enhances academic engagement but also contributes to a positive classroom environment conducive to personal growth. It allows us to create a learning environment where everyone feels safe, respected, and valued.

We encourage families to extend these practices at home. Simple activities like active listening and empathy-building exercises provide opportunities for children to apply conflict-resolution skills in real-life situations. Asking students to reflect on the way their words and actions align with the “Five Respects” holds them accountable for the choices they make. We are hopeful that through our combined efforts at home and school, we will be able to foster a culture of compassion and responsibility within the broader community.

Upcoming events of note

  • Feb 8-18: G11/G12 Art Exhibition
  • Feb 9 (Fri): School Holiday
  • Feb 10 (Sat): Chinese New Year
  • Feb 12 (Mon 9-9:45 am): Chinese New Year Assembly (parents/guardians and family members are welcome to join us!)
  • Feb 15-23: G12 Mock Exams
  • Feb 20-23: Week Without Walls
  • Feb 24 (Sat): Public Holiday (Cebu Charter Day)
  • Feb 25 (Sun): Public Holiday (EDSA)
  • Feb 27 (Tue): G5 Students & Parents Info Session
  • Feb 27 (Tue, 7:30): PTA Coffee Morning

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

Make sure to check out the Art Exhibit from our Grade 11 & 12 DP Visual Arts Students on February 8 to 23 at the Canteen Annex!

CIS x MFC

Baz and Thor from Kinder/Grade 1, two of our young athletes who are members of the Makati Football Club x CIS ASA shone brightly over the weekend, clinching victory in the Ateneo Cup U6 division! Baz and Thor demonstrated amazing teamwork and skill on the field together with their teammates and embodying the spirit of the sport.

Congratulations to Baz for also being awarded the MVP of the U6 division!

Read more on Cebu Daily News: MFC Cebu highlights program via wins in SHS-AdC Football Cup

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

DATE

EVENT

February 13, 2024
11.30pm 
March 12, 2024
11.30pm
Link to register

Luiss University – Rome (Italy)
Parents’ Role in Choosing a College –  This session is to assist students in making informed decisions about their career paths and to provide parents with the tools for guiding them in this choice.

February 15, 2024
Thursday
10:00PM (PH time)
Link to register

Ask the Professor: Why Study AI and Financial Analytics at TrentU? These sessions are for undergraduate applicants, parents and counselors who want to learn more about Trent University.

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
March 9, 2024 February 23, 2024
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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: February 2, 2024

Principal’s Corner

by Mr. Benjamin Martin, Middle High School Principal & Ms. Julie Sykes, Asst. Principal-MYP

Last week Middle-High School participated in the second ISAC tournament of the season. The boys football team, girls basketball team, coaches and chaperones travelled to Subic on Wednesday and spent the next three days competing against other schools in the Philippines. We were accompanied by a small but very vocal group of parents, who supported our teams tirelessly throughout the tournament. Thank you parents!

The CIS football team dominated most of their games, winning all but one of the group games. The team qualified for the finals, and lost 2-0 in a very exciting final game against the team we lost to earlier on, placing 2nd overall in the tournament. Our team played valiantly the whole tournament and placed 3 players (Liam, Brian, and Sengo) on the 11 person all-ISAC team!

The CIS basketball team had one of their best tournaments for many years. They fought tirelessly in every game with a stellar defence, excellent teamwork and some sharp shooting from eventual all-ISAC player, Ariana! They qualified for the finals in 3rd position, and their 2nd-3rd place game was the most exciting and tightly fought game of the tournament. It left not only the players exhausted but the audience too as it went deep into overtime.  With the determination and hard work shown by all members of the team during this tournament, we can expect great things from them in the future.

We would like to thank Brent Subic for being welcoming hosts and to our travelling families. We look forward to hosting the first ISAC tournament of next academic year at Cebu International School. We hope our school community will come out and help us with the home advantage!

Upcoming events of note

  • Feb 8-18: G11/G12 Art Exhibition
  • Feb 9 (Fri): School Holiday
  • Feb 10 (Sat): Chinese New Year
  • Feb 12 (Mon): Chinese New Year Assembly
  • Feb 15-23: G12 Mock Exams
  • Feb 20-23: Week Without Walls
  • Feb 24 (Sat): Public Holiday (Cebu Charter Day)
  • Feb 25 (Sun): Public Holiday (EDSA)
  • Feb 27 (Tue): G5 Students & Parents Info Session
  • Feb 27 (Tue): PTA Coffee Morning

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

Grade 4 & 5: Music Class

by Ms. Marie Vic Briones, PYP/MYP Music Teacher

Diving into Dynamics

In our recently started PYP unit on Dynamics, the G4/5 students have begun to explore the impact of changing the volume and intensity of music in order to influence the listeners’ emotions. The central idea, “Understanding the causes behind changes in sound enables musicians to make well-informed expressive creations” is underpinned by key concepts of Change, Causation, and Perspective. As a unit that falls under the Transdisciplinary theme “How we Express Ourselves,” it aims to help students understand that music is an art that uses Scientific and Mathematical concepts, such as Dynamics and Rhythms, and that these concepts are often employed by composers and musicians to create stories and emotions with sounds.

Student Learning and Skills Development
During this unit, students take part in various engagements that hone their approaches to learning and develop their learner profiles. For instance, they demonstrate creative thinking by interpreting songs from different perspectives using dynamics, thus becoming risk-takers. They also apply information transfer skills in understanding concepts across multiple disciplines, such as what causes changes in sound, thereby enhancing their knowledge. Additionally, the students develop their research skills by comparing, contrasting, and drawing connections among different media resources thus becoming more open-minded.

Practical Application: Playing the Ukulele
To demonstrate their understanding of manipulating sound and varying dynamics, students perform on their ukulele while one student takes on the role of a conductor, providing directions on the volume and intensity of the music with hand gestures for “pianissimo” (very soft) or “forte” (loud), “subito piano,” (suddenly soft), etc. allowing the class to manipulate the dynamics in real time.

With the fundamental knowledge and skills gained from this unit, students can continue to explore the “dynamic” world of music. They can experiment with different instruments, genres, and styles, and apply the concepts they have learned to other areas of their lives: public speaking, acting, sports- the possibilities are endless!

Grade 8: MYP Science

by Mr. Rey Carl Jumawan, DP Chemistry and MYP Science Teacher

Grade 8 Eco Exploration

As Cebu International School (CIS) thrives on providing quality and relevant
international education, it seeks to implement a holistic approach to teaching and learning guided by the principles and ideals of an IB World School.

The International Baccalaureate Middle Years Program (IB MYP) Integrated Science offered by CIS aims to foster independent and collaborative learning towards discovering the interdependencies of science, society, and the environment. It bridges the gaps between the classroom and the real-world setting by providing concrete experiences through observation, experimentation, and research.

The grade 8 students recently had a field trip to Archival’s Eco-house in Ylaya Talamban, Mandaue City. This is in cognizance with their current unit on sustainability tackling practices that help address one or more United Nations Sustainable Development Goals (UN SDG). This activity aids students to recognize that sustainability is anchored in three pillars: society, economy, and environment. The interdependency of these pillars becomes the basis for implementing sustainable programs.

The Archival Eco House is a sustainable place founded by Hon. Nestor Archival, one of the city councilors of Cebu City North District. It showcases different setups aiming to reduce carbon footprints. It is fully dependent on renewable energy sources and has a waste processing facility through vermicomposting and Black Soldier fly (Hermetia illucens) larva compost. Vermicomposting is the process of using worms to accelerate the process of decomposition (Vermicomposting for Beginners – Rodale Institute, 2019). This in turn will produce vermicompost which is then sold by the facility to be used as organic soil. Black Soldier Fly larvae composting uses the larva of a non-pest fly to produce a nutrient-rich compost (Purdue University, 2015). The larva is also being used as a source of protein for chickens.

Grade 8 students went on to observe and investigate the aquaponics and
hydroponics facilities and learn the intricacies of plastics-to-bricks processing. Aquaponics is a farming method incorporating the concepts of aquaculture (fish farming) and hydroponics (cultivating plants in water) (Vergeer, 2023).

Here are some of the students sharing their experiences during the field trip.

The Eco-house field trip had brought me lots of information and knowledge about the basic needs of sustainability. We were able to encounter crocodiles, maggots, ducks, and fish. The guide told us procedures on how aquaponics works.

Joseph

I was really fascinated to experience and look at a completely self-sustaining house. I love how the systems were working in exchange. Overall, I loved it.

Rishabh

On the trip, I was able to learn many new things. I was also able to see the things I am learning in real life. Overall, it was a very informative and fun experience.

Aryan

During the field trip, we were able to learn about various new things, such as solar panels, wind turbines, and how worms may contribute to farming and eating garbage, especially food scraps. It was a fun and unique trip that helped me learn alot.

Ghea

Grade 11: DP Psychology

by Mr. Andrew Powell, Psychology Teacher

When people think about how best to approach solving a difficult problem, the quickest way to drive to the mall in the heavy Cebu traffic or that hard to remember item on a long shopping list, they engage in cognitive processing. As part of their current unit, the Grade 11 Psychology class is looking at these and many other conundrums, as they examine how psychologists are involved in finding out how the human mind makes sense of the world. 

The students have learned that the brain does an enormous amount of cognitive work all of the time; taking in information and transforming it, storing it, recovering it, and putting it to work. Such processing allows us to interact intelligently with the world around us. These mental processes include perception, thinking, decision-making, problem-solving, memory, language, and attention.

As we interact with the world around us, we create mental representations – that is, conceptual understandings of how the world works. Engaging in new tasks leads to more and stronger connections between the cells of the brain. More connections mean more pathways for information to travel; more pathways means faster processing speed. Since people have different experiences, they have different mental representations – for example, of what is right or wrong, or what boys and girls can and and can’t do. This influences the way they think about the world and how we behave. 

Please take some time to explore the infographics the students developed that help to explain some of the concepts studied in class. Topics include the way in which verb choice can be utilized to change perceptions, how mental shortcuts help us make sense of the world, and how strong emotions impact our memory.

(Click on the infographics to take you to a bigger view)

Grade 12: DP Extended Essay Cafe

by Ms. Emily Cornet, IBDP Coordinator

One of the core components of the IB Diploma Programme is the Extended Essay, a 4000-word piece of research that the DP students begin working on in Grade 11 and complete in Grade 12.  This significant piece of work allows students the opportunity to engage in academic research in a subject and topic of their own choosing, learning valuable research skills which will be utilized through their Diploma Programme years and in their future university years. 

On Thursday 1 February, the Grade 9, 10, and 11 students gathered in the Media Center to listen to the Grade 12s present their Extended Essay process and reflections.  This year’s Grade 12s have completed EEs in Business Management, Psychology, English, Mathematics, Visual Arts, Film, and World Studies.  Their research questions explored diverse topics such as the marketing strategies used bythe NBA, the authenticity of companies advertising to LGBTQ+ community, sports psychology, gender and power in the novel Lolita, mental health’s effects on artists, accent bias, the influence of perfectionism on procrastination, and many more!

The Grade 11 students, who are just starting their own Extended Essays, were able to listen to the advice of our Grade 12s while also asking questions that will help guide them as they move forward on their own journey.  The Grade 9 and 10 students were able to get a preview of one piece which they will experience when it is their turn to enter the Diploma Programme.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Canada applies a cap on Student Permits for 2 years

To stabilize growth, the government of Canada will set a cap on international study permit applications this year. Approximately 360,000 applications will be processed which is a 35% decrease from the previous year. Renewal of study permits will not be impacted. For more details, you may check this link.

DATE

February 15, 2024
Thursday
10:00PM (PH time)
Link to register

EVENT

Ask the Professor: Why Study AI and Financial Analytics at TrentU? These sessions are for undergraduate applicants, parents and counselors who want to learn more about Trent University.

SAT Update

2023–24 School Year Test Dates

Test Date Deadline for Registration, Changes and Regular Cancellation
March 9, 2024 February 23, 2024
May 4, 2024 April 19, 2024
June 1, 2024 May 16, 2024

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.

Share this: