Category: Newsflash

Admin News

by Dr. Gwyn Underwood, Superintendent

I am pleased to report that conditions are such that we are now able to return to our full Remote Learning program from next Monday, February 7. 

We recognize there are still a few families that have yet to secure a stable internet connection for their children. In these cases, the teachers will work with you on a case-by-case basis to ensure that we can do everything possible to accommodate your situation. As mentioned in my February 3 Info Brief (emailed to parents registered emails), thank you all for your support for our Adverse Circumstances Learning Program, which we developed to enable all of our students to continue learning, even when the majority of our community still had limited or no access to power and/or the Internet. Our next goal: To return to learning on campus (also covered in the Info Brief)!

Service Learning @ CIS 

In response to Typhoon Odette, numerous CIS community members have been contributing to the relief and recovery efforts through our regular Service Learning Program Partners and liaising with Local Government Units. This week, I wanted to highlight what Service Learning at CIS actually entails, and outline why we considered it to be an invaluable core part of our program.

Definition: CIS focuses on Service Learning, which we define as experiential learning through service activities that benefit both the service activity participant as a learner, as well as the recipient.

In addition to helping our community then, service activities are used to develop the attributes we desire in our students, which will enable us to reach our mission.

To ensure we do this effectively, we have developed a clear set of Service Learning Core Beliefs.

Service Activities at CIS:

• are designed to fulfill the CIS Mission and reach our Vision, as this is our very purpose for existing!
• will have a primary focus on activities that best develop our students’ capabilities to act as we are limited in what we can do practically, so this is the best way we can make a lasting, significant impact on this world and not be simply providers of community service.
• will select recipients for service activities based on servicing children, education, and/or the environment. As a school, we chose this limited focus as it is most relatable for our students, and as it is connected with the most urgent of needs we are exposed to in this day and age that we have the most expertise and ability to affect change on.
• will have a sustained, sustainable and ongoing focus, seeking for the provision of permanent solutions to issues while avoiding one-off “feel-good” activities that provide only temporary relief. Even though this approach often requires a long-term commitment to the situation, our desired outcome is the ongoing development of a community.
• will keep in mind the fact that what we do is limited in benefit to needy communities. We must therefore be targeted and focused on where we can help and what we can do, keeping in mind the purpose of the activity.
• only expend effort on authentic meaningful/impactful service learning activities. We do not want to waste our time on unproductive activities – not only is there is too much need to waste time, it is also poor role modeling for our students who are learning to distinguish between what is meaningful and impactful.
• will be based on the program objectives of Service Learning as outlined by the International Baccalaureate (IB), as we offer IB programs throughout our school (the PYP, MYP, and DP).
• involve the use of out-of-class opportunities to provide fertile conditions for the learning of knowledge/skills/attitudes related to service learning (eg. field trips). CIS makes use of strategically planned field trips, after-school/weekend activities, and an annual week-long Week Without Walls (WWW) to enable this to occur.
• will consider the UN Sustainable Development Goals a resource and guide. Service learning activities will consider these goals during planning, in order to help focus activity objectives in order to contribute to attaining applicable goals while carrying out the activity.

In next week’s Newsflash, we will share a summary of the wonderful projects that have been occurring this year, such as the Set Forth Philippines organization founded by CIS 11th grader Ms. Renoa King, and others. It was great to see Set Forth even get some national coverage! (Photo right: Renoa King in action, CNN video, Yahoo! News article). 

We will also be introducing opportunities for how to consider how you can contribute in a meaningful way – to benefit you as a giver/provider, our students as they continue their experiential learning through service activities, and the recipients in need of meaningful support.

Upcoming events of note

• February 22:  Parent Coffee Meeting 9-10 am ← Save the date!
• February 24-27: BEIMUN (rescheduled date/virtual)
• February 28-March 7: G12 Mock Exams (rescheduled date/virtual)
• March 14-18 STEM week
• After School Activities (ASAs):  Planning for ASAs is in progress, and a start date with options will be announced shortly. This will include new options for on-campus SEL activities when we return to Alert Level 2.
• Week Without Walls (WWW): Due to the disruption of the typhoon and the ongoing effect of the pandemic, we will be adapting our WWW Activities for this year. More details will be forthcoming, however, rather than using the originally scheduled 4-days on February 15-18, we plan to use just February 18 for WWW activities. Details will be announced shortly.

Please refer to the CIS Event Calendar (http://cis.edu.ph/school-calendar/) for the complete calendar of school events.

Mandarin Classes (Chinese New Year)

by Ms. Jinhua Zou / Ms. Elaine Jin, Mandarin Teachers

In Kinder and Grade 1 our Mandarin class celebrated this special occasion together with the Spanish class. We watched the story of the “Nian” Monster and learned why Chinese people use red for the New Year, as well as the meaning of firecrackers and fireworks for Chinese people. Yoyo shared her personal experience of the New Year celebration and showed the class her Chinese Traditional Costume. We made a great connection for reviewing the content of different shapes through our New Year tiger drawing.

Grade 2 & 3 students have been actively participating in Chinese New Year Assembly video preparation. At the same time, they also learned about the food and eating customs in China during this special occasion.

Grade 4 and 5 class have been practicing writing Chinese characters since the beginning of the school year. We continue working on this language skills by writing the new year wishes in Mandarin – 新年快乐 – xīn nián kuài lè.

The MYP Mandarin students have been learning stories and legends about Chinese New Year, celebrating activities, food, and traditions. Although it is still online classes, the students are able to engage in activities during the ACL weeks. Grade 6 – 9 students experienced the traditional paper cutting and cut beautiful characters of “福”, which means lucky and happiness, and is very often seen in Chinese culture. In addition to this, the Grade 6 – 10 students learned about zodiac animals and know that 2022 is the year of the tiger. They made cuttings of jumping tigers by following the steps from YouTube and the instructional package from the teacher. It’s nice to see all different types of tigers from students and how they welcomed the New Year with their little tigers. 

To prepare for the Chinese New Year assembly, and to share the happy festival with the whole school, the Grade 10 students joined the storytelling of “十二生肖 12 zodiac animals”, together with ES and the DP Mandarin AB Initio and Mandarin B students. Through the story, the student learns about the order of the zodiac animals and the reason why they are placed in such order. Grade 6 and 7 students have brought us a few Kahoot questions related to the Chinese New Year so we can learn more about Chinese culture. Then our Grade 8,9, and 10 students have brought us a few wishes which you can often hear during the Chinese New Year. It is nice to see the students experience different activities and hope the year of the tiger will bring everyone good luck.

新年快乐(Xīnnián kuàilè)，恭喜发财(gōngxǐ fācái)。

In Grade 11 Mandarin ab initio class, we watched a documentary “舌尖上的新年(shé jiān shànɡ de xīn nián) – A Bite of China Celebrating Chinese New Year” and discuss the lucky food during Chinese New Year, as well as some eating customs. In addition to that, students also learned to make some traditional CNY decorations like lanterns, red pockets and window paper cuts. As 饺子(jiǎo zi) – dumplings is one of the most important food for northern China during the New Year, Athena also experienced how to make dumplings herself.

Student’s voice from  “舌尖上的新年(shé jiān shànɡ de xīn nián) – A Bite of China Celebrating Chinese New Year”

This is the second year for the Grade 12 Mandarin ab initio class to celebrate the Chinese New Year. We are able to dive deeper into this theme with word studies, video watching, movie talk, and IA reflections. Students are able to write different wishes in Chinese Characters.

The Mandarin B 11 students have learned several activities related to this theme, and they have made connections with the traditional Chinese festivals and foods. In celebrating the Chinese New Year, they tried to cook some dishes which people can often see on table during the New Year. The students put them into a PPT slide and introduced the name of the dish, the steps, the meaning, and why people eat it during the New Year. For example, fish which means ”年年有余“ and people eat fish during the New Year in hopes that every year will bring abundance in food. 

To celebrate the new year with the whole school, the Mandarin B DP students have joined the storytelling of “十二生肖12 zodiac animals” together with ES and MYP students. And Jia from the Grade 11 Mandarin B class also brought us a song “贺新年Happy New Year”. We can totally feel the New Year atmosphere. To end the assembly, Joo Ha, Thomas, and Rhett delivered the CIS Pledge in Mandarin.

Wishing everyone a happy Chinese New Year. 新年快乐(Xīnnián kuàilè)，恭喜发财(gōngxǐ fācái)。

A voice from Jia Grade 11 B student: ”To me, there is no day like Chinese New Year’s Day. It’s one of the most enjoyable holidays of the year. At school, we get to watch the Lion Dance, play the dice game, and do Chinese culture trivia. The whole school is decorated with lanterns we make in our Mandarin classes, and it makes the surroundings look very cheerful. My family celebrates by eating a lot of food. They love to eat a lot of fish, but I look forward to the sweet dessert that comes after the main course. I love to eat the glutinous rice balls that have peanuts in the middle. My siblings, my cousins and I always get excited to receive our red envelopes from our grandparents. We always have to line up in front of our grandparents, say “新年快乐!”, and then we receive it! These days they usually send it through GCash though, but we still greet them and show our gratitude to them. My friends and I would go to visit a temple that is close to our school called “Chu Un Temple”, and it is always such a lively place to celebrate Chinese New Year. The temple has red and yellow lanterns that supposedly bring prosperity and drive away bad spirits. We watch singers and dancers perform Chinese folk songs, and sometimes we take pictures in traditional Chinese outfits. We drink bubble tea and watch the fireworks at midnight. Chinese New Year has always been the brightest and happiest time of the year. It is a good time to bond with family, friends and loved ones.”

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careers Counselor

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

February 5
Saturday
2:00PM
Link to register

Enderun Colleges (Philippines): Learn about their programs and admission procedures. Enderun

February 11, 23 and March 9

University of the Creative Arts (UK) Spring Webinar Series:
If you are into creative careers, here are some events for you!
Feb. 11  at 4:00pm: Jewellery & Silversmithing – Register here
Feb. 23 at 8:00pm: Fashion & Textiles – Register here
Mar. 9 at 9:00pm:  Graphic Design – Register here

February 22
Tuesday
9:00PM PHT
Link to register

American University of Health Sciences (USA)
If you are interested in a health science program, check out this webinar.

SAT Update

If you are planning to take the SATs in March, this is a gentle reminder that the deadline for registration is coming up.

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.

Principal’s Corner

by Mr. Andrew Powell, EY-Grade 12 Principal

Dear Parents,

I would like to reiterate my pride in the way that our students and teachers have adapted to the adverse circumstances that we have faced over the past few weeks. While power has been restored to much of the city, I recognize that access to fast, stable Internet remains somewhat problematic and that many of our students are still reliant on pocket wifi or mobile data connections to access their schoolwork. We have taken this into account as we plan our learning engagements for next week. This will look different in each division which reflects the developmental level of our students and greater Internet connectivity amongst our Elementary students. 

 We are hoping that Week 4 of ACL (February 2-4) will be somewhat of a transitory week with the possibility of returning to our regular Remote Learning schedules in the near future.

Teachers will continue to post clear and concise self-paced learning engagements for their students as they have done in previous weeks, and we will also include brief, scheduled meetings for classes to engage with their teachers following our four-day rotation schedule with Wednesday, February 2nd as Day A. Details about what that will entail for each division are detailed below.

 Elementary School

• Week 4 of ACL will begin on Wednesday, February 2nd as Day A.
• A morning message and learning engagements will be posted on Seesaw by 7:30am. Learning engagements for the week will also be placed as a pdf in the Self-Paced Home Learning folders for the small number of students who are unable to consistently access Seesaw.
• The day will commence with Homeroom classes at 8am and be followed by synchronous small group work/ asynchronous activities.
• Single-subject classes will be scheduled between 10am – 12pm while 1-3:30pm is set aside for asynchronous learning and optional synchronous check-ins with teachers as required.
• Homeroom teachers will share their schedules with parents on the afternoon of Friday, January 28th and provide daily reminders to students about face-to-face classes.
• Should children be unable to attend classes, please liaise with your child’s teacher so that they may support completion of the asynchronous learning engagements.

 Middle High School

• Week 4 of ACL will begin on Wednesday, February 2nd as Day A.
• Learning engagements for the week will be posted in the respective Self-Paced Home Learning folders by 7:30am on the first learning day of the week.
• Homeroom will take place from 8-8:10am and be followed by four synchronous, fifteen minute classes with a five minute break between each class. This will provide teachers and students with the opportunity to touch base, provide teachers with the opportunity  to clarify assignments, and students to ask questions and arrange for individualized follow-up sessions if necessary. Classes will follow the respective day’s schedule and use the Google Meet link for that class.
• Teachers will be available between 9:30am – 12pm to meet with students upon request. Additional meetings may also take place between 1-3:30pm.
• If students don’t have access to the Internet at home or through a pocket wifi device, we do not expect them to go to cafes to access the Internet for their daily classes. Students may continue to download and complete their work as they have for the past few weeks.

Early Years

by Ms. Aimee Valenzona, EY Teacher & Ms. Freya Abella, Teacher Support

We had a fantastic week in the Early Years! We introduced different yoga poses that we intend to do daily. This morning routine which includes our daily show and tell will help us relax, focus, and express ourselves before we start our class. This week, we continued to look at the letters b and d. How they both look alike and different at the same time. We learned a new song by Jack Hartmann to determine both letters. We put both hands together out front in a fist and show two thumbs up. First is b, last is d! Let’s sing along to Jack Hartmann’s “letters b and d”!

Aside from sorting or grouping objects that begin with the letters b and d, the Early Years also played the “Spot Me!” game during our synchronous call where they spotted objects or items that begin with the /b/ and /d/ sounds.  

In math, we tried out different learning engagements that included counting, identifying numbers, and patterns. These engagements will further develop our thinking and problem-solving skills. As we progress, we will continue to dive even deeper into these math concepts. In our class, we learned that patterns are everywhere. Patterns are the arrangement of things that repeat. Our students completed a few patterns and created their own using materials. Come and join us! As you sit back in your favorite spot at home, look around and spot some patterns that you see or why not create your own, right?

Grade 8: MYP Visual Art

by Mr. Jessie Saclo, MYP Visual Art Teacher

The role of the artist in society

The MYP acknowledges the arts as a universal form of human expression engaging us in unique ways of knowing through imaginative and productive activities. Visual art as a medium of communication allows students to explore their identity and individuality. Through inquiry and acquisition of skills, students develop self-confidence in utilizing techniques and methods that are necessary for art production. Thus providing students with opportunities for holistic development of their social, emotional, and personal intelligence. By equipping students with opportunities to cultivate their potential to function as artists, as well as learners of the arts, students develop curiosity about themselves, others, and the world, becoming effective learners, inquirers, and creative thinkers.

In their final unit, the Grade 8 students explored the function of art in society and the role of the artist as an observer within a community. To develop an understanding of this inquiry, students channeled their perspectives through the global context of fairness and development and explored the issue of civic responsibility and the public sphere. Using the concept of ‘change’ as their lens, students explored the topic of the function of art in society, evaluating the causes, processes, and value that it offers to society.

Students participated in discussions about art activism and social awareness with emphasis on artists such as Banksy, and Ai Weiwei whose works promote social and political issues that have reached global audiences with huge impacts. Such engaging provocations allowed students to think critically of what they already know about their identity and individuality, leading them to conceive questions that further drive the inquiry. 

How can we communicate global issues through art?
Can art completely change someone’s perspective on a problem or issue?

With such questions, the Grade 8 students began to explore and identify social issues within their immediate environment, culture, and space. By applying critical thinking strategies that engaged them to see multiple and new perspectives, students started visualizing their ideas, thus beginning the process of art-making.

Through consultation, collaboration, and timely feedback, students developed their artwork that features a social issue they have experienced and identified. 

To view the completed work and online portfolios of our grade 8 students please visit this site.

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careers Counselor

Topic of the Week: Comparison of College Costs

Last week’s feature outlined the main categories that contribute towards college cost. When a student plans for college, it is important to have a conversation with one’s parents so one is aware of how much your family can spend towards your college education.  Below is a collated summary to compare the cost of university in certain countries.  The costs below are based on the most recent data collected from various sources from university ranking and institution websites.

The range of costs vary depending on whether an institution is public or private and the program offered.  For more specific information, please refer to the university website for a more detailed breakdown.  Please note that the above figures are tuition estimates only and do not include the cost of living in these countries which may also vary from one city to another.

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

January 29
12:00PM (EST)
Link to register

EVENT

Johns Hopkins University – “Explore Engineering Innovation” : a Pre-College Summer Program Information Session

January 30
2:00PM (JST)
Link to register
(if you are unable to attend, you can get a recording if you register)

How to Apply to Ritsumeikan University

January 31
10:00AM (JST)
Link to register
(if you are unable to attend, you can get a recording if you register)

Temple University Japan: Admissions 101 – How to apply to TUJ’s Undergraduate Program :Applications, Scholarships, Financial Aid, Q&A and more.

February 1
Tuesday
3:00PM
Link to sign up

University of Navarra (Spain) – Info session about admissions, scholarships and programs offered plus a Q&A session.

February 5
Saturday
2:00PM
Link to register

Enderun Colleges (Philippines): Learn about their programs and admission procedures. Enderun

SAT Update

In March of 2023, the SAT will be offered digitally to international testing centers.

Please check this link for more information. Cebu International School will be part of a pilot test for the digital SAT in April, please watch this space for updates.

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.

Admin News

by Dr. Gwyn Underwood, Superintendent

As we complete the second week of our Adverse Circumstances Learning (ACL) program (developed to cater to the lack of internet and power availability of many CIS families following Typhoon Odette), it is great to see students and parents adapting to the program, and progressing as best they can under the various individual conditions they are facing. I am so proud to be part of a community that is actively demonstrating grit (or resilience) by just getting on doing what we can do, as best we can!

Our teachers report a good level of participation by those who are able to join our daily HR classes, and students are generally responding well to the ACL self-paced learning packets that are downloadable if needed to enable them to complete their schoolwork even if they are in locations without internet or power.

• As more students in classes get their internet restored, they are encouraged to join the additional online options available to them (teachers are available 9am-12nn for online support, and some may even begin to offer specific sessions next week for their class if there are enough students online).
• Early next week, the Academic Management Team (AMT) will meet to determine if we are ready to transition back to our regular Remote Learning (RL) program following week 3 of ACL. As of today, there are still a considerable number of families who still do not have internet, or are using expensive and/or unstable options such as pocket wifi or mobile data plans. Unless this changes drastically, then, it is most likely that we will have a transition week in week 4, where we will expand online options, but not move back to a full RL program. Hopefully, the move back to RL will be possible after our Chinese New Year long weekend holiday (Jan 31-Feb 1), but we will have to see how conditions develop before we confirm that.

The Omicron variant of Covid-19 has arrived in Cebu in force, and we are getting reports of a number of our community testing positive.

• Thankfully, the vast majority have mild or no symptoms (asymptomatic), but to be sure you and your family are safe, please take precautions, especially as the Omicron is reported to be more contagious than previous variants.
• As Cebu has moved to Covid Alert Level 3, we have had to adapt to new conditions that are again more restrictive than we would like. Do not be discouraged, however, as based on patterns in other countries, this wave will diminish in time. We will continue with our recovery plans in the meantime, and look forward to returning to Level 2 and our eventual return to campus!

We will keep you updated as the situation progresses. Have a wonderful, restful, safe weekend!

Grade 2 Writers

by Ms. Maureen Juanson and Ms. Maffy Ocleasa, Grade 2 Teachers

We had a yummy conversation with our Grade 2 writers as we talked about the kind of hamburgers we like to eat. One thing we noticed is that many of us like to have cheese, mayonnaise, ketchup, and of course the patty! Some even said that they like to add vegetables to their hamburger too, just like lettuce, onion, and tomatoes. This led us to wonder how does learning about hamburgers helps us become better writers?

We learned that just like a hamburger, our informational paragraphs also need certain things for them to be complete. It needs to have juicy ingredients in the middle and a bottom bun to make it complete. The top bun represents the topic sentence that talks about the main idea. The tomatoes, lettuce, and patty represent the supporting details like facts, evidence, examples, and cause and effect relationships about the topic. Finally, the bottom bun represents the closing sentence that restates the main idea but in a different way. The hamburger can help us structure and organize our informational paragraphs. 

In order to support our unit of inquiry, Sharing the Planet, the Grade 2 writers applied their understanding of informational paragraphs to write about the impact of how humans use natural resources. Below you will find some examples of their writing. Enjoy reading!

Grade 10 Psychology

by Ms. Vangie Villagonzalo, Psychology Teacher

Psychology 10 is a trimester-long course designed to give students a basic overview and understanding of the subject. The students learned that psychology aims to be empirical and there are many approaches to understanding behavior; thus, students worked on guides to organize and review different approaches and research methods. The global context for Mudule 1 centers on identities and relationships. Students will explore identities, different beliefs, values and approaches. Part of their learning engagement task is to research on the different approaches and analyze how these approaches reflect and explain human behavior and mental processes.

Here are some of the students sample slides and reflections:

I found it very interesting that each approach normally lined up with either nature or nurture, or sometimes both. It was interesting to learn that psychology has many facets, and is not just about mental health and what we normally think of. I believe that I could use what we learned when I’m trying to understand other people; people have different opinions, different ways of thinking and their own reactions to different circumstances. – Mahati

This module really helped me understand the different psychological approaches. I was able to learn a lot about all these approaches from watching my classmate’s outputs and also learned about my assigned topic. I had the chance to do extensive research on the cognitive approach and create a video that summarized all the important information. I did not know that there were that many psychological ways to understand one’s behavior so learning about all these approaches was very interesting to me. – Marianne

Learning different psychological approaches was a new experience. It was a really nice revelation that there are a lot of different perspectives when trying to explain, describe, or predict behavior which I haven’t thought about, I always thought that there was just 1 way or 1 approach in psychology. This is a slide I want to include that captures the essence of my learnings as this is the beginning or mark of the approach in my presentation. It captures the essence of my learnings as this perfectly explains how evolutionary psychology works and how our behavior was passed down from generations.  – Max

So far in this unit, I have learned about behaviorism. Behaviorism is the theory that human and animal behavior can be explained in terms of conditioning. Two of its basic assumptions are that all behavior is learned from the environment and behavior is caused by stimulus-response. – Sofia

I personally focused on the cognitive approach, which talked more about the mind, and how the brain functions in our day to day lives. One example to explain how cognitive psychology helps us, is in our daily lives. When we wake up, we immediately start applying cognitive psychology. We process activities that we will do during the day, and try to organize what we will do first, next, last, etc. I really like the topic of this unit as it caught my attention and gave me a brief grasp on how psychology really works and branches out. I think in this project, I was able to develop my research skills thoroughly, and also learn how to format information in a more eye-catching and organized manner. I was also able to encourage myself to think more about how my brain actually works, and I don’t want to take away my ability to process information for granted. – Seohyun

I learned that the sociocultural perspective revolves around the idea that the social and cultural norms of our society affect our individual development. This perspective or theory takes into consideration the interactions between young individuals and the culture they are surrounded by. I can apply my learnings from this module in my daily life by becoming more self-aware of how sociocultural influences play a big role in the person I am and will become in the future.  – Bella

Aside from knowing that psychology is a study of human behavior, I was clueless, most especially in its approaches. When we began this module, it was a lot of new information that made me really think, reflect, and ultimately realize that the way I and those around me behave can actually be psychologically reasoned out and explained. When we were assigned this summative assignment of researching different psychological approaches, I was actually excited because I knew that I could get so much new knowledge. The project definitely came with many challenges, but in the end I can say that the Sociocultural and Cross-cultural approach to me are intriguing topics in the sense that anyone and everyone, anywhere can observe how it is applied in the real-life context. My key takeaway from this topic is that, when put briefly, the Sociocultural and Cross-cultural approaches mainly look into the development of one’s behavior based on various cultural and social factors in the context of the individual’s environment and background, to better understand their behavior.  – Victoria

The most interesting part I would say is the cognitive approach. There is nothing more fascinating than a brain. It has been said to be one of the most complicated things on earth that the human kind has yet to understand. We may have a heart pumping but no brain activity, we CANNOT live without a brain! Nowadays we have mechanical hearts but we haven’t even come close to creating a human brain. And how everything is like an equation, everything connects to everything, impacts everything, affects everything. And the fact that we know so little leaves so much space for imagination. And that is why I find the cognitive approach so much more interesting. – Chiara

I think for me, growing up and always moving to so many places and traveling so much, it really was interesting to see that the social and cultural world affects my behavior or how I am now. I enjoyed it because it affects me as a person and learning about it helped me understand reasons why we do certain things without even realizing. – Sealoa

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careers Counselor

Question of the Week

How much does going to college cost?

There are 5 main categories of college cost:

1. Tuition and Fees: This is how much the university or college will charge you to pay for classes and other services like the library and common areas for student use.
2. Room and board: This covers accommodation and meals. Some universities provide a meal plan for students that come with a dormitory fee. Depending on whether you live on campus or out of campus, the cost will vary.
3. Books and supplies: As a college student, you will need to buy or rent textbooks and course materials. These usually vary depending on the program you are taking. For instance, a fine arts program usually requires purchase of art materials which will cost more than a regular student who takes classes without a laboratory or studio class.
4. Personal expenses: This includes your cell phone, internet bill, laundry, eating out and other expenses one may incur. This is relative according to what a student wants to do on weekends and breaks.
5. Transportation: A student may commute to campus or stay on campus. This should definitely be factored into the budget. This includes your transport fare if you are flying to another country to study or staying within your country and city.  

The above categories are basic expenses you have to plan for. The list is not exhaustive and you can always add to it if you wish to. Next week’s feature will show an estimate of costs of universities locally and abroad. 

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

January 26
8:00AM (EST)
Link to register

EVENT

Study in the Metro New York City Area – Info Session with a Student Panel featuring: Fordham University, Fairfield University, Hofstra University, Montclair State University, New Jersey Institute of Technology, Pace University and St. John’s University

January 26
10:00PM (PHT)
Link to join
(This is a Facebook Live event)

Tallinn University of Technology (Estonia)

• Join a Q & A session with TUT student ambassadors.  

TUT offers 4 undergraduate programs in English: Cybersecurity Engineering, International Business Administration, Law and Integrated Engineering

January 29
12:00PM (EST)
Link to register

Johns Hopkins University – “Explore Engineering Innovation” : a Pre-College Summer Program Information Session

January 30
2:00PM (JST)
Link to register
(if you are unable to attend, you can get a recording if you register)

How to Apply to Ritsumeikan University

January 31
10:00AM (JST)
Link to register
(if you are unable to attend, you can get a recording if you register)

Temple University Japan: Admissions 101 – How to apply to TUJ’s Undergraduate Program :Applications, Scholarships, Financial Aid, Q&A and more.

SAT Update

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.

Principal’s Corner

by Mr. Andrew Powell, EY-Grade 12 Principal

Rainbows Amongst the Clouds

The impact of Super Typhoon Odette is likely to affect some communities across the Visayas for years to come. For many in Cebu, this was the strongest typhoon and greatest calamity that they had experienced. As a crisis during the prolonged crisis that is COVID, it has been tough for many, especially if they have lost loved ones or suffered property damage. In recognising the dreadful realities of this event, I would still like to take some time to reflect upon some of the positives that we have seen in our community. These positives are likely to influence and shape our children’s lives for years to come.

Firstly, the sense of community and willingness for individuals to support those around them has been incredible. This went beyond neighbours simply looking out for each other. We often talk about building resilience in our students. This was certainly on display in the wake of the typhoon as people banded together to clear streets, repair and rebuild homes, share shelter, food, water and electricity. I know that this is ongoing and has taken place on varying levels, with many of our families still sharing their homes.

As a school our visibility for community outreach and serving others certainly came into play. Some of our students have documented their individual efforts in this Newsflash. I know that our students’ and teachers’ efforts are not limited to these examples, but they do highlight the emphasis and importance of duty and service to others that is a hallmark of our school. Through the leadership of Mr. Ace Pierra and other teachers, CIS has formally coordinated help and support for the communities that we have ongoing service relationships with through CAS and our Week Without Walls programs. Many of these communities have been very much reliant upon us as their primary means of initial support in the wake of the typhoon.

The pandemic has certainly made us as a school more responsive and pragmatic. The way in which our teachers have been able to put together an Adverse Circumstances Learning program during a time of crisis has been inspirational. And the way in which our students have responded to the continuation of their schooling has also been moving. Despite ongoing challenges with electricity and Internet, attendance at our daily Homeroom classes has been high. This is an important avenue for us to provide ongoing Social Emotional Learning opportunities and ensure consistent routines and education at a time when it is most needed. We will continue to review and adapt our offerings to suit the needs and accessibility of our students in the coming weeks.

I don’t think it is a coincidence that our counsellor’s video background has a picture of the most beautiful rainbow shining over the school. I like the analogy of the rainbow amongst the clouds that provides the possibility of seeing hope, even during the most challenging of times. CIS has much to offer our immediate and the wider community and I look forward to our continued efforts to do this over the coming months.

Elementary Art Classes

by Ms. Thea Raagas, Elementary Art Teacher

Early Years

Kinder/Grade 1

Grade 2

Grade 3

Grade 4 & 5

Here are photos of the G4 artworks. Their outputs vary and depend on which Ancient Civilization inspired each of them the most. 

Here are the Grade 5’s Individual Artworks on Ancient Civilizations:

Some students chose to draw Greek Gods or Goddesses, while others drew Mummies of Pharaohs. Some created 3D Pyramids with paper, while others made Roman Soldiers with clay—their works are diverse and inspired by the Ancient Civilization of their own choice.

Grade 8: Graphic Stories

by Mr. David Gibson, English Teacher

To finish last year, Grade 8 Language and Literature students were encouraged to express their experience of everyday life in the pandemic. The art of the graphic novel was studied while considering visual literacy and the uses of visual text in communication. This is particularly useful as visual literacy, both in the mediums of graphic novels and everyday media, has become a consistent part of IB Language and Literature in the MYP and DP programmes.

Students were given the task of articulating personal experience expressed meaningfully, succinctly and artfully in this form. They did amazingly well and here we present to you a compilation of single images from each of their complete stories expressing their engagement, hope and triumph over the adversities of a pandemic world.

Grade 11: Service Learning

Odette Relief Operations

by Renoa, Grade 11 Student

Argao is a municipality located in the southern part of Cebu. When deciding on which area we wanted to focus our resources on first, we chose Argao because it was one of the areas in Cebu that did not receive any help as it was far from the main action. Initially, our plan was to support at least 500 families in the community, but as donations kept pouring in, we were able to purchase relief goods enough for 1000 families. While distributing the relief packs on Christmas Day, I got to talk with a few residents who shared about what they had to go through under the wrath of super typhoon Odette. They shared about the rising sea levels that forced them to flee to the mountains in the middle of the storm with winds reaching up to 250 mph. As a result, many of them had damaged homes or no homes at all. Right now, what their people need most is food and water. They will also need help in rebuilding the homes they have lost.

Hidilyn Diaz. One of our good friends, Dani Bautista, has been with Set Forth since its early days. He is also the Olympic coach of Margielyn Didal in the 2020 Tokyo Olympics. It was there he met Hidilyn Diaz. While preparing for our relief operations, we called on Dani to help us document the project. He then asked if we were looking for any more volunteers to help in the distribution since Hidilyn was in Cebu, and together with her team, they wanted to help with relief operations in any way they could. Given the opportunity to have an Olympic gold medalist join us while needing more hands on deck was one that we could not pass on. Through generously sharing her time and efforts with us on Christmas Day, she was able to bring a lot of smiles to the people in Argao.

Currently: We continue to pack relief packs for those affected by Typhoon Odette which went to various donation drives for the various different islands affected by the typhoon. We also have over 1000 slippers which we have been donating to children in islands off the coast of Mactan. Moreover, we have already collected enough roofing sheets to help rebuild all the damaged homes in Gilotongan.

Advocacy in Action Relief Distribution

by Julianna, Grade 11 Student

On December 31, 2021, “Advocacy in Action” carried out a relief operation in a small community within barangay Lahug that was devastated by Typhoon Odette. The aim of this relief operation was to provide water, rice and bundles of other goods to 101 families in the area. Moreover, they hoped that it would bring these families some relief and necessities since they didn’t have access to running water and electricity. The club leaders, Selly Park and Anya Chan, planned the logistics ahead of the mission. This included creating donation channels, designing posts, allocating the funds, purchasing the goods, and looking for volunteers. Among the volunteers were CIS students Sabi Fernan and Reesha Sy, and others. On the day of the relief operation, the volunteers met up in the Beverly Glen clubhouse to create the relief packages. The packages carried instant noodles, canned goods, sanitary pads, and biscuits. Moreover, rice and drinking water were distributed to the community. All in all, the 101 families were able to receive these packages ahead of the new year thanks to the kind donations received and the efforts of the volunteers. With the remaining donations, Advocacy in Action plans to organize another relief operation in Carcar City within this month.

In Cordova, I supplied water through the use of 5 IBC water tanks, helping 700 families.

In Alcoy, I distributed 500 relief packs to the families who lived by the mine. Previous to the typhoon, I was already initiating a couple of projects to help the community. However, due to the severe damages brought by the typhoon I felt there was urgent need for me to focus my efforts into helping those affected by it.

Homes of Hope Fundraiser (Spreading hope by rebuilding broken homes)

by Isabelle Fernan, Grade 11 Student

The day after the typhoon, my family decided to drive to my grandparents’ house since we couldn’t contact them. We wanted to know if they were okay and if they were safe. As we were driving around, I saw all the destruction in the city. It made me feel very sad. I knew I had to do something. I reached out to my cousin asking her if she wanted to help me with this fundraiser. Together with my cousin from Manila, we started Homes of Hope. My cousin helps me with the social media aspect of the fundraiser since the internet connection in Cebu is still a challenge. 

Homes of Hope aims to help rebuild the homes of Typhoon Odette victims. Donations are used to buy walling and roofing materials as well as the corresponding nails and screws needed. Each preselected beneficiary receives 10, 000 pesos worth of materials. 

As of January 10, we have distributed 200,000 pesos worth of materials to 20 families in Barangay Busay in Cebu City. On January 15, we will be distributing another 200,000 pesos worth of materials to 20 families in Barangay Ibo in Mactan Island. We hope to do a third batch of another 20 homes if funds permit.

Fundraiser details

• Current situation: Due to the strength of super typhoon Odette, Cebu has been greatly affected. Roads are blocked, access to basic supplies are limited, there is no electricity and water, and worst of all, lots of homes were destroyed. During this dark time, we want to be a ray of hope by giving affected families a boost on rebuilding their homes. 
• Goal: Our goal is to help rebuild and repair the homes of typhoon Odette Victims in Cebu.
• Our Project: All proceeds will be used to buy materials to rebuild the homes of the typhoon victims. This will then be distributed to different households. Each household will be given 10,000 PHP (200 USD) worth of materials. Materials to be Distributed
  • Roofing Materials [Corrugated (GI) sheets & umbrella nails]
  • Wall Materials [Cemboard & Hardiflex nails] Social Media
    • Facebook – @HomesofHopeCebu

    https://www.facebook.com/HomesofHopeCebu/

    • Instagram -@HomesofHopeCebu

    https://instagram.com/homesofhopecebu

   

Ways to Donate

Every Peso counts. Please double check the name and account number before sending

1 Household = 10, 000 PHP (200 USD) 

GCASH DETAILS:
Name: Isabelle Fernan
Phone Number: 09175800561

UNIONBANK DETAILS:
Account Number: 000260045731
Name: Joyce J. Fernan or Michael N. Fernan
Branch: Unionbank Cebu Business Park Branch

UPDATED UNIONBANK DETAILS:
Account Number: 1002 6109 3841
Name: Joyce J. Fernan or Michael N. Fernan
Branch: Unionbank Cebu Business Park Branch

CHINABANK DETAILS:
Account Number: 1932724712
Name: Joyce J. Fernan or Michael N. Fernan
Branch: 1093 SM City Cebu Branch

PAYPAL DETAILS
sfquiogue@gmail.com

Interact Philippines Typhoon Odette Relief Operations

by Chynna, Grade 11 Student

After devoting time to community service in the past two years through Interact, I was able to activate teams across the country to work towards immediate relief operations for Typhoon Odette as soon as it was possible. Coordination was difficult due to intermittent signal and personally having no power or water in my own household for almost a month, but work had to be done. Fundraising efforts started the day after the typhoon, and help was received at our first location at the Umapad Dumpsite Community in Mandaue a few days later. Since then, relief drives in multiple areas have followed simultaneously every week in Barangay Balisong in Argao, Municipality of Dapa in Siargao, Caohagan, Pangan-an, Pandanon, and Bagonbanwa islands. Relief goods include canned or instant food, containers of drinkable water, powdered milk for kids, trapal, basic medicines, and hygiene kits depending on the community’s needs. A few feeding drives were also organized in Jubang, Siargao through our local partner teams. 

I plan to continue heading fundraising and relief efforts in the organization for the rest of the month of January in different affected areas where Interact teams are able to extend to. Currently, about a thousand relief packs, 1,700 liters of drinking water in separate containers, and a few hundred hygiene kits have been distributed with more to come. Here are a few upcoming relief operations to expect from Interact soon: Feeding Drive at Poblacion Talisay-Coastal Community, Relief Distributions at Southern Leyte State University, Limasawa Island, and Pangan-an Island.

Upcoming Relief Operations Schedule:
• Feeding Drive at Poblacion Talisay-Coastal Community
• Relief Distribution at Southern Leyte State University
• Relief Distribution at Limasawa Island
• Relief Distribution at Pangan-an Island

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careers Counselor

Question of the Week:

How is studying in an internationally accredited high school important in a college application?

Universities usually have a list of eligibility requirements for prospective applicants. One of the most common requirements is for an applicant to be a graduate of an internationally accredited institution.  Cebu International School is accredited with the Western Association of Schools and Colleges (WASC) and the Council of International School’s (CIS).  A student who is expected to graduate from our high school is eligible to apply to a university if international accreditation is indicated as an eligibility requirement.  Click here for more information on the Council of International Schools’ Global Recognition.

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

January 20
7:00 – 10:00 AM
(PHT)
Link to register

EVENT

University Technology Sydney (Australia):
Information Day

January 26
8:00AM (EST)
Link to register

January 29
12:00PM (EST)
Link to register

Study in the Metro New York City Area – Info Session with a Student Panel featuring: Fordham University, Fairfield University, Hofstra University, Montclair State University, New Jersey Institute of Technology, Pace University and St. John’s University

Johns Hopkins University – “Explore Engineering Innovation” : a Pre-College Summer Program Information Session

January 30
2:00PM (JST)
Link to register
(if you are unable to attend, you can get a recording if you register)

How to Apply to Ritsumeikan University

SAT Update

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.

Admin Notes

by Dr. Gwyn Underwood, Superintendent

Congratulations on making it to the end of semester 1! The CIS mission states that our intent is to provide our students with a contemporary education that develops their unique potential, to contribute to a better world. This involves developing both academic and life skills, and we are confident the efforts of our students, teachers, parents and all support staff will be reflected positively in their outcomes for the semester.

One thing I think we can all agree on is that the pandemic has highlighted that relationships are key to a healthy social emotional state. Whether you are an introvert and prefer less contact, or an extrovert and prefer lots of contact, we know that humans thrive best on meaningful social engagement.

As we head into our Christmas holidays, then, I want to ensure that you are explicitly aware that we, faculty and staff of CIS, value you, students and parents, as members of our community, and we hope you feel a sense of belonging at CIS. Please make the time over Christmas to rejuvenate yourselves by connecting with friends and family – especially those you have seen less of due to the pandemic.

Have a good break, Maayong Pasko, and see you back refreshed on January 4th!

Kinder and Grade 1

by Ms. Tara Alagao and Ms.Bebelin Tubilan

Unit 3 (Sharing The Planet)
What do you mean by environment? What does your environment look, sound, hear, and feel like? Our KG1 students went for a garden walk and shared the things they noticed in their environment. The plants and vegetables growing in the backyard, the tall buildings seen from the balcony, the flowers in the garden, the different landforms and water forms, the people, and the animals are all part of the environment. The students dived deeper into how these things can be sorted and learned about living and nonliving things. Living things are alive, moving, breathing, and growing, while non-living things are not alive, and they don’t grow. 

The KG1 students were able to compare and contrast the living and nonliving things using the Venn diagram. They have written the similarities and differences between a real-life bear and a teddy bear. Real-life bears move, hunt, and gather food while teddy bears don’t move; they are small and stay at home. We then talked about the characteristics of living things focusing on moving, and the KG1 learned that animals move differently depending on their body parts. Some animals have unique physical features like wings, horns, fins, flippers, claws, antennae, beaks and use them to move, gather food and protection. 

The KG1 also inquired about what living things need sunlight, water, foods, which are the everyday things they should have to survive and grow. We also discussed the life cycles of animals such as frogs and butterflies, born and hatched animals. Animals like ducks and frogs hatch from eggs, while animals like puppies and pigs are born. We will be talking about plants and how they grow next calendar year.

Grade 6: Descriptive Writing Project

by  Mr. Alejandro Guerra Tibocha, MHS English Teacher

In Grade 6, as a project for the 2nd term in English, students were given different visual prompts every day of class, and they had to write a descriptive paragraph based on such prompts. They devoted the first 15 minutes of class to working on their descriptive writing project. In one particular case, the task was only a visual description in the form of a drawing.

One of the purposes of descriptive writing activities is to form a vivid picture of a person, animal, place, and/or object in the reader’s mind. Descriptive writing is a sensorial task that includes the use of figurative language, dynamic vocabulary, a particular point of view, and as many vivid details as possible.

Here is a selection of visual prompts with their corresponding descriptive task by anonymous students.

Grade 11: DP Physics

by Ms. Rhea Labajo, Physics Teacher

These past weeks, Grade 11 Physics students have been discussing Mechanics and Thermal Physics.  They were asked to describe and analyse the use of graphs and equations of motions and forces, represent and sketch the free-body-diagram of an object and apply Newton’s laws of motion quantitatively and qualitatively. Fundamental concepts of energy were understood through application of the theory of  conservation of energy, momentum and its principle were used to analyze and predict the outcome of a wide range of physical interactions from macroscopic motion to microscopic collisions. The topic of thermal physics links between the macroscopic measurements  essential to many scientific models like their understanding of molecular theory of solids, liquids and gases, heat transfer, specific heat capacity, phase changes and specific latent heat.

For part of the assessments, students were able to choose an investigation through simulations from the given topic. This learning platform allowed students to have the freedom to ask questions and work towards discovering the why and how. The students became open-minded and thinkers in their approach to learning, becoming more informed global citizens. This experience enlightened the students to their capacity to adapt and thrive even in the most challenging of circumstances. Here is a glimpse into their work.

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careeers Counselor

Tip for the Week:

A common question among seniors when they apply to a university is:  Do I apply for an undergraduate or graduate degree? After high school, a student pursues the first level of tertiary education which is the undergraduate level.  Below are the basic differences between an undergraduate and graduate or postgraduate degree.

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

December 13
Monday
9:00 AM PHT
Link to register

EVENT

Temple University (Japan)
Webinar on Career Development at TUJ:  Director of Career Development, Erica Adams, will share insights on the job outlook in Japan, and her top tips in career development. TUJ students will also be present to share their internship experiences. A live Q&A session will follow.

December 14
Tuesday
6:00 PM (CST)
Link to register

The University of Chicago:Join a UChicago Admissions Counselor for a live virtual information session covering the college admissions process, essay writing, recommendations, scholarships and financial aid, academic programs, extracurricular activities, and campus life.

December 15
Wednesday
6:00 PM PHT

IÉSEG School of Management: Did you know that you can study in English in France? Want to learn more about IÉSEG’s
Bachelor in International Business?

December 15 & 16
Wed & Thur
Link to register

Schaffhausen Institute of Technology (SIT) and Jacobs University Bremen (JUB) Insights & Technology Conference:
This event may  intrigue students interested in Quantum Physics and Technologies, Machine Intelligence, Advanced Materials and Data Sciences. Interested students can register for free and get the chance to interact and learn from industry leaders including a Nobel prize winner, professors from some of the world’s top universities such as Stanford, Cambridge, National University of Singapore and professors and alumni of Jacobs University. 

SAT Update

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.

Principal’s Corner

by Mr. Andrew Powell, EY-Grade 12 Principal

It has been an incredibly busy first semester and much has been accomplished during that time. I have been extremely proud of the way in which our students have sustained their drive and commitment to their studies and extra-curricular activities over the past few months. The energy and engagement in classes and during our virtual assemblies is commendable. Our students have one more busy week to work through until their well-deserved holiday break. I wish our students, particularly in Middle and High, the very best as they work on their final assessments for the semester.

December is typically a time of giving and our students have been engaged in an array of school and personal projects to support communities in need. This year’s Tree of Giving is one such example and the Student Council are thrilled that our community has been able to reach their proposed target. This will light up the lives of many.

While acts such as these make a positive difference to the lives of others it is important that we also consider the importance of giving to our students. We are a school that very much values service as an important way to engage in principled action. Research is often quoted that shows that the simple act of giving can be as rewarding as receiving. I certainly see this in the acts of kindness and respect that take place in our virtual classroom environments. In the context of the vulnerable communities that we support however, some have such critical needs that we need to consider the long-term implications of the dispositions we are fostering in our students rather than a short-term “feel good” reward.

At CIS, our intentional commitment to service learning is such that over time our students are developing a greater awareness and a better understanding of communities’ contexts and our students’ responsibilities. We trust that our students will be the leaders of tomorrow, whether that be here in the Philippines or in various locations around the world. Providing them with a sense of duty, empowerment, and ability to influence and advocate others for the betterment of society and the environment is incredibly important.

A number of our staff are truly world leaders in the development and provision of sustained service-learning activities. I look forward to our ongoing commitment to fostering these opportunities.

Early Years 2/3

by Ms. Mary Jean Cordova, Early Years Teacher

In the Early Years, we explored how people connected to us like our family and friends shaped our community. We looked into the things we like and our roles. Being in different roles, we realized that we also have different responsibilities to our family and friends.  We have concluded that our number one responsibility to make everyone happy is to be a good boy by listening to our parents and siblings. As we are nearing the end of our unit Who We Are, we begin to reflect on how these things shaped who we are as a community and look into ways to show respect to each other’s differences.

In our homeroom class, we started our “Book of the Day,” where we can share our books with our teachers and friends. Our young learners initiated this activity in class as they love to share our books at home.  Every day, we will share at least one book, do picture reading or ask our parents/tutors to read the chosen book in class.

For our math, we practiced our numbers by recognizing the numerical symbol and matching the quantity it represents in our activities.  We had our young learners write the numbers 1-10 on each cup, then place the number of popsicles sticks in each cup. We also had another activity where we matched the numbers on the cups. We counted the number of dots in each circle drawn on paper and then matched them to the numerical symbol written underneath the cups. Our young learners can count and recognize numbers from 1-10. 

Grade 6: Mathematics

by Ms. Maria Victoria Bacus, Grade 6 Mathematics Teacher

Honoring the Grade 6 Students’ Hard work with a Celebration!

Middle School mathematics focused on the world of statistics this quarter.

The Grade 6 students classified and represented information that is gathered from a variety of sources as they explore the global context of Identities and Relationships.

They were introduced to the subject-specific terminologies; and here are some of the brainstorming sessions we had on Mentimeter and Padlet.

Guidance Counselor’s Corner

by Ms. Vangie Villagonzalo, Guidance Counselor

SEL Tip for the Week

Practicing gratitude. Appreciating things, events, and people. 

With the end of the first semester swiftly approaching and the pressure of preparing for the assessments mounting, it is important that we embrace traits that focus not only on building characters; Learner Profile (LP) traits of being balanced, open-minded, and the like are vital, but traits about making a life are equally essential. With this in mind, we would like to share thoughts on being grateful ~ the power of gratitude. The word gratitude comes from the Latin word gratia, which means grace, graciousness, or gratefulness. Gratitude is the quality of being thankful and showing appreciation and kindness. Many studies show that having gratitude leads to greater happiness. From boosting your moods and lowering your stress, the power of gratitude is real. Gratitude helps people feel more positive emotions, persevere through challenges, and build stronger relationships.  

As the holidays are approaching and the year 2021 is about to end, this is the best time for us to look back and reflect on the things we are thankful for. Together with Ms. Claudette, we gathered some thoughts from our elementary students on what they are grateful for.

The Dragon’s Report Card Podcast

College/Careers Counselor’s Corner

by Ms. Jenny Basa, College/Careers Counselor 

Tip for the Week:

A lot of students ask the difference between a BA and a BS.  Some universities have IBDP subject specific requirements for BA and BS courses.  Check out the basic differences between the two courses of study.

DATE

December 9
Thursday
8:00 PM (PHT)
Link to register

EVENT

NYU Shanghai: Talk to current students and learn about NYU Shanghai from a more relatable perspective.

December 10
Thursday
8:00 PM (PHT)
Link to register

University of Westminster Debate Series: How can social enterprise, business and civil society embrace Sustainable Development Goals (SDGs) post COP26*?

Discussion Agenda: We will explore what the United Nation Sustainable Development Goals (SDGs) mean for social enterprise, business and civil society. Our panel will discuss case studies within an applied, real-world context of where these goals have been integrated into the strategies of businesses of different sizes. Our panellists will also reflect on how the Glasgow Climate Summit, COP26, will impact on businesses and help shape the net zero transition.

*The 2021 United Nations Climate Change Conference, more commonly referred to as COP26

December 14
Tuesday
6:00 PM (CST)
Link to register

The University of Chicago:Join a UChicago Admissions Counselor for a live virtual information session covering the college admissions process, essay writing, recommendations, scholarships and financial aid, academic programs, extracurricular activities, and campus life.

December 15
Wednesday
6:00 PM PHT

IÉSEG School of Management: Did you know that you can study in English in France? Want to learn more about IÉSEG’s
Bachelor in International Business?

SAT Update

Please refer to this link for the safety requirements.

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.

Admin Notes

by Dr. Gwyn Underwood, Superintendent

As we approach the end of the calendar year and continue to progress out of the pandemic here in Cebu, many of our community members are wondering if we will get back onto campus after Christmas. I will send out more details in an Info Brief, but for now, I can only say that while it is looking promising that we will be allowed to resume in-person classes sometime during the first half of 2022, we do not know if it will be January or sometime after that. Despite what you might hear on the grapevine, no school in the Philippines has been allowed back on campus yet, with the exception of limited face-to-face trials in a few schools. The authorities have not given a specific date for when we might be allowed back yet, so we are preparing for the possibility of a January return to campus after our December break, while also being prepared to wait a little longer if required. As soon as we know anything specific, rest assured we will inform you!

SEL skills help with academic success!

As we near the end of our first semester, our teachers have started planning for end-of-semester reports to share with you how they are progressing with their learning objectives. As our students will be completing a variety of summative assessments to help with this in the coming weeks, it is a good time to review what skills they might use to help them prepare.

Firstly, students at all levels at CIS are constantly given implicit and explicit opportunities to develop their Approaches to Learning (ATL) skills, which are skills that help them “learn how to learn”. It may help, then, to review each skill cluster to ensure these are always being considered. Refer to the poster to the right for a summary of these, and check out our ATL Skills page for more details (poster design and site credit to our Assistant Principal-MYP, Mr. Jonathan Denton).

Secondly, I want to highlight some recent research by the Organization for Economic Cooperation and Development (OECD) that indicates Social Emotional Learning (SEL) skills also help with academic success! Andreas Schleicher, the director for education at OECD noted that some people see academic development and social-emotional development as opposing ends of the spectrum, and some may even think that if you focus too much on social-emotional skills, you might be taking time away from academic subjects. Actually, they are closely connected.

The study analyzed the way social-emotional skills affected students’ performance in a wide array of educational systems and learning contexts, over five key areas:

• Task performance (such as persistence, and self-control)
• Emotional regulation (such as optimism and reaction to stress)
• Collaboration (like empathy and trust)
• Open-mindedness (such as tolerance, curiosity, and creativity)
• Engagement with others (such as assertiveness and sociability).

The results show that the development of social skills can boost students’ performance in core academic subjects. And more specifically, curiosity and persistence were found to be the strongest predictors of academic success in both math and reading, although other skills also played important roles.

These findings are not so surprising to some, as demonstrated by educational thought-leaders Andy Hargreaves and Dennis Shirley who also stated “Intellectually demanding learning & student well-being should go together” in their recent book Wellbeing in Schools (2021). It is helpful to have this confirmed in a study, however, as it gives us the confidence to renew our focus on valuing our SEL initiatives, not only for the social-emotional learning gains, but also as contributing factors to our students’ academic development. What can you do over the coming long weekend to nurture your curiosity and persistence? Enjoy your long weekend!

References:

• Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills – OECD 2021 
• SEL Skills That May Matter Most for Academic Success – Sarah Sparks in Education Week, Oct. 29, 2021

Dates for your attention

• Monday, November 29: School holiday
• Tuesday, November 30: Bonifacio Day (National Holiday)
• Friday, December 10: Last day of Semester 1 (Half day of school)
• Tuesday, January 4th: First day of Semester 2

Refer to our online School Calendar a complete listing of school events

Grade 4

by Sten Coppin, Grade 4 Teacher

Choose Your Own Adventure Story

Our new UOI unit in Grades 4 and 5 is Where We Are in Place and Time, and in the next few weeks we will be learning all about ancient civilizations, how they grew and ended, and how they still affect our lives today. For our current Grade 4 writing unit, we are creating historical fiction. We are focusing on creating interesting beginnings that hook the reader, choosing great words for showing not telling, and ensuring our writing has structure that makes it easy to understand. For this week’s Newsflash, we decided to combine the 2 units and create a Choose Your Own Adventure story set in Ancient Egypt, using some of our knowledge learned in class as well as with specialist teachers. We hope you enjoy it!

Language Acquisition Classes

MYP English

by Ms. Lana Lautamus, MYP English Teacher

Unit Two in English Language Acquisition Class

Since returning to school this quarter, we have been studying the concepts connected to “Friends Around The World”: global interactions, identities and relationships and the roles of one’s audience and the function of communication when interacting with others.

We have been looking at the hidden meanings of words, body language, cultural behaviours/mannerisms and idioms. Exploring what school experiences are like for others around the world and how school is – or will be – different in the future with COVID-safety measures in place has also been a focus of our discussions and lessons.

We have been conversing with our virtual penpals from Hanoi, Vietnam each week to continue growing our communication skills. We have been getting to know them personally and also asking questions to help us with our inquiry (What is school life like in other countries? What sayings have hidden meanings? How can you understand hidden meanings from words and phrases? Are all students the same around the world?).

To express our understanding of this unit, we will be choosing to inquire into a specific schooling experience from another country and then hypothesizing what it would be like for a student to join us at CIS and stay in the boarding house. What sort of cultural differences would the new student need to be aware of? Orally sharing these presentations with each other will allow for a summative assessment connected to Criterion C (Speaking) on December 3, 2021.

———————————————————–

In Grade 8 & Grade 9, we are in the final stages of our unit “Teen Life”. Our statement of inquiry, “Teens around the world have different goals and face different challenges.” has been intriguing, as being thirteen – fifteen years old is a time of many different challenges…. And then we have COVID-complications in the mix as well!

Our inquiry questions were composed of the following:

What are some of the goals you have? What are some of your challenges?

How does one’s life alter after one sets goals and challenges? What are good goals?

Where do we get our goals from? What level of challenge is too much?

Identity, point of view and empathy were the highlighted conceptual understandings connected to our unit. We’ve also practiced being open-minded thinkers, with our critical and reflective thinking for various learning engagements, conversations and formative tasks during the past 7 weeks.

We will be practicing our oral communication skills (Criterion C – Speaking) on Friday December 3 when students will orally share their presentations about a teen who faced challenges but overcame them due to his/her goals they had set. Famous examples such as Boyan Slat, William Kamkwamba, Malala Yousafzai or Greta Thungberg (to name a couple) will be the inspiration for our own individual inquiries.

MYP Mandarin

by Elaine Jin, MYP Mandarin Teacher

Grade 6 & 7

Grade 8 & 9

Grade 10

MYP Spanish

by Mr. Antonio Melgar, MYP Teacher

Grade 6/7

Grades 6 and 7 students learned how to mention the subjects and co-curricular activities they do in school, who teaches each of them, on what schedule, as well as the people that work on a campus. They had fun designing their schedule in Spanish and then narrating how a normal school day is for them. 

Grade 10

This term we focused on migrants’ rights and we discovered that somehow we all are migrants or the descendants of migrants and that we share a common place called earth. We discussed human rights and empathy, as well as learning how to arrange a debate and the vocabulary required for it. Students also learned how to analyze complex articles written in Spanish by answering IB type questions.

Mandarin Ab Initio

by Ms. Jinua Zou, Mandarin Ab Initio  Teacher

These past weeks Grade 11 students have been learning vocabulary about contemporary and traditional Chinese clothes – Cheongsam (长衫)/ Qipao (旗袍). They watched videos to compare the different school uniforms  from different countries and designed two sets of school uniforms during the weekly summary study project. 

Grade 12 students have successfully started their review for the IB exams. Recently they are working on the themes of Identity and Experience with class discussion and IB-style assessment practice. During the discussion of Eats and Drinks, they have explored the topic of dining culture, traditional foods as well as how to maintain a healthy lifestyle as a Grade 12 student.

Spanish Ab Initio

by Ms. Gloria Rodriguez, Spanish Ab Initio Teacher

These past weeks Grade 11 students have been practicing ways in which to describe daily routines and talking about sports and hobbies. Students created presentations to talk about habits and sports they practice daily.

These past weeks Grade 12 students have been successfully practicing ways to describe and contrast events in the past and the present. Students created presentations to talk about their daily routine, physical appearance,  and likes and dislikes from childhood to the present. Grade 12 students have also been practicing for their Spanish Internal assessment by describing images and answering general questions related to the five IB Themes. 

CAS and Service Learning

by Mr. Ace Pierra, IB CAS/ Service Learning Coordinator

Last Saturday, November 20, 2021, the Grade 11 students leading the Drop Your Share Project and the CIS Sewpports (Akeisha M., Jhirlymarie T., Gabbie C., Stephanie V., Rhett N T., Isabelle F., Selly P., Mikaela F., Lea F., and Chewon Y.) attended The Sustainability Summit hosted by International School Manila! This year’s theme was “No Change Too Small.” 

The summit started off with a talk from the keynote speaker who was a representative for the MADtravel organization. He talked about sustainability, forest, farmers, indigenous, and the vision to live in a poverty-free world.

Delegates were also given the opportunity to join their designated workshops. This year, there were three workshops: Future Fresh, Renovate to Educate, and Pure Oceans.

The speaker for the Future Fresh workshop was one of the owners himself. He gave the delegates some insight into how Future Fresh does their sustainable and innovative vertical farming. It was very interesting to see how innovation made farming more efficient. The student delegates were then divided into breakout rooms, and they were tasked to think about possible solutions and sustainable practices that a business and its consumers can practice every day. Hearing the other delegates’ ideas helped the students realize that there are many ways everyone can practice sustainability, whether you are a business owner or a consumer.

In another workshop led by the founder of Pure Oceans, delegates learned about the diversion of plastic waste in oceans and shores. The breakout room conversations surely engaged the delegates as they shared ideas on ways to reduce plastic consumption and waste. In addition, they followed a design thinking strategy that takes into account solutions to use low-impact materials, reduce waste, and promote recycling for the long term. Brainstorming with groups of delegates was indeed an eye-opener, and a great way to take small steps towards sustainability. 

The third workshop was led by a director of the project, Renovate to Educate. Throughout the session, delegates were introduced to the challenges of education that the Philippines currently faces and how this greatly affects learning. They talked about how CoVid-19 has affected students’ ability to learn. As a solution, they stressed the importance of facilitating renovation projects for public schools and creating a safe environment for the students. Breakout sessions were filled with discussions about ways to improve the quality of education in the country, as the delegates tackled questions regarding challenging issues like what hybrid learning would look like after CoVid-19.

There was also a panel discussion and Q&A session, wherein student leaders of One-Million Lights, Eco-School, and Girls Will Code spoke to us about their key experiences in their journey of advocacy. They highlighted their inspirations for launching a project and how their community of changemakers has grown over time. Most importantly, they have shown us that it is never too late to take initiative and get involved to make a good change that the world needs. 

Finally, the summit closed with a speaker from UNILEVER, who presented their initiatives that contribute to their sustainable value chain. With eco-friendliness in mind, they have partnered with businesses and NGOs to bring the vision of a green future to life. 

The Sustainability Summit has definitely enhanced our knowledge of sustainable practices. The panelists have inspired us and given us ideas on how we can run our own projects sustainably! – Jia and Akeisha G11

Drop Your Share: Our First Step!

“No act of kindness, no matter how small, is ever wasted.” – Aesop

Since the initial launch of the Grade 11’s student-led project Drop Your Share in October, 2021, the DYS team has received a generous amount of overseas donations through large balikbayan boxes. We would like to hereby thank everyone who have supported our cause and continue to make efforts in donating items needed by our partner CIS communities! To share exciting updates of our project, last November 18, 2021, the Drop Your Share team made our first donations turnover at sea. The exchange, led by our project supervisor Mr. Arnulfo (Ace) Pierra, had to be made in the middle of the sea due to the low tide and covid restrictions. 

Here are the details about our very first Drop Your Share turnover update:

Our first box of in-kind donations was given to families of Cuaming Elementary School, located on the island of Bohol. It contained generous amounts of stuffed toys, clothes, books, bags, water jugs, and school supplies, that the DYS team collected from the accumulated acts of kindness from the CIS community.

This feat of success wouldn’t have been possible without the generosity of the people who donated all of these supplies in support of our student-led cause. We are grateful for the overwhelming support in keeping this service-learning project in motion, and for being a direct contributor to the positive social impact needed by our community. This marks as the first step our team, under the leadership and guidance of the school’s CAS principles, has taken in brightening the lives of fellow families and students from our partner-community in Bohol.

Drop Your Share is a project led by students with a dream. There are 5 boxes currently placed in the CIS campus lobby, with each box containg a specific category for the donations (Box 1 – hygiene-related items; Box 2 – educational materials; Box 3 – recreational toys; Box 4 – food and consumables; Box 5 – pre-loved clothes). We encourage the school community to donate new or spare items specified, in support of the multiple communities that have long been the beneficiaries of CIS.

If you want to be part of our cause, please don’t hesitate to contact us and Drop Your Share! Reach us through this email: dys21cis@gmail.com, or our social media pages in Facebook and Instagram @dropyourshare.

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Careers Counselor

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

November 26
Friday
6:00PM
Link to register

EVENT

Waseda University Information Session

November 27
Saturday
11:00AM
Link to register

Career Development for International People in Japan & Business Communication
Speaker:  Prof. Furukawa Tomoki
Kansai University
Target Audience: International students who wish to advance your career in Japan. Students who are living outside Japan and wishing to study in Japan.

University for the Creative Arts (UK)
Webinar Series

Nov 28 Monday: Business School for the Creative Industries
9:00 PM     Register here

Dec 8 Wed: Webinar on Graphic Design
8:00 PM   Register here

Dec 15 Wed: Webinar on Interior Design
7:00 PM  Register here

SAT Update

Please refer to this link for the safety requirements.

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.

Dragon’s Print

It’s nearing the end of the year, the weather has already changed and the Christmas lights are out for everyone to see. Time to sing Christmas songs, watch classic Christmas movies, and wake up early on Christmas morning. Get in the holiday spirit with a few Instagram holiday-themed bingo templates. Visit the story of @cisdragons on Instagram to view them. Happy holidays!

Principal’s Corner

by Mr. Andrew Powell, EY-Grade 12 Principal

The process of providing space for students to be heard and supporting their ideas and perspectives is just one example of the larger concept of student voice. As we know from our implementation of the IB programmes, providing students with voice and agency in their learning is crucial and results in higher levels of engagement and motivation.

Instead of a top-down, teacher-directed approach to learning, students play an active role in planning, learning and leading their classroom instruction. This is evident in the high degree of choice available to our students and is inherent within the framework of our schooling structures, inside and outside the classroom.

This approach to providing students with agency in their learning sets CIS apart from other schools in Cebu, and indeed, around the world. It is a significant philosophical shift that requires all stakeholders to embrace the belief that there is something to learn from every individual regardless of age, culture, or other qualifying factors.

Over the past week, we have seen student voice in action as part of a feedback mechanism employed to review our Remote Learning program. MYP students were provided the opportunity to share their thoughts on what has been working for them and provide suggestions on areas that they feel could be adjusted or improved. The resulting feedback was provided to our faculty who analyzed and discussed their perspectives.

As a result of the feedback from our students, we have re-examined the way our afternoon sessions are structured. Commencing Monday, November 22 our Middle and High School students will be provided a short break during their afternoon classes. This will not change the time at which classes finish. 

We will also be streamlining the way in which we are supporting our MYP students in the afternoon so that they have more sustained opportunities to engage in their asynchronous work, while still having access to teachers for support. This will be piloted over the next month and is a direct result of listening to student feedback. The afternoon blocks will remain but be amended slightly to consist of Class Study Time (led by the teacher) and Independent Study (with access to the teacher as required by students). Our teachers are also cognizant of the need for students to have downtime, especially during breaks, and meetings with MYP students will not be scheduled by teachers during these times.

 We trust that piloting these schedule amendments will support the articulated needs of our students and hope that they feel empowered as a consequence. The more educators are able to provide students with choice and opportunities to have a say in their day-to-day schooling, the greater their levels of motivation and engagement should be, resulting in greater levels of achievement.

Grade 5 Digital Citizens: Media Consumers and Creators

by Ms. Aimee Underwood, Grade 5 Teacher

How does being aware of the media’s influence empower us? Over the past few weeks, our Grade 5 Digital Citizens have been inquiring into “media” through the lenses of function, perspective, and responsibility—trying to understand how it works, how and why we respond to it in different ways, and how we can be responsible digital citizens—both as media consumers and as media creators.

Last week, the Grade 5 students enjoyed applying what they had discovered and learned across disciplines to create their own media samples. Collaborating in small groups, they considered their intended message and anticipated a range of possible viewer perspectives/responses. They experimented with using different hooks, context clues, and framing techniques (e.g., intentionally omitting information, highlighting select perspectives, choosing words that evoke vivid imagery and strong emotions). They carefully chose multimedia elements (video, graphics, text, animation, and audio) that enhanced their message.

Here are their first multimedia creations. Can you identify their messages and chosen media elements/techniques?

Looking back, the Grade 5s shared that as IB Learners, they were able to grow as Knowledgeable and Reflective Communicators. They developed their skills to critically evaluate the accuracy, perspective, credibility, and relevance of different media resources and communicate ideas using a variety of media and modalities. They also shared how they have a greater appreciation for the power they each have to make sense of the world around them and influence others to “help create a better and more peaceful world” (IB Mission).

We look forward to seeing how the Grade 5s will continue to take action from their learning this year and beyond!

Grade 10: Chemistry

by Ms. Christine Enrile, Chemistry Teacher

The unit entitled, ‘Chemical reactions around us’, engaged the students to develop basic understanding of the nature of chemical reactions. They had learned about controlling the rates of chemical changes by considering the effects of concentration, temperature, surface area, and catalyst. Before the First Trimester ended, the Grade 10A students demonstrated their inquiry skills in their summative assessment. They were tasked to investigate the effect of one of the aforementioned factors on the rate of a chemical reaction which they find interesting or relevant at home.

Here are snippets of their work.

The effect of concentration of lighter fluid on the duration of growing sugar snake by Hyein

Findings:
“Therefore, it may also imply that in higher concentrations of lighter fluid, more of the baking soda and sugar particles in the mixture reacted to produce the products that make up the sugar snake. With greater concentrations of lighter fluid, more of the particles in the mixture experienced reactions that are activated by heat: thermal decomposition and combustion.”

Effect of the Temperature of Water on the Amount of Bubbles formed in Yeast Growth by Victoria

Findings:
“Based on the data gathered, the effect of the temperature of the water on the amount of bubbles formed in yeast growth is that as the temperature increases, the amount of bubbles formed also increases. The increase in temperature increases the movement of the reactant particles. This causes the frequency of collisions that causes the chemical reaction to occur also to increase. Therefore, cellular respiration in the yeast occurs faster and more carbon dioxide (CO₂) is produced and the amount of bubbles produced increases.”

How does vinegar concentration affect the size of the egg after 3 days? by Ron

Findings:
“The water molecules in the vinegar travel inside the egg making it “inflate” as I’ve said in my hypothesis. I conclude that the higher vinegar concentration an egg is submerged into, the larger the size of the egg (3 days, in my case) would be and that my hypothesis is just about the right answer.”

Grade 7: Language and Literature

by Mr. Corryn Smith, Lang. & Lit. Teacher

Grade 7 students in Language and Literature are investigating the question: “What is fair and balanced media”?

To better understand this issue, students explore aspects of media bias, propaganda and rhetoric used in commercial advertising.

Their formative task challenges them to create their very own advertisement employing some of the key features explored around bias and propaganda.

The following student example demonstrates not only their creative process but the application of language and image features typical in commercial advertising.

Dragon’s Print

Family time, giving thanks to the good in life, and of course the big ol’ turkey are some of the few ways Thanksgiving is celebrated. People who celebrate this holiday every 4th Thursday of November, all have their own way of making it special. We asked a few people from the CIS community who celebrate Thanksgiving about their annual holiday customs and more!

Read more at https://dragonsprint.cis.edu.ph/

The Dragon’s Report Card

Have you ever wondered what life is like for students in their last year of the IB, one of the most rigorous high school programs in the world? Today’s podcast will feature our very own Seniors! Be ready to listen to their stories on senior life online and how to deal with the stress that comes with it.

College/Careers Counselor & Alumni Liaison Corner

by Ms. Jenny Basa, College/Careers and Alumni Liaison

Celebration of the Week

Upcoming Virtual Events AND Fairs: (students & parents are welcome)

DATE

November 22
Monday
4:30 pm
Link to follow

EVENT

Bentley University Information Session

November 23
Tuesday
4:30 pm
Link to join

NYU Shanghai Information Session

November 26
Friday
6:00PM
Link to join

SUNY Korea Information Session

November 26
Friday
6:00PM
Link to register

Waseda University Information Session

November 27
Saturday
11:00AM
Link to register

Career Development for International People in Japan & Business Communication
Speaker:  Prof. Furukawa Tomoki
Kansai University
Target Audience: International students who wish to advance your career in Japan. Students who are living outside Japan and wishing to study in Japan.

SAT Update

Please refer to this link for the safety requirements.

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.

Admin Notes

by Dr. Gwyn Underwood, Superintendent

For those who may have been wondering, the compensatory holiday this past Monday was scheduled to facilitate the kick-off to our annual Professional Learning Weekend for faculty. Our CIS Core Beliefs states Learning is a joyful, creative, and open-ended exploration, and this extends to our faculty as well, where we are constantly seeking new ways of doing things, just like our students!  

How can we learn to get on better?
We live in a divided world. Just consider different countries, organizations, groups of people, and even some families and you will know what I am referring to. It is evident that getting on with each other is a challenge for us humans at all levels of society. We can blame competing politics, philosophies, religions, cultures, beliefs, and so on – but, what if all of these are just the products of the problem? What would the problem itself be?

I will leave you to dwell on your answer to that for now and focus on options we have to learn how to deal with differences more effectively than we have collectively been doing. Actually, the CIS addresses this in little ways every day! Two structures enabling this, in particular, are the International Baccalaureate (IB) Learner Profile (depicted in the jigsaw diagram to the right), and the IB Approaches to Learning (outlined in the poster below). 

The Learner Profile can be considered the IB Mission Statement “in practice”. It:

• embodies the attributes of a true learner
• describes an international-minded world citizen
• represents the attributes and habits required for a person to be successful in our exponentially changing new world.

Why is the IB Learner Profile one of our Core Beliefs, and embedded into all that we think, say, and do at CIS? Well, it:

• describes the attributes of the type of learner CIS strives to develop
• embeds empathy toward others who may have differing world views to us
• prepares students to be successful in our rapidly changing world.

While the Learner Profile outlines the desired attributes of our students (and all community members too!), the Approaches to Learning (ALT) help students (and adults) “learn how to learn” and are transferable across curriculums and into their personal life. The good news is we do not have a fixed intelligence, so all of us can continue to develop these skills.

To conclude, let’s come back to the question, “How can we learn to get on better?”. A proven option is to value and nurture the LP attributes we hold dear, and actively develop our skills so we can learn how to learn better (ATL). The first two skill clusters of Communication and Collaboration will be a good start to explore. Just use the internet to explore the many resources available about these two areas. Or you can ask CIS Students – they are all developing their ATL skills at every grade level and it will be good for them to explain the areas, and you can discuss it together!

Celebration of the Week

by Ms. Jenny Basa, College/Careers Counselor

Congratulations to Chynna, Lorenzo, Naoki, and Hyeonjun of Grade 11! They joined a Design challenge after completing a two-week Engineering Taster Programme  sponsored by TEDI-London.

Here is an excerpt from the letter awarded to the team. “Sofia^4’s impressive final submission was selected as the joint winner for ‘Best  Engineered Solution’. The project successfully applied research into colour and  light theory and incorporated sustainable elements to create an immersive  structure to support users with visual impairments. The judging panel were especially impressed with the team-work demonstrated by Sofia^4 and their  confident delivery and coordination during the presentation.”

Congratulations team!!! Your CIS family is proud of your achievement!

Dates for your attention: Refer to our online School Calendar a complete listing of school events.

Grade 2 Class: Global Citizens

by  Ms. Marina Ocleasa, Grade 2 Teacher

The Grade 2 Global citizens have been inquiring into how multiple perspectives help global citizens respect similarities and differences. Last week, they engaged in a meaningful collaborative discussion about what it means to be a global citizen and internationally-minded. They realized that for an internationally-minded person to be a global citizen, one must be an inquirer, knowledgeable, communicator, thinker, open-minded, principled, risk-taker, caring, balanced, and reflective. These are the very same attributes that IB students strive to become. The Grade 2s shared their perspectives on what they think is the most important attribute or trait that a global citizen should have. They shared their opinion during our Writer’s Workshop using the O.R.E.O. (Opinion, Reason, Evidence, Opinion restated) as a guide to organize their opinion pieces. Then, they looked at how they can improve their writing using A.R.M.S. (Add, Revise, Move, Substitute)  to revise. We saw how our Grade 2 Writers revised and improved their writing pieces by responding and applying the feedback given by their teachers and classmates.

Here are some of the opinion pieces the Grade 2s wrote. 

I think that the most important trait or attribute a global citizen should have is to be open minded. By being open minded we are able to get along with everyone. More importantly, we would see what others’ opinions are. In conclusion, it is important and helpful to be open-minded. – Fiona

In my opinion, the most important thing a global citizen should have is acceptance. I said acceptance because I believe that there will be no misunderstanding if we accept one another. Another reason is if we accept people from other cultures or countries, we will be able to have a peaceful community. For example, in CIS we all come from different cultures but we accept one another. Therefore, we are able to learn and study together. And so, acceptance is one of the most important traits of a global citizen. – Erin

The most important trait of a global citizen is communicator. First, we can explain something properly. For example, when we go to a restaurant, we need to say that we use forks instead of chopsticks. Another reason is communication skills will help us understand each other. An example of this is, I can speak very well, I can use my body language and gestures to make other people understand. In conclusion, communication is the most important thing that a global citizen should have. – Joon

I believe kindness is the most important trait a global citizen should have. First, being kind lets you have more friends. For instance, you’ll have more friends if you are kind and don’t say mean things about others’ cultures. Finally, a global citizen should be kind. – Elise

How about you? What do you think is the most important attribute a global citizen should have? Why?

Grade 11: Visual Arts Class

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

This year we welcome the next promising artists of Grade 11 Visual Arts class.  While their works are diverse in both theme and technique, they all have fresh approaches and limitless possibilities  ahead of them as they pursue the IB DP Visual Arts course. 

2D Drawing

In this first piece of artwork, I especially wanted to focus on human feeling and emotions. This is because it is the type of emotion I know the most and have experienced a lot as a human being.  I think happiness and sadness is the most common emotion people feel. People easily get excited and joyful with simple things, but they even get depressed and annoyed as easily as they feel happy. So, to express these two most common human emotions, I used two different facial expressions at once, eyes crying but mouth laughing. The two facial expressions, her mouth smiling and eyes crying shows her confusion in her own feelings and thoughts. – Yoonseo

These two sketches are about my appearance, especially related to my hairstyle. When I said that I was going to have a short haircut, there were a lot of contradictions about having short hair and even some gave me bad looks. The message I want to express is that the length of my hair doesn’t change my personality. To represent the social pressure and pressure from surroundings, I decided to add hands on the second sketch. I drew hands to represent the collection of broken pieces from the head to express the stress. – Chewon

I drew a man smoking a cigarette. Instead of cigarette smoke, I drew flowers. The concept is to show a man who is depressed so he smokes. The flowers growing out of the cigarette means that after happiness comes misery, since flowers can symbolize a happy life. – Yongwoo

The portrait I plan to draw displays a woman from either the Mursi or Suri tribe without her lip plate on. The lip plate is a symbol of female maturity in these tribes. I interpret this practice as a symbol of women’s strength and what they have to give up in order to survive in society. I wanted to illustrate strength by revealing the scars that the lip plate has left on the subject’s lips. – Mikyla

I chose to create a figurative study from a reference photo I chose. In the reference photo, you can observe a nude person hiding their face away from the audience. I believe that this is a symbolism for fear within courage. I believe that the pose represents confidence but due to societal standards, insecurities can interfere.  I believe that courage is present in this because it takes a lot of courage to pose nude. – Naoki

2D Painting

The main element of this design is a person drowning in a fishbowl. I designed this because I wanted to represent water in the fishbowl as a field of education. The person is closing her eyes to represent avoiding because I want to do hobbies while studying but I don’t have enough time for it. – Chewon

The concept of this drawing time and hesitation. I drew trees with a man standing in the middle. The left tree will be colored in green to represent summer and the right side will be in orange to represent autumn. These different colors will represent how fast time goes, while the man is still hesitating to move forward. The overall mood of the drawing will be dark. – Yongwoo

I chose to draw a still life of my room, specifically my bed because the clutter that has been building up over the weeks reflects how much stress and demotivation a person could feel. I chose this angle for this artwork because I believe it can represent an out-of-body experience where we are observing ourselves. I believe this drawing embodies the feeling of being burned out and demotivation. – Naoki

Using the different types and sized shapes, I want to express the strength and the confusion of emotions. The bright tone colors will highlight the positive emotions such as happiness and excitement, and in contrast, the dark tone colors will emphasize the negative emotions such as sadness and depression. Curved lines are used for smooth and soft feelings, while the straight lines symbolizes sharpness and direct emotions. The shapes overlap and some colors are created by mixing two different colors. This shows the variety of emotions and how all these emotions can be experienced and felt by one individual.  – Yoonseo

The main concept of my design is a person struggling to get out of the grasp of multiple ivy vines. The ivy vines surrounding the subject represent the clutch that depression can have on a person. I wanted to create a piece illustrating a person being consumed by their depression to reflect what it is like to be stuck in a dark place unsure of what to do and exhausted from bearing the heaving feeling of depression. – Mikyla

Grade 6&7: Music Class

by Ms. Marie Briones, Music Teacher

Exploring Alternative Tools and Spaces for Performances

In Unit 1 this trimester, the students looked into the different elements of music such as rhythm, pitch, melody, tone, texture and form. Particularly, the students explored how patterns and symbols found in each of these elements communicate ideas, evoke emotions and influence mood.

Having established from Unit 1 how music can translate symbols into ideas and emotions, the students then connected this inquiry into the role of art and the artist in the time of Covid-19 pandemic in Unit 2. This was done via an exploration of alternative spaces, and media and technology. From balcony performances, virtual spaces, new tools like social media to using household items (when musical instruments were not readily available), the students all came to a consensus that music can be used as a way to spread cheer and hope during a difficult time in history. 

I think the role of music during a pandemic is to encourage people and give hope to people. Playing music on their balcony helps people to be in touch together since they can’t go out. Music gives a positive mood to the audience. Also the people enjoyed listening to the music since many concerts had been closed and could not go out. I also think that by playing music together, the people can confront the sad situation of COVID-19. […] slow tempo and higher pitched music gives me a feeling of happiness. Since slow tempo makes me calm. But the fast tempo makes me worried about something that’s gonna happen. Higher pitched music gives me a positive feeling but lower pitched music gives me a scary and dark mood and feeling. –Hana, G7

Art is important because it can let you breathe from all the stress and worries during the pandemic. It may also help with coping with your mental health problems and lessen your anxiety. It can also let you feel less isolated. […] Through music and art, people were able to express their emotions and feelings […] despite the cultural differences that we have, we are still able to understand one another through arts and music. –Ghea, G6

In my own words, rhythm is a pattern of music that everyone can create anywhere. For example, If I clap my hands 4 times, that can be a rhythmic pattern. If I clap my hands 3 times, that’s also a rhythmic pattern. You can also communicate with it. For example, if we make a slow rhythmic pattern, it might mean calm, steady and more. The person that is listening to the rhythm might have personal feelings. – Hinata, G7

Students further recognize that music and the inspiration to create is all around them, from the tiniest, most insignificant movements to the most elaborate gestures.

Spreading the Christmas Cheer

Since musical instruments are not readily available to some of the students, they then proceeded to assemble their own improvised, DIY instruments which they used to play a whole song. Here is a sample of a Christmas carol, the Jingle Bells, that some of the G6/7 Music played to spread cheer during the season. 

Reflections for the Trimester

To wrap up the trimester, the students also shared their favorite achievements in the class, and their most significant learnings in the subject.

College/Careers Counselor Corner

by Ms. Jenny Basa, College/Career Counselor

Celebration of the Week

Congratulations to Chynna, Lorenzo, Naoki, and Hyeonjun of Grade 11! They joined a Design challenge after completing a two-week Engineering Taster Programme  sponsored by TEDI-London.

Here is an excerpt from the letter awarded to the team. “Sofia^4’s impressive final submission was selected as the joint winner for ‘Best  Engineered Solution’. The project successfully applied research into colour and  light theory and incorporated sustainable elements to create an immersive  structure to support users with visual impairments. The judging panel were especially impressed with the team-work demonstrated by Sofia^4 and their  confident delivery and coordination during the presentation.”

Congratulations team!!! Your CIS family is proud of your achievement!

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

November 26
Friday
6:00PM
Link to join

EVENT

SUNY Korea Information Session

November 26 – Friday
6:00PM
Link to register

Waseda University Information Session

November 27
Saturday
11:00AM
Link to register

Career Development for International People in Japan & Business Communication
Speaker:  Prof. Furukawa Tomoki
Kansai University
Target Audience: International students who wish to advance your career in Japan. Students who are living outside Japan and wishing to study in Japan.

SAT Update

The dates below indicate that registration is open. For the Dec 4 test, the school is working on requesting official permission from the government so that CIS can administer the SAT examinations.

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.

Dragon’s Print

As the holiday season draws near, it is important to embrace that yuletide spirit and get in a cheerful mood. Spark the magic of your inner child with this Christmas playlist! Know more on https://dragonsprint.cis.edu.ph/

Principal’s Corner

by Mr. Andrew Powell, EY-Grade 12 Principal

Taking Time to Reflect

We often find ourselves so wrapped up in the busyness of our lives that it is difficult to set time aside to reflect upon where we’ve been and where we may be headed, and of course the plethora of opportunities and options we may have in front of us.

Taking time to reflect is a cornerstone of self-improvement. It is a fundamental key to progress and a practice inherent to successful athletes, sporting teams, businesses and organisations. While it’s important to set time aside to celebrate success and various achievements, taking time to reflect and understand what things are going well, or not so well, and what could be improved or done differently, can have a great impact on our productivity and confidence. 

As an IB school, being reflective is an attribute that we aim to develop in all of our students. It is a feature of our curriculum and the way in which we encourage our students to strive for self-improvement. Our teachers are also committed to this practice, from the way in which they review and further develop units of work, through to the way in which they refine their day-to-day teaching practice.

The process of reflection helps all members of our community to develop deeper understandings and enables us to share our knowledge with others. It also provides us with the opportunity to explore future directions. I know that this element will be an important aspect for our faculty as they engage with various topics and themes as part of their Professional Learning Communities.

As we enter the month of November I recognise that this becomes a busy time for our students. Some will be riding a wave of success, while others may be stumbling or feeling somewhat overwhelmed with what’s in front of them. It is important to take some now to reflect upon how the school year has progressed for your children, and if necessary reach out to teachers or our counsellor if you feel that you need some support. Where appropriate, please do recognise the value of productive struggle in which your children will have worked hard to engage with increasingly challenging problems. This develops grit and resilience. It is important to be aware and reflect upon these instances as a way of empowering and motivating our students.

I wish you all a restful long weekend and trust that it provides you with some quality family time.

Grade 3 Class

by Ms. Katrina del Mar, Grade 3 Teacher

International-mindedness is the concept we have been focusing on our current Unit of Inquiry, Who We Are. Book Week 2021 has been a great avenue for the Grade 3s to deepen their understanding of International-mindedness. One of the activities inspired us to make a collaborative storytelling video. The objective of this activity was to examine the similarities and differences in perspectives through reading and storytelling.

In line with this year’s Book Week Theme: The World of Mystery, Magic and Myths, the Grade 3s nominated the following books:

1. Matilda by Roald Dahl
2. Guess How Much I love You by Sam McBratney
3. 대장장이와 목수의 이사 written by 정지인 (Blacksmith and the Carpenter’s Director by in Ji-in Jeog)

The Grade 3s cast their votes and have chosen to storytell the Korean Folktale: 대장장이와 목수의 이사 by 정지인 (Blacksmith and the Carpenter’s Director by in Ji-in Jeog).

The activity also allowed the Grade 3s to develop different approaches to learning specifically, communication and social skills. They practiced reading, speaking and presenting the story. Also, the success of this activity relied heavily on the cooperation and collaboration of each member of the class.

We invite you to read the story. We also ask you the same questions we asked ourselves: What perspective does the Korean folktale present? How is it similar or different from other stories you have heard?

Grade 9 Visual Arts Class

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

The Grade 9 class prepared for the unit Self Portrait Still Life by developing their drawing skills through a series of formative drawing exercises.  

1. Messy Origami Drawing: The goal of this exercise is to improve proportion and shading skills. The task is to get a blank white paper, crumple it, and draw all the lines, creases, folds, and shadows.

Here are some students’ works:

I feel that the shading put a lot more life into the drawing, as it adds a much more realistic look to the drawing. – Roland

I think I did the tonal values pretty well. I believe I did this well because the shading looks very similar to the crumpled paper. – Aaryan

I think what went well is that I created the outline of the crumpled paper correctly in terms of point of view because for the first sketch I did it from a top angle. – Xanti

In my opinion my drawing could be better, it needs to be more accurate, the shading can also be improved. The overall shape is the good thing about this drawing. – Noam

Dramatic Lighting Exercise: The goal of this exercise is to improve observation skills and know how and where to place shadows in the drawing. The task is to observe the objects and note the differences between shadows and the object’s surface and shadows on the ground being cast by the object, and draw them.

Here are some students’ works:

I did well in the proportions but I have to work on my dark and light colors. I just have to practice applying dark and light tones. – Adam

I feel like I was able to do well in shading the cups as well as in angling the shadows. I think I was able to similarly replicate the shading and tonal values of the original image and apply it to my drawings. Being able to do that allowed me to give life to the artwork. – Gabrielle

I feel that I did well in terms of drawing the shadows and the cups. I applied more pressure in shading the surface to create shadows. These parts were darker and they made the light source more obvious.

I think I did well in the drawing of the cups because the contrast and shadow parts are expressed in three dimensions. I think I can improve on the color of the cup and shadow, to give a three-dimensional effect. – Yeseul

Shapes and Sizes Drawing Exercise:  The goal of this exercise is to improve drawing of shapes of objects and their sizes in relation to objects around them. The task is to observe the objects and note the differences between each shape and sizes, and draw them. The forms are then filled in with just flat shading.

Here are some students’ work:

I think my drawings came out pretty good, better than I expected. I think I did well in drawing the forms of the objects because you can clearly see what the objects are and you can see how big or small the objects are. – Sengo

I think the area that I did well in was the shading, because the shading looks natural, and the shapes blend together neatly.  I think the area that I need to improve on is the shapes, especially the more advanced ones, because they look messy. – Elijah

Grade 9 Language & Literature

by Mr. David Gibson, English Language & Literature Teacher

Grade 9 are working full steam ahead in putting together a complete day’s viewing on their very own TV channel. Through this they are looking into the very core of Media Literacy. Take a sneak peak at the kind of things they are engaged in currently below and see how they are getting to grips with the rules and means of Purpose, Rhetoric and Audience Imperatives through the medium of television.

All organisation, documentation shown in the presentation below is their own work.

Service Learning

by Mr. Ace Pierra, Service Learning Coordinator

CIS Turned Over Boats, Books and Educational Materials to Island Schools

The lockdown did not stop CIS from expanding its service learning collaboration to the island communities in Cebu. As we stretch our collaboration to other neighboring islands, we were able to connect to two more island schools namely Gilutongan Integrated School in Gilutongan Island in Cordova and Pangan-an High School in Pangan- an, Olango Island last October break. 

Gilutongan Integrated School received books, a boat, and educational materials while Pangan-an High School received a boat. The books were donated by CIS students through the service learning campaign and initiative we had last June.The boats were made possible through our collaboration with Yellow Boat of Hope Foundation. Aside from these two islands, CIS has been working with Caohagan Elementary School and was able to accomplish significant and sustainable projects in the island for the past years. The boats that were donated were painted by CIS students during our Week Without Walls in February of 2019. The lockdown caused the cancellation of this turn over several times. The schools will use the boat to transport students and teachers from one island to another. This is also very useful for teachers who are distributing the students’ modules, checking on their students from other islands and responding to emergencies.

The collaboration to these islands will give CIS students the experiential learning that will enhance their knowledge and understanding about ocean preservation, importance education, community empowerment and capacity building, eradicating poverty and environmental protection. 

Dragon’s Print

Have you ever heard of a day in which people pretend to be something they’re not, asking for candy from complete strangers? A haunted day wherein everyone does their best to be as terrifying as possible. With pumpkin slicing and praising the supernatural, read more about the beloved holiday known as Halloween on http://dragonsprint.cis.edu.ph/.

The Dragon’s Report Card

In line with Thanksgiving, the Dragon’s Report Card shares some interesting facts about the holiday and what they have been grateful for this year. Spend a cozy afternoon with the team and get ready to have an attitude for gratitude!

College/Careers Counselor Corner

by Ms. Jennifer Basa, College/Careers Counselor

Tip of the Week:

SRAR – Self Reported Academic Report

The Self Reported Academic Report is an initiative where students who apply to universities self-report their grades from Grade 9 through 12 in an online form.  When a student fills in the SRAR, it is advised that they follow exactly how the subjects and grades are laid out in their transcript.  Students should request their transcript from the counselor so they can accomplish the SRAR. 

Upcoming Virtual Events and Fairs: (students & parents are welcome)

DATE

November 9 – Tuesday
4:30PM – Link to join

November 26 – Friday
6:00PM – Link to register

EVENT

York College Pennsylvania (USA)
Info session

Waseda University Information Session

November 27
Saturday
11:00AM
Link to register

Career Development for International People in Japan & Business Communication
Speaker:  Prof. Furukawa Tomoki
Kansai University
Target Audience: International students who wish to advance your career in Japan. Students who are living outside Japan and wishing to study in Japan.

SAT Update

The dates below indicate that registration is open. For the Dec 4 test, the school is working on requesting official permission from the government so that CIS can administer the SAT examinations.

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.