Category: Newsflash

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Building and Maintaining Community Partnerships

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

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

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

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

Upcoming events of note

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

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

Language Acquisition Classes

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Science Laboratory Class

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

Collaborative Science Project

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

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

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Alumni Spotlight

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

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

Elementary Principal News

by Ms. Maureen Juanson, Elementary School Principal

CIS Tree of Giving

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

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

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

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

Upcoming events of note

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

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

Early Years

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

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

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

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

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

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

Digital Citizenship Week

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

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

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

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

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

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

Our Approach to Digital Citizenship

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

As outlined in the CIS ICT Philosophy:

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

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

Continuing the Conversation

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

Reflection Questions for Families:

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

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

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

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

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

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

MHS Principal’s Corner

by Mr. Benjamin Martin, Middle and High School Principal

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

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

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

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

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

Upcoming events of note

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

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

PYP Arts Classes

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

Creative Expression in PYP Art Class

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

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

KG/Grade 1

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

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

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

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

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

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

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

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

Grade 12: Physics and Mathematics AA SL

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

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

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

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

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

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

Alumni News

by Ms. Jenny Basa, College Counselor & Alumni Liaison

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

*Additional Fees apply

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

Admin News

by Dr. Gwyn Underwood, Superintendent

What Makes Cebu International School Exceptional?

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

IB Continuum School 

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

Global Accreditations

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

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

An Amazing Community

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

Diverse, Authentically International Environment

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

Highly Qualified Faculty and Staff

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

Extensive Extracurricular Opportunities

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

Focus on the Development of the Whole Child

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

Safe and Supportive Environment

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

Inquiry-Based Learning

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

Comprehensive Student Support

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

In summary

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

Upcoming events of note

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

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

Kinder/Grade 1 News

by Ms. Emilia Malarewicz, KG1 Homeroom Teacher

CIS Common Space Makeover with Kindergarten and Grade 1 Students

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

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

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

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

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

Grade 10: MYP Language & Literature

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

Literary and Non-Literary Texts

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

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

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

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

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

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

Grade 11: DP Visual Arts

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

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

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

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

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

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

Drawing Task in oil pastel, colored pencils or pens:

Painting Task in watercolor, acrylic and oil paint:

Wall Climbing is Back

by Damon Freeman, Wall Climbing Coach

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

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

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

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

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SAT Update
SAT 2024-2025 Test Dates

SAT Registration Is Now Open

*Additional Fees apply

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

Principal’s Corner

by Mr. Benjamin Martin, Middle & High School Principal

Knowing Ourselves

“Knowing yourself is the beginning of all wisdom.”–Aristotle.

This year, we have started our Social and Emotional Learning with the unit of Self Awareness. In the Casel framework, this means “the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts”. Key Points of being self aware include recognizing our strengths and challenges, identifying our emotions, building self confidence and understanding how all of these are connected.

In grade 6, students used the ideas of superheroes to understand their strengths and challenges. For example, the character of Iron man excelled in the area of intelligence and confidence but struggled with empathy and humility early in his learning journey. This is different from the character of the Hulk, who struggled with anger management but had great physical strength when he changed into his superhero form. The students made lists of their strengths and challenges and then used their strengths to create superheroes of themselves. Later they will look at their collective strengths to build their own superhero teams.

In grades 7 and 8, we used the popular movies “Inside Out” and “Inside Out 2” to look at how we feel and react. The grade 7 students learned how our thoughts, behaviors, and emotions were connected through Cognitive Behavior Therapy competencies. By changing our thoughts about something, we can change the way we feel and act. They went through common stressful scenarios for students and then used a worksheet to change their actions by changing their thoughts.

In Grade 8, students learned the differences between emotions and feelings. Then they analyzed a feeling wheel to help them better define the way they were feeling. After that they went through the following protocol:

There are six major categories in the wheel (bad, surprised, happy, sad, disgusted, and angry). Obviously we have more feelings and emotions but for this activity we will use this wheel. Choose ONE word from the outer ring for each category and answer these questions for each one:

1. What do I feel?
2. When do I feel this way?
3. Why do I feel this way?
4. What can I do when I feel this way?

After you have completed your answers, share with a partner and then share with the class.

At CIS, we hope that by better understanding our strengths and challenges as well as our feelings and emotions, we will make smarter choices that grow our wisdom.

Upcoming events of note

• Fri, Nov. 1: Public Holiday (All Saints Day)
• Sat, Nov. 2: Public Holiday (All Souls Day)
• Nov. 7 – 8: Yearbook Photoshoot
• Nov. 9: Professional Learning Communities (Faculty)
• Mon, Nov. 11: School Holiday
• Nov. 18 – 22: Digital Citizenship Week
• Fri, Nov. 29: End of Sem. 2 After School Activities
• Sat, Nov. 30: PTA Fundraising (Moana 2 @ Cinema 3 Ayala Central Bloc, IT Park – 4:10pm)

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

Here’s the MOANA 2 Link

Grade 2 & 3: Philippine Language & Culture Class

by: Jojie Ann Sinining, G2/G3  Philippine Language and Culture Teacher and Educational Assistant

Philippine Language and Culture: Filipino Community (Family)

Grade 2 and 3 students delved into a unit exploring how family values and beliefs can positively influence our community.

Within the ‘How the World Works’ unit, the students explored the roles and responsibilities of family members. They used Color-Symbol-Image diagrams to visualize these roles. The students were able to understand the concept of causation, recognizing that if one family member neglects their responsibilities, it can impact the entire family. They also reflected on the importance of each family member.

As their exploration continued, the students identified community challenges they observed. To understand how their families contribute to the community, they interviewed family members. Inspired by these actions, the students shared ideas on how they could also make a positive impact on the community, even in small ways.

Grade 6 Visual Arts Class

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

Exploring Hidden Meanings in Visual Arts: Grade 6

In Grade 6 Visual Arts class, students have embarked on an exploration through the unit titled “Hidden Meaning of Art.” This unit has focused on the crucial concepts of communication and interpretation, encouraging students to delve into various art genres and discover how artists convey messages through their work.

Throughout the unit, students explored a diverse range of art movements, including Impressionism, Pop Art, Cubism, and Surrealism. Each genre provided a unique lens through which to examine how artists communicate ideas, emotions, and narratives. For example, while studying Impressionism, students learned about the use of light and color to capture fleeting moments, prompting discussions on how these choices affect the viewer’s interpretation.

In the Pop Art segment, students analyzed how everyday objects and popular culture are transformed into powerful visual statements. Cubism allowed students to experiment with fragmented forms and multiple perspectives, emphasizing the complexity of visual communication. 

Surrealism introduced a whimsical approach, where students discussed the role of dreams and the unconscious in artistic expression. This genre inspired imaginative interpretations and encouraged students to express their own hidden meanings through art.

The unit culminated in a summative task where students created their own artworks designed to communicate a specific message. This final project challenged them to synthesize their learning, applying techniques and concepts from the genres studied. 

Through this engaging exploration of art genres, Grade 6 students have not only enhanced their artistic skills but also deepened their understanding of communication and interpretation in art. 

Here are the students’ works.

Grade 11 & 12: Biology Class

by Rebecca Devadoss, DP Biology Teacher

Grade 12 DP Biology

The Earth is a closed system where energy flows through trophic levels and matter is recycled. Students constructed mesocosms, sealed systems replicating terrestrial ecosystems. Photosynthetic plants initiate energy transfer, while decomposers break down organic matter, completing the cycle. Matter remains within the system, while energy continually flows, illustrating Earth’s closed and dynamic nature. The mesocosm experiment demonstrates the conservation of matter and the flow of energy in Earth’s closed system.

Students were also involved in experimenting on their IA investigations. The following are some of the qualitative data collected by the students along with the significance of their investigations in relation to real-world contexts.

Grade 11 DP Biology

Students were able to see the direction of water movement from an area of lower solute concentration (hypotonic region) to an area of higher solute concentration (hypertonic region) through plasma membrane using Onion cells.

An important real-world application based on this concept is that tissues or organs to be used in medical procedures must be bathed in a solution with the same osmolarity as the cytoplasm (isotonic) to prevent osmosis. Saline solutions are also isotonic to the cytoplasm. This ensures that the cells do not get excess water molecules and lyse or lose water and shrivel.

Onion cells appeared turgid when placed in hypotonic solution.

Onion cells had plasmolysed when placed in hypertonic solution

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SIM – Birmingham Open Day

SAT Update

SAT 2024-2025 Test Dates
SAT Registration Is Now Open

*Additional Fees apply

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

International Day: A Celebration of Community and Culture

Tomorrow, Saturday, October 26, we will wrap up this exciting week with our highly anticipated International Day celebration.

Students will take attendance in their Homeroom classes at 7:30AM as usual, and all families and friends are warmly welcome to join us from 8:00AM to 11:30AM for a Parade of Nations, cultural performances, and a food fair showcasing delicious dishes from around the world, prepared by the PTA.

This celebration offers a meaningful opportunity for our community to come together, reinforcing our shared values of inclusion, belonging, and respect for diversity.

We look forward to seeing everyone there!

Upcoming events of note

• Oct. 21 – 25: Culture Week
• Sat, Oct. 26: International Day (half day)
• Fri, Nov. 1: Public Holiday (All Saints Day)
• Sat, Nov. 2: Public Holiday (All Souls Day)
• Nov. 9-10: EARCOS Prof. Learning Weekend (Faculty)/Staff Sat. only (TBD)
• Mon, Nov. 11: School Holiday

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

Principal’s Corner

Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator, & Accreditation Officer and 
Ms. Aimee Underwood, Asst. PYP Coordinator and Grade 5 Co-Homeroom Teacher

This week, our CIS community demonstrated remarkable flexibility and resilience as we quickly shifted to emergency remote learning due to Severe Tropical Storm Kristine. With a Remote Learning Day already planned for Monday, students and teachers were well-prepared, making the transition on Wednesday and Thursday smooth and effective.

This quick response reflects our Purpose Statement: “CIS empowers life-long learners in a caring environment that promotes intercultural understanding and respect. Together, we adapt, innovate, and proactively contribute to a changing world.” It also aligns with our motto: “We are responsible, respectful, and prepared.”

It was wonderful to see both students and teachers embrace online learning with open-mindedness and skill, ensuring that high-quality teaching and learning continued seamlessly.

Snapshots from Remote Learning

Today, we were thrilled to welcome everyone back on campus just in time for one of the most exciting events of the year—Culture Week and International Day!

Culture Week: Celebrating Diversity and Belonging

At CIS, Culture Week is a cherished annual tradition that highlights the diversity, belonging, and global perspective that define our community. With 27 student nationalities and 15 faculty and staff nationalities, the event reflects both the rich cultural variety within our school and the shared values that connect us all.

Throughout the week, students explored cultures from around the world through activities designed to foster empathy, respect, and curiosity. Even with the mid-week shift to and from remote learning, students remained actively engaged—taking part in language challenges hosted by the Language Acquisition teachers, joining thought-provoking culture talks and hands-on workshops, and expanding their understanding of the world. These experiences not only deepened their appreciation for different cultures but also strengthened their sense of connection across communities.

Here are some reflection from Grade 5 students after some of their Culture Week activities this week:

Guided by the IB’s mission to develop inquiring, knowledgeable, and caring young people, CIS nurtures lifelong learners who embrace differences and seek meaningful connections. Events like Culture Week help our students grow into compassionate, open-minded individuals, prepared to make a positive impact in an interconnected world.

PYP Spanish

by Ms. Dina Melwani, PYP & DP Spanish Teacher

KG/1 Spanish Students Explore the Calendar in “How We Organize Ourselves”

In our ongoing Spanish lessons, the Kinder and Grade 1 students have been actively engaging with the concept of the calendar under the transdisciplinary theme “How We Organize Ourselves.” Through interactive activities and fun discussions, students have learned the names of the months, days of the week, and the changing seasons, and numbers all in Spanish!

This topic has helped students make connections between their daily routines and the broader organization of time. By exploring how calendars are used to plan and structure our lives, the students are building foundational language skills while gaining a better understanding of how we manage time.

Keep up the great work, young learners!

Grade 2/3 Spanish Students Dive into “School Life” in “Who We Are”

In our Grade 2 and 3 Spanish classes, students have been exploring the theme of “Who We Are” through the lens of school life. They’ve been learning how to describe various classroom objects, school subjects, and places within the school environment, all in Spanish!

Through engaging projects and activities, students are not only expanding their vocabulary but also gaining a deeper understanding of how school shapes their identity and daily experiences. The theme has sparked thoughtful conversations about the role of education in personal growth and development.

Great job to our Grade 2 and 3 students for embracing these learning challenges!

Grade 4/5 Spanish Students Explore Shopping in “How the World Works”

Our Grade 4 and 5 Spanish students have been diving into the exciting topic of shopping as part of the transdisciplinary theme “How the World Works.” Through this unit, they’ve been learning useful vocabulary related to stores, products, money, and the measurements —all in Spanish!

The students have participated in hands-on activities like role-playing market transactions, discussing different forms of currency, and comparing shopping experiences around the world. This topic has helped them understand the global nature of trade and the various factors that influence buying and selling.

A round of applause to our Grade 4 and 5 students for their enthusiastic participation and growing language skills!

MYP English Language Acquisition 

by Ms. Angelica Campos, English Language Acquisition Teacher

These days our students have had the opportunity to show how Banalced they can be, splitting their time and focus in multiple ways inside and outside the classroom. 

 International Week & Day Preparation
Our English Language Acquisition dedicated some of their time to making decorations for our celebrations, they researched, worked together, and used their arts & crafts skills to make wonderful pieces that were displayed and used for the International Day and the Language Challenge.

Aside from dedicating time to the celebrations, our English Language Acquisition students juggled the end of a unit full of summative assessments, and the beginning of their second one. 

Grade 6
Our grade 6s are excited to finish the graphic novel American Born Chinese, now that they have successfully made Identity Maps to describe characters! Our goal for Unit 2 is to explore new characters and understand their Perspective and how this completes a story that will teach us about Empathy and meaningful messages for life. 

Grade 7 & 8
Our grade 7 and 8s finished their Story Book for Children, in which they retold in a Personal Narrative form, a childhood story of Mr. Adom! One of our MYP Language & Literature teachers.

They have begun reading part 1 of the novel Al Capone Does My Shirts, a Realistic Fiction piece about the infamous Alcatraz prison told from the perspective of a teenager. There is lots and lots of reading happening here these days!

Grade 9 & 10
Meanwhile, grade 9 and 10 survived their Socratic Seminar summative, based on an adapted version of Frankenstein. Students read all about Victor Frankenstein and his Monster, then researched different sources about Scientific development and its consequences in the real world. They shared their thoughts about how responsible Victor was for his misfortune. This speaking exercise helps students prepare for important assessments such as the E-assessment oral coming up in December!

School Counselor News

by Ms. Abigail Gorgonio, School Counselor

This past month, we engaged in important activities that promote and foster the well-being of our community. A key highlight was the Child Protection Orientation for our security, maintenance, and athletics staff. Led by our Child Protection Lead, Ms. Gerri, this initiative reinforced our commitment to ensuring the safety and security of our students and the broader community.

We also conducted first-quarter check-ins with our DP students, providing opportunities for reflection and support as they navigate their academic journey. Additionally, our PYP and MYP Social-Emotional Learning (SEL) classes continued with a focus on emotional awareness, helping students develop essential social and emotional skills for personal and interpersonal growth.

At CIS, we take child protection seriously and remain committed to nurturing the potential of all community members. Our initiatives reflect our core values of respect, diversity, belonging, and advocacy, fostering a safe and supportive environment where everyone can thrive.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

SIM – Birmingham Open Day

SAT Update

SAT 2024-2025 Test Dates
SAT Registration Is Now Open

*Additional Fees apply

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

Admin News

by Dr. Gwyn Underwood, Superintendent

CIS Hosts the ISAC Season 1 Boys and Girls Volleyball Tournament

CIS has been abuzz with excitement since yesterday when we kicked off the first of three ISAC (International Schools Activities Conference) tournaments for the school year, but the only one to be hosted in Cebu! 

You can check out how our teams are going (very well!) on the ISAC website which also includes a live feed (courtesy of CIT University), and feel free to pop on to campus tomorrow for the final day of games!

Balancing Competitiveness and Sportsmanship in Tournaments
CIS believes sports offers numerous benefits to students, from improving physical and mental fitness to building teamwork, communication, and leadership skills. As athletes compete in tournaments, however, one area to be aware of is the tension that arises between competitiveness and sportsmanship. 

• Competitiveness pushes you to give your best, strive for victory, and push your limits. This drive is crucial for personal growth and team success. When the desire to win becomes overwhelming, however, it can lead to unsportsmanlike behaviors such as aggression, and disrespect, or unethical behaviors such as bending the rules. Such actions negatively impact the positive experience of the game, and cause conflict and ill feelings between participating teams, as well as teammates.
• Sportsmanship, on the other hand, emphasizes fair play, respect for opponents, and integrity. It encourages athletes to uphold the spirit of the game, win or lose. Striking a balance between being competitive and showing good sportsmanship ensures that both you and your opponents enjoy a fulfilling and respectful competition.

We wish all participating athletes and coaching teams all the best as they compete with good spirit in this tournament, and remember: whether you win or lose, do so with grace, honor, and humility!

Thank you CIS Supporters!

In addition to the vocal support of CIS Supporters attending the games, I would like to take this opportunity to thank the many supporters of ISAC 1 2024!

• Thank you so much to the generous donors who contributed to our ISAC 2024 Fundraising drive. We are pleased to announce we raised 1,040,000PhP (close to our target) which was invaluable in ensuring we provided a high level of hosting services. Feedback from guests so far has been overwhelmingly positive, in part due to this generous support!
• The CIS PTA has also donated time and funds to support the athletes as they represent our school and learn from the competition experience. 
• Those of you who have enjoyed the great quality live feed on the ISAC website will join me in thanking Mr. & Mrs. Bernard and Clementine Villamor and the Cebu Institute of Technology team for providing amazing coverage over the full 3-days of the tournament!
• And last but not least, a special thanks to our CIS Parent artist Mr. James Doran-Webb, for not only creating amazing custom-made dragon trophies for the tournament (see below), but ALSO for kindly sharing his world-famous dragon sculpture (recently displayed in Singapore Gardens by the Bay, and before that in the Chelsea Flower Show in England!). Come to see it on the CIS campus – only on display for a limited time!

And finally, a huge thank you to the dedicated ISAC Committee, led by Mr. Ace Pierra (Community and Student Engagement Coordinator), and everyone who participated in so many ways towards the planning and running of the tournament. Go Dragons!

Upcoming events of note

• Oct. 17 – 19: ISAC Season 1 Volleyball @ CIS
• Mon, Oct. 21: Whole School Remote Learning Day
• Oct. 21 – 25: Culture Week
• Sat, Oct. 26: International Day (half day)
• Fri, Nov. 1: Public Holiday (All Saints Day)
• Sat, Nov. 2: Public Holiday (All Souls Day)
• Nov. 9-10: EARCOS Prof. Learning Weekend (Faculty)/Staff Sat. only (TBD)
• Mon, Nov. 11: School Holiday

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

Grade 4 & 5: Philippine Culture Class

by: Ms. Jade Berdon, G4/G5 Philippine Language Culture Teacher,  G4/G5 Educational Assistant

Students Debate on the Power Dynamics of Philippine Governance

The Grade 4 and 5 students delved into the transdisciplinary theme “How We Organize Ourselves”. Here, they focused on the central idea of how leaders work together with communities to achieve shared goals. They found how community leaders weave the fabric of the cultural lives of their communities.

After a thorough research, students learned to better understand how the branches of government are interconnected and serve the community. They realized that for effective leadership, all parties involved have to collaborate and cooperate.

A particularly engaging activity that the students went through was a thought-provoking debate, arguing the comparative significance of the branches of the Philippine government. Students came to present some persuasive arguments drawing on their research and personal insights. Although there were different opinions, the debate actually stimulated thinking critically and deepened respect for the complexities of governance.

Here are some notable excerpts from the debate:

The debate on the most important branch of the Philippine government revealed how highly the three branches are interrelated and dependent on one another. All of them agreed that, while each is very important, a functional democracy cannot exist without the others. It is the legislative branch that creates the laws, the executive branch that puts them into effect, and the judicial branch interprets and upholds the laws. The system of checks and balances makes sure that no branch is in control. The debate instilled in the students a more important aspect: that the collaboration and cooperation between branches best serve the needs of the community. 

Overall, the students’ exploration of “How We Organize Ourselves” equipped them with very important knowledge of community leadership and the importance of collaboration in achieving shared goals.  They emerged from this experience as better-informed and active citizens to take part in the betterment of their community.

Grade 7: Math Class

by Mr. Daniel Monfre, Math Teacher

Creating a Model World

In Grade 7 Math, students have been learning about ratios and proportions. To apply these concepts, students were given an assessment in which they had to select a real-world building and create a 3D model scaled down to fit on a 30cm by 45 cm base. They researched the building’s dimensions and used ratios to calculate the measurements, making a smaller version of the original structure.

The project took two weeks to complete. During this time, students worked individually, completing several steps: researching their building, performing calculations to adjust the size using ratios, and constructing a 3D model. They finished by writing a report explaining their process and how they applied math to create their model.

This hands-on project allowed students to see how math can be used in the real world, beyond the classroom. It also encouraged them to use creativity and critical thinking while problem-solving. Each student had the chance to demonstrate their understanding of ratios in a practical way and take pride in their finished product.

Below are photos of the students’ process and their final products.

Psychology Classes

by: Dwi Astuti, IB DP Psychology HL/SL Teacher

Grade 11 Class
In the first year of the IBDP Psychology course, grade 11 students learn fundamental skills to critically understand research studies in Psychology. They develop skills such as identifying research methods, analyzing ethical considerations, assessing the validity and credibility of research studies, and evaluating any biases present. They also learn to explain how the sampling method and research setting impact the generalizability of research findings. These skills are crucial for success in the two-year IB Psychology course. 

To develop these skills, students not only study examples of research studies but also engage in designing interviews and imagining themselves conducting observations in real-life settings. For example, they are designing an interview to understand the challenges for grade 11 students to adapt to the demands of the IB diploma program. In that discussion, they come to realize that their status as first-year IB DP students may become the source of researcher bias. Hence, they discussed what a researcher can do to minimize bias in research. 

Students’ comments:

Grade 12 Class
In the second year of the Psychology course, grade 12 students delve into the biological aspects that influence human behavior. They explore brain neural workings and the physiological processes, such as neurotransmitters and hormones, that can impact human actions. 

Additionally, they study the primal instinct of finding a suitable mate for survival and the preservation of the species. While recognizing the value of understanding biological aspects, students also critically examine the reductionist approach of biologists and evolutionary psychologists in explaining human behavior.

Students’ comments:

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Summer Internship 2024

SAT Update

SAT 2024-2025 Test Dates

SAT Registration Is Now Open

*Additional Fees apply

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

Middle & High School Principal

by Mr. Benjamin Martin, Middle and High School Principal

Community Matters

As we have just completed our first House Activity Day and our whole school community was involved in our accreditation visits from WASC, CIS, and the IB, we are reminded of the strength of the CIS community.

In Sam Redding’s essay for the Academic Development Institute, he points out that “Geography does not make a community, nor does membership nor does casual affiliation. When the school functions as a community rather than in a community, its constituents associate with one another and share common values about the education of children. At the root, members of the school community assume responsibility for one another.”

As Cebu International School celebrates 100 years, it has shown the ability to take care of each other through the good times and the challenging ones. Our purpose statement and core beliefs deliberately focus on words like “caring”, “nurturing”, and “belonging”. While we might not alway agree on everything, we align ourselves with the key components of the IB mission statement that encourages our community to become “active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

Schoolbox Education believes that there are six real benefits of a connected school community and we believe our educators, families, and students are able to demonstrate all six characteristics in all that we do.

1. We encourage making connections within our community.
2. We promote learning goals and collaboration.
3. We increase opportunities to learn.
4. We support the journey of learning.
5. We create inclusive opportunities to demonstrate academic and non-academic learning.
6. We encourage shared responsibility.

As we continue to bring others into our school community this year by hosting the ISAC volleyball tournament, celebrating International Day and Sinulog, and various activities to recognize the rich history of 100 years, we are proud of our community and know that the strength of CIS will always be a result of the strength of our community.

Upcoming events of note

• Tue 7:30am, Oct. 15: Parent Coffee Morning
• Fri, Oct 4:  End of Quarter 1
• Oct. 7 – 11: Mid-Semester Break
• Mon, Oct. 14: Start of Quarter 2
• Oct. 17 – 19: ISAC Season 1 Volleyball @ CIS
• Oct. 21 – 25: Culture Week
• Sat, Oct. 26: International Day (half day)

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

Early Years Celebrating Their Unique Characteristics

by Ms. Ann Codoy, Class B Early Years Homeroom Teacher

The Early Years explored the unit under the transdisciplinary theme “Who We Are,” centered on the idea that a person’s characteristics make them unique. The young learners began by unpacking key vocabulary words such as “characteristics” and “unique.” They engaged in their first line of inquiry by using their thinking skills to identify their similarities and differences based on their basic characteristics. Each student drew their self-portraits as they looked at themselves in the mirror. They also shared their favorites—ranging from toys and animals to colors, hobbies, sports, and body parts—along with what they liked and disliked.

To deepen their understanding of themselves, they compared baby photos with recent ones, participating in a fun guessing game to identify their friends in the pictures. This activity helped them notice small details that revealed changes in their interest and physical appearance, such as their teeth, hair, and height. They also expressed their aspirations for the future, sharing what they hope to become when they grow up.

The unit also emphasized the development of social and self-management skills, focusing on balance and open-mindedness. Through role-play, the Early Years practiced showing empathy toward friends when they experience hurt, reinforcing the importance of recognizing and celebrating individuality.

Our unit concluded with two sessions where students celebrated their learning with their families and Kinder/Grade 1 students. In collaboration with our Music, Philippine Language and Culture, and Media Literacy class, the Early Years performed the Radetzky March using glow sticks, role-played family members and explained how to care for books. Our young learners also created their ‘All About Me’ books, reflecting on what they had shared in class over the past weeks, which they proudly presented to their friends and families. Not only that – our young learners also received a TAG Feedback from their friends and families to help them grow and improve their work next time. Through these activities, the students shared what they had learned and discovered about themselves and their friends throughout the unit.

Reflecting on their experience, students remarked, ‘I loved sharing my book with my mom and dad!’ and ‘I loved the part where we shared our timeline and the members of our family”.

Parents also provided their feedback, with remarks such as, “I love to see more of this celebration,” “I like how my child expressed himself through his book and saw his outputs,” and they even added suggestions for their child and their book, such as holding the pencil properly and adding more colors to their work.

Throughout the unit “Who We Are,” the Early Years learners engaged in activities that helped them explore their unique characteristics and celebrate individuality. By sharing their favorites, comparing baby photos, and practicing empathy, they developed a deeper understanding of themselves and their peers. The culmination of their learning involved a joyful celebration with families, highlighting the valuable insights gained during the unit.

Grade 7 & 9: Individual and Societies

by Ms. Joy Pierra, Individual & Societies Teacher

Let’s PEEAL it!

One key focus in this quarter’s Individuals and Societies (I&S) classes is enhancing students’ essay writing skills. Both Grade 7 and Grade 9 students are working on structuring their paragraphs using the PEEAL format (Point, Evidence, Explanation, Analysis, and Link), helping them craft coherent arguments on different topics.

In I&S 7, students participated in a PEEAL activity to improve their essay-writing skills. This exercise helps them organize their ideas while learning about democracy and its functions. As part of the PEEAL activity, students discuss how fairness is shown in democratic systems like Switzerland, Japan, Canada, the UK, and the USA. They focus on key aspects such as the different institutions, how leaders are chosen, and the significance of the citizen’s role in each system, and how fairness is manifested in these systems.

Meanwhile, I&S 9 students are delving deeper into mastering the expectations of command terms like describe, discuss, evaluate, and to what extent in their PEEAL essays. Using this format, they analyze how technological breakthroughs, from the Industrial Revolution to the present, have transformed people’s lives. This focus on clear structure and critical thinking is helping students develop stronger, more compelling arguments in their writing.

Here are some of the students’ thoughts and preparation to prepare them with PEEAL writing.

In I&S 7, students explored various democratic states by creating a mind map to visualize key ideas. 

I&S 9 students are working on creating PEEAL outlines, focusing on different command terms such as describe, discuss, and evaluate to structure their responses effectively.

Grade 9 & 10: Health and Fitness

by Ms. Joy Pierra, Health & Fitness Teacher

This year’s Health and Fitness class is all about empowering our students to take charge of their well-being and boost their socio-emotional development in exciting, hands-on ways!

With a focus on student agency, learners get to explore activities that align with their personal goals. Whether it’s spiking a volleyball, mastering a badminton rally, or busting out moves on the dance floor, the choices are theirs to make! While there are no grades in this course, students are encouraged to set clear objectives and create something that showcases their progress.

Most of our energetic Grade 9 and 10 students have chosen to dive into volleyball and dance. For the dance component, the goal is to promote fitness through movement, with the students tasked with creating performances for CIS International Day on October 26th. This performance will serve as their service action for the semester. The students have decided to perform two dances: the Tinikling, a traditional Filipino folk dance, and Tamasha, an African dance.

Since the class follows a student agency model, students are responsible for planning and rehearsing their performances independently.

Grade 11: DP History

by Ms. Joy Pierra, DP History Teacher

Sweet Success: History Students Explore Command Terms with Chocolate!

This quarter, DP History 11 students were focusing on mastering command terms, a crucial skill for success in their exams—and it’s something everyone can begin to understand. To make it relatable, they have to use an object popular with everyone—chocolate! This fun and relatable activity helps students understand how to tackle exam questions effectively. For instance, when the command term is describe, students simply explain what chocolate is— a sweet treat made from cocoa beans. If the term is explain, they go deeper, discussing how cocoa beans are harvested and processed into the chocolate we enjoy.

To challenge themselves further, DP History 11 students tackle more complex terms like discuss, evaluate, and to what extent. When asked to discuss chocolate, they might explore its benefits, such as boosting mood, versus its drawbacks, like high sugar content. To evaluate, they assess whether the positives of eating chocolate outweigh the negatives. The command term to what extent prompts students to consider the degree to which a particular statement or viewpoint is valid, encouraging them to analyze various factors and perspectives. 

Through this engaging activity, DP History 11 students are mastering command terms and learning how to apply them to analyze historical events and build strong, well-supported arguments.

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

Upcoming Student Webinars for interested students/parents

Registration is still open for the next student webinars of our 2024 series which are running next week, Tuesday 8th October 2024 and Thursday 10th October.

Register for the Thursday sessions:

SAT Update

SAT 2024 – 2025 Test Dates

August 2024–June 2025 SAT Registration Is Now Open

*Additional Fees apply

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

Accreditation Update

by Ms. Justine Condor, Marketing Manager & Accreditation Steering Committee Member

What an incredible week of growth and collaboration! We are proud to have successfully completed our joint accreditation week with the International Baccalaureate (IB) Verification and Council of International Schools (CIS)/Western Association of Schools and Colleges (WASC) Visiting Teams.

Our sincerest gratitude to the IB/CIS/WASC team members (see photo above with our Superintendent Dr. Underwood), most of whom are also experienced educators from international schools in the East Asia region. Their insights and expertise have been valuable to verify and guide us on our journey of continuous improvement. (For more information on the accreditation process, please read last week’s Sept. 20 Newsflash for details!)

We’re pleased to share that the Visiting Teams noted the strength of our program and community. They appreciated being around our welcoming environment and how everyone participates and contributes to our positive school culture. It’s encouraging that they noticed that our environment truly reflects our school’s purpose statement. This success is thanks to the amazing community of students, families, teachers, staff, and administration who continuously support and strengthen our school.

We look forward to receiving their official report in a few weeks, so we can reflect on their feedback as we continue our journey of high quality teaching and learning. Here’s to implementing positive changes and continuous improvement in our next accreditation cycle.

Upcoming events of note

• Sept. 27 – 28: MUN Manila
• Tue 7:30am, Oct. 15: Parent Coffee Morning
• Fri, Oct 4:  End of Quarter 1
• Oct. 7 – 11: Mid-Semester Break
• Mon, Oct. 14: Start of Quarter 2
• Oct. 17 – 19: ISAC Season 1 Volleyball @ CIS
• Oct. 21 – 25: Culture Week
• Sat, Oct. 26: International Day (half day)

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

Grade 5: PYP Learners Engaging Beyond the Classroom

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

At the heart of the Primary Years Programme (PYP) is the belief that learning extends beyond the classroom, connecting students to real-world experiences and meaningful community engagement. Over the past six weeks, our Grade 4/5 students embraced this philosophy in their unit of inquiry, “How We Organize Ourselves”—focused on government, citizenship, and responsibility. Through hands-on learning and interactions with local and global communities, students applied essential Approaches to Learning (ATL) skills and developed key Learner Profile attributes, linking classroom learning to broader, real-world contexts.

Exploring Local Governance: Bacayan Barangay Hall
A key highlight of this unit was the field trip to Bacayan Barangay Hall and Elementary School, where students observed local governance in action. They had the opportunity to interview Barangay Captain Mr. Winston Pepito, the Barangay Tanod, and other barangay officials, learning how local government systems maintain order and address community needs. This experience allowed students to apply their Research Skills, where they practiced asking meaningful questions, gathering information, and organizing their findings.

Reflecting on the experience, Fiona shared: “I used to just randomly Google information. Now I know how to ask Thick and Thin questions, use different MISO (Media, Interview, Survey, Observation) research methods, and take Cornell Notes to record important ideas.”

Evan connected his learning about government structures: “It was cool to realize that barangays actually have similar systems to national governments. There are executive, legislative, and judicial branches, and they work together to keep things fair and balanced.”

This field trip also strengthened students’ sense of community. They participated in buddy reading and sports activities with Bacayan Elementary students, reinforcing the importance of collaboration and connection. Overall, these experiences helped our learners understand their roles and responsibilities within their community, fostering a sense of active citizenship.

Global Perspectives: Visit from the Canadian Honorary Consul

Students further expanded their understanding of governance to the global stage through a visit from Ms. Katherine Rivera, the Honorary Consul of Canada. Ms. Rivera explained the rights and responsibilities of citizens overseas and how embassies and consulates provide essential support for citizens living abroad. This inspired students to investigate further what citizenship and global citizenship mean in today’s world.

This session prompted students to use their Thinking Skills to analyze how governments work locally and internationally to ensure stability and meet citizens’ needs. The visit deepened their understanding of how governance operates on both levels, enriching their perspective on what it means to be active, responsible citizens.

Elise shared: “I realized that not all citizens have the same rights and responsibilities depending on where they live. If you’re in a constitutional monarchy like Canada or New Zealand, or a democratic republic like the Philippines or the USA, you have more chances to be involved in government. But in dictatorships or absolute monarchies, that’s not true. We should be thankful for our opportunities and make sure we act as responsible citizens.”

Taking Action: Preparing for the Gallery
Having explored both local and global governance, students were inspired to take action and make a positive impact in their communities. Their understanding of Responsibility led them to create a public gallery to showcase the knowledge, understanding, and skills they gained and practiced throughout the unit, specifically focusing on the UN Sustainable Development Goals (SDGs).

In collaboration with the art class, students learned to use the elements and principles of art to create visual representations of the global challenges they researched. This interdisciplinary approach allowed them to blend creativity with advocacy, using their artwork to raise awareness and inspire action.

The gallery, set to open soon for the school community, serves as both a demonstration of their learning over the past six weeks and an opportunity for students to take meaningful action. As they prepared, students practiced their Social Skills—collaborating, negotiating, and sharing responsibilities—while embracing their roles as Principled citizens. They reflected on how their actions can positively impact both their local and global communities.

Maxine and Ellaine shared: “We used to think being a citizen just meant being a part of a country. Now we understand it’s also about being Knowledgeable about what’s happening in your country and around the world, and having rights and the responsibility to help make our community better. We should be Principled.”

Expanding the Classroom Environment
This unit exemplifies the PYP philosophy that learning extends beyond the classroom. Through field trips, global guest speakers, and preparations for their upcoming gallery, students connected their learning to real-world issues and civic responsibilities. At CIS, learning is joyful and dynamic, involving inquiry, reflection, and action—empowering students to become engaged, principled citizens capable of making meaningful contributions to their communities.

MYP Music Class

by Ms. Marie Vic R. Briones, PYP and MYP Music Teacher

Roots, Rhythms, and (12-Bar) Blues

This week, the Grade 9 and 10 music students just concluded their Unit 1. Framed by the Statement of Inquiry, “Changes in musical genre, play, and structure is reflective of historical and cultural shifts across time and place,” the unit looked into the 12-bar blues.  

Anchored on the concept of Change within the global context of Orientation in Place and Time, the students began by putting their Research Skills into practice, delving into the rich roots and origins of the 12-bar blues, examining early recordings, prevalent themes, and the social contexts that birthed the genre. They also analyzed the different structures and types of 12-bar blues, considering their modern relevance in today’s music scene.

The learners were given the agency to choose between major or minor pentatonic blues scales and their type of 12-bar blues for their compositions. This creative freedom allowed them to engage deeply with the material, promoting a personal connection to their work. 

Here are some of their compositions and what they have to share about the experience of composing and performing their own works:

College & Careers Counselor Corner

by Ms. Jenny Basa, College Counselor

What is the difference between a UK Personal Statement 
and a US College Essay?

SAT Update

SAT 2024-2025 Test Dates

August 2024–June 2025 SAT Registration Is Now Open

*Additional Fees apply

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