Principal’s Corner
by Mr. Benjamin Martin, Middle & High School Principal
Understanding and Developing Cultural Competence
“We live now in a global village and we are in one single family. It’s our responsibility to bring friendship and love from all different places around the world and to live together in peace.” –Jackie Chan (Chinese Actor, Philanthropist, UNICEF Goodwill Ambassador; b. 1954)
Anyone who listens to, watches, or reads the news probably has at least a little anxiety about how the world seems to be creating more divisions rather than making more connections. Though misunderstandings, differences in ideology, and conflict have existed since the beginning of time, the statistics have shown us that in the last fifty years, the world has created more alliances and had fewer large scale conflicts. This is because many people and countries had been working more diligently to find some common ground in spite of our cultural differences. The fear these days is that there has been a sudden shift and the world may be regressing in terms of understanding and developing the cultural competence necessary to maintain peace and prosperity.
So what exactly is cultural competence? Georgetown University defines it as “the ability of an individual to understand and respect values, attitudes, beliefs, and mores that differ across cultures, and to consider and respond appropriately to these differences in planning, implementing, and evaluating health, education and promotion programs and interventions.”
Rhonda Livingstone, the National Education Leader of Queensland, Australia has stated that “Culturally competent people understand, communicate with, and effectively interact with people across cultures.” It is about being aware of our view of the world and then striving to focus on the positive when it comes to cultural differences as we gain knowledge about those cultures as we develop the necessary communication and collaboration skills to interact across the many cultures that we interact with in our lives. Through due diligence, trust and respect become main factors in navigating cultural differences as disagreement and misunderstandings are bound to happen. This is not only true for people of different countries but of small cultural communities that may include diverse groups of people , thoughts and values within smaller communities.
Project Ready believes that while there is no one way to develop our cultural competency, there are some helpful checks to examine if we are striving to become more culturally competent by asking some questions. I have summarized a few of their discussions for us to consider as we reflect upon your own competency:
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- Do we understand the history, language, and traditions of the culture we are interacting with?
- Do we value the different abilities and interests of generations, particularly when it comes to those that are older or younger than us?
- Do we respect that there are different ways of raising children and that different families have challenges that we may not see on the surface?
- Do we understand how identity and belonging play an essential role within a culture?
- Do we seek first to understand before being understood before making judgements on another culture’s beliefs and values?
Recently, words like “inclusion” and “diversity” are being twisted and perverted into political ideological debates. I think it is important to remember to focus on the definitions of these words. “Inclusion”, “justice”, “equity”, and “diversity” are all words when we look at the definitions that are designed to celebrate and enrich our cultures and not words designed to divide them. Having cultural competency does not mean we give up our own values or beliefs. What it does mean is that we are more aware of different perspectives and strive to look more deeply into what is causing cultural divides. It means that we strive to find ways to connect in spite of our differences rather than exclude and isolate others because they don’t fit into our personal ideologies. It is up to us to grow and develop this competency as culture matters. In fact, I believe that culture doesn’t only matter but it often is the most important aspect of being human. In the words of the famous author and poet TS Elliot, “Culture may even be described simply as that which makes life worth living.”I do believe that at Cebu International School, we already contribute to creating cultural competency in our diverse community of families, staff, and students and was very proud to see students from across many cultures participate and solve problems during our recent STEM assembly, as you can see in the photos in this article. Hopefully, our world leaders can redirect themselves to do the same.
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Upcoming events of note
- Thu, Apr 10: Last day of classes for Grade 12 students
- Fri, Apr 11: School holiday ( Compensatory day for Apr 9 Day of Valor holiday)
- Apr 14-21: Easter / Mid-Semester Break
- Tue, Apr 22: Classes resume
- Apr 23-24: MYP Personal Project Exhibition
- Fri, Apr 25: Half-day Remote Learning Classes (AM only) / CIS Education Forum (for faculty on campus)
- Apr 28 – May 21: IBDP Exams
- Tue, Apr 29: PTA Coffee Morning
- Wed, Apr 30: PYPx Exhibition
Please refer to the CIS Event Calendar for the complete calendar of school events.
PTA Corner
PTA Announcements
- PTA Board is calling out all parents to submit their Nominations for the 2025-2026 PTA Board Officer & Members. Kindly forward and email your nominations to dataprotection@cis.edu.ph and / or text to +639171097090. Deadline of nominations is on May 11, 2025-11:59PM.
- We are inviting All CIS Parents, Faculty & Staff to Parents Night Out, a PTA Fund Raising event for the benefit of various CIS PTA Activities including SLEF. All Parents, Faculty, Staff and Friends are invited and welcome to participate.
Parents Night Out
25 April 2025 – 7:00PM
GOA Nights, 38Park Ave. Cebu IT Park, Cebu City
Limited Seats Available. Click the Link to Reserve Now.
Grade 9 Class
by Ms. Joy Pierra, G9 Homeroom Teacher
Building Bridges of Hope
As part of our commitment to service as action in the MYP, CIS continues to foster meaningful community partnerships that empower students to connect with the world around them. These partnerships not only allow students to apply their learning in real-world contexts but also help build empathy, collaboration, and a sense of global responsibility.
This school year, the Grade 9 homeroom class partnered with the Cancer Warriors Foundation to support and build relationships with children battling critical illnesses. The students aimed to create short but memorable experiences with these young warriors and provide them with practical materials to help them cope with their treatments and daily challenges.
The students actively communicated with the foundation’s staff, conducted an ocular visit, and worked together to align their objectives. A key highlight of this partnership was the event held last February 17 during CIS’s Week Without Walls, where children from the foundation were invited to visit the campus. The visit gave these children, most of whom are engaged in online learning due to medical needs, a joyful opportunity to experience school life and connect with the CIS community.
Inspired by their time together, the Grade 9 students began planning a fundraising initiative. Their goal was to raise enough funds to buy personalized presents for the children, bringing them comfort and motivation in the face of adversity. As a heartfelt gesture, each gift was accompanied by a personal letter from the students filled with encouraging words and messages of hope, reminding the children to continue living life to its fullest.
These thoughtful presents were handed over to Ms. Jay, the foundation’s director, last April 4, 2025, as a culmination of the students’ efforts and their genuine desire to make a difference.
This partnership beautifully exemplifies how service can be rooted in compassion, action, and genuine human connection. Bravo, Grade 9!
Here are some reflections from the Grade 9 students.
Joseph
Arianna
Aryan
Rishabh
Jiwoo
CJ
Grade 12 History Class
by Ms. Joy Pierra, DP History Teacher
DP History Students Make Their Mark as Historians!
This week, our DP History students concluded their two-year historical journey, one that challenged, inspired, and transformed them. As they stepped into their final session, they did not simply close a chapter. They reflected on how far they had come and how the past continues to shape the world around them.
Their journey began with a critical exploration of Rights and Protest, where they examined the fight for justice in the United States Civil Rights Movement and the struggle against apartheid in South Africa. Through these cases, students began to see how individuals and groups, through protest, resistance, and perseverance, could bring about significant social and political change.
From there, they explored the independence movements in India and Cuba, analyzing their causes and consequences. This enabled students to evaluate the complexities of liberation, how nationalism, leadership, and ideology intertwined with colonial histories and external pressures.
Their understanding deepened further when they studied the rise of authoritarian states, focusing on Hitler in Germany and Mao in China. They also examined the methods these leaders used to consolidate power and maintain control, learning how ideologies, propaganda, and fear could be used to manipulate and govern entire nations.
For DP History Higher Level , students turned to Southeast Asia, analyzing the impact of colonialism, nationalism, and World War II on the region. They dived deeper into the events that led to India’s nationalism and declaration of independence.
Throughout this process, students engaged with all components of the IB History course.
- They mastered Paper 1, honing their source analysis skills.
- They constructed thoughtful, comparative essays for Paper 2.
- They applied detailed regional knowledge in Paper 3, offering a rich analysis of Southeast Asia’s historical development.
- They also completed their Internal Assessment, producing independent research that demonstrated both academic rigor and historical curiosity.
As part of their final session, students were invited to reflect on their learning. Some guiding questions included:
To what extent has your understanding of history and its relevance to the present evolved throughout the DP History course?
Yushka – Before DP History, I viewed history as a collection of past events—interesting but distant. However, this course transformed my perspective by emphasizing how historical patterns, decisions, and movements shape contemporary issues. For example, studying colonialism’s long-term effects helped me understand modern geopolitical tensions and socio-economic disparities. I now see history as an ongoing dialogue between the past and present, where lessons from earlier eras inform current debates on justice, governance, and human rights. This shift has made me more critical of simplistic narratives and more attentive to the complexities behind today’s challenges.
Yves – In the beginning, I had a surface-level understanding of Civil Rights, Apartheid, India, Hitler, and Mao, but I didn’t know much about Cuba except for Castro. By the end, I had a much deeper understanding of all the above topics and gained a comprehensive understanding of Cuban history.
What is the most unforgettable learning or moment you experienced in DP History, and why did it leave such a strong impact on you?
Elijah – My most memorable moments were the discussions we had during class. These were memorable because it was when the whole class engaged with one another, sharing our knowledge of history, learning from each other, and discussing the subject in greater depth.
Renzo – For me, the most impactful learning experience was both the independence movements and authoritarian states. We were more involved in our learning and able to elaborate, as, apart from studying movements, we also analyzed famous influential people and the impact of their actions.
What specific struggles did you encounter in this course, and how did you overcome them?
Elijah – My main struggle was learning how to go further into detail with my arguments and points. This was always a challenge for me, as I often didn’t go into enough detail when explaining something. Remembering history, at least the major parts, is simple for me since I’ve always been familiar with it, but the real challenge was explaining things in more depth. I overcame this issue by practicing my explanations more and adding more details to the points I was making.
Yushka – Time Management: Balancing the IA, exams, and other IB subjects was challenging. I am still trying to fix this by creating strict schedules, breaking tasks into smaller deadlines, and prioritizing high-impact work (e.g., focusing on essay outlines before drafting).
Writing Fatigue: Hand cramps during long essays were a hurdle. I practiced writing under timed conditions to build stamina and switched to typing when possible. I also learned to draft concise thesis statements first to streamline my arguments.
How have key historical concepts such as causation, change, and perspective deepened your ability to interpret and analyze historical events?
Renzo – I realized that there are several aspects to analyzing historical events not just what happened, but why and how it happened, as well as how different people viewed it and what it represented. At times, perspectives were insightful, while other times they were restrictive. While it isn’t difficult to differentiate between different sides, it was a challenge to distinguish very similar cases, such as types of authoritarianism or the nature of independence movements. Although I now know what must be analyzed, thanks to continuous practice, it isn’t perfect, as you will always need to reference the source materials.
Yves – I understand causation and change, but I also gained new perspectives on historical events, realizing that significant historical events often receive criticisms such as ‘what could have been’ or ‘falling short of goals.
What advice would you give to future DP History students who are just beginning their journey as historians?
Elijah – My advice for them would be to understand as much as possible and find a genuine interest in the course. Having a true interest in history helps them retain information better and also makes learning about the past and its secrets more enjoyable.
Renzo – Always check your sources, use dates, events, and figures, and provide examples—make sure your examples are relevant to the question. Always be specific with your examples and include nuance, such as differing perspectives, points of view, and methods.
Yushka – To succeed in history, engage passionately with the subject—develop a genuine love for it, as curiosity drives deeper learning far more effectively than rote memorization. Practice actively by going beyond reading; write timed essays, debate different interpretations, and apply concepts to new contexts to sharpen your skills. Diversify your sources by exploring historians with conflicting views, which will help challenge your assumptions and broaden your perspective. Start early and break the IA into manageable stages—research, drafting, and revisions—to avoid the stress of last-minute work. Even during breaks, try to make progress, as small efforts now will pay off later. Finally, reflect on the relevance of history by connecting it to current events, making your analysis not only more meaningful but also memorable.
Yves – Don’t write too much in your Paper 1. The marks indicate how much is expected of you to write, except for the OPCVL and essay sections.
In their responses, students reflected on significant personal growth and profound insights. Many described how they moved beyond viewing history as a mere collection of names and dates, instead embracing it as a field driven by interpretation, critical analysis, and the ability to link past events to contemporary global issues. They recognized the challenges of crafting historical arguments, evaluating sources, and meeting deadlines. However, through consistent practice, collaboration, and determination, they overcame these challenges and became confident, skilled historians.
Congratulations to the DP History Class of 2025. Through your reflections and growth, you have questioned narratives, made meaningful connections, and shown a deep commitment to understanding the past and its relevance to the present. Your journey, much like the one we’ve discussed in your responses, was not without challenges, whether in crafting historical arguments, evaluating sources, or managing deadlines. Yet, you have overcome these hurdles with perseverance, integrity, and thoughtful reflection. The future requires thinkers like you, and with your ongoing dedication and critical insights, history is certainly in good hands.
College & Careers Counselor Corner
by Ms. Jenny Basa, College Counselor
Studying Abroad: Quick Comparison Guide
SAT Update
SAT Registration Is Now Open
| Test Dates | Registration Deadlines | Deadline for Changes, Regular Cancellation and Late Registration Deadlines* |
| May 3, 2025 | April 18, 2025 | April 22, 2025 |
| June 7, 2025 | May 22, 2025 | May 27, 2025 |
*Additional Fees apply
To register for the SAT, you may click on this link. If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.