Newsflash: November 8, 2024

Admin News

by Dr. Gwyn Underwood, Superintendent

What Makes Cebu International School Exceptional?

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

IB Continuum School

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

Global Accreditations

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

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

An Amazing Community

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

Diverse, Authentically International Environment

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

Highly Qualified Faculty and Staff

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

Extensive Extracurricular Opportunities

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

Focus on the Development of the Whole Child

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

Safe and Supportive Environment

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

Inquiry-Based Learning

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

Comprehensive Student Support

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

In summary

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

Upcoming events of note

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

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

Kinder/Grade 1 News

by Ms. Emilia Malarewicz, KG1 Homeroom Teacher

CIS Common Space Makeover with Kindergarten and Grade 1 Students

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

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

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

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

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

Grade 10: MYP Language & Literature

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

Literary and Non-Literary Texts

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

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

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

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

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

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

Grade 11: DP Visual Arts

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

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

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

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

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

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

Drawing Task in oil pastel, colored pencils or pens:

Rina

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

Chinatsu

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

Rainier

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

Kasey

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

Grace

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

Jacob

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

Julianna

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

Marquita

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

Painting Task in watercolor, acrylic and oil paint:

Rina