by Mr. Andrew Powell, EY-Grade 12 Principal
This week I took some time to reflect on the first month of school, prompted in some way by a group of Grade 2 students who interviewed me about my role and purpose at the school. A feature of their questioning revolved around my “needs”. This was a great question as it prompted me to think more deeply about the way in which I had started a new role, in a new school while being based in a different country. Who would have thought?
In reflecting upon my needs, which were many and varied, I realised how crucial certain skills were and how they aligned nicely with the IB Approaches to Learning (ATL) that feature prominently and are categorised into five areas: social, communication, self-management, research, and thinking. As a school we are committed to supporting our students developing these skills through a continuum that stretches from the Early Years through to Grade 12. Students are expected to grow in their confidence in the use of these skills in a developmental manner as they move through the programs.
While all of these skills have been essential for our students to utilize as they have commenced the new school year, one that has certainly stood out to me has been self-management. With the nature of schooling changing due to the pandemic, students of all ages have had to really step up to be able to self-manage themselves and their learning. This can, and has been a point of difference, especially for some of our older students who are in the process of developing and managing complex projects and commitments.
The IB breaks self-management skills into two areas: 1) organization skills – managing self, time management and goal setting, and 2) affective skills or “states of mind” – mindfulness, perseverance, emotional management, self-motivation, and resilience. Our faculty are committed to explicitly teaching and supporting our students in their development of these skills, which I believe are even more crucial to student success during Remote Learning.
Some parents have asked me how they can support their children’s balance and regulation of time, resources and emotions. Some quick tips include:
Creating a daily routine: Keeping to routines and daily rituals can lead to a greater sense of purpose and accomplishment, especially when students have a voice and choice over how their day is spent.
Using a weekly schedule: Learning to create, manage and follow a larger schedule helps students to take an aerial view of tasks and projects that need to be completed. It also provides a good point of reflection, especially with respect to scheduling and committing to a healthy and active lifestyle.
Supporting children with deadlines: It’s easy for students of all ages to get stuck, to procrastinate or become easily distracted, especially if they don’t have a plan or schedule. Checking in with your children about the nature of the tasks they need to do, along with deadlines can be helpful. While most due dates are clearly assigned through Seesaw (Elementary School) or Google Classroom (Middle & High School), it can also be useful to write these due dates down on a physical calendar, especially for more visual learners.
Planning for breaks and self-care: In order to learn effectively our students need to be in a good physical, mental and emotional state of mind. Ensure your children take adequate breaks from their devices, that they are moving and that they know that they are loved. Good work-life balance requires down time and a degree of relaxation to recharge those batteries. Please check-in to see how they are doing and know that our teachers are here if you need to reach out for support.
Early Years Class
by Ms. Mary Jean Cordova, EY Teacher and Ms. Freya Abella, EY Teacher Aide
As we started our first UOI “How We Organized Ourselves”, we have been exploring routines for different situations and places. We started by looking at the routines that we do to get ready for the day. Our young learners shared what different routines they do right after they wake up in the morning. As we continue to reflect on their responses about our unit, we have fashioned different learning engagements with different adventures every day to ensure that learning in the Early Years is fun, meaningful, and authentic.
Our EY students shared their morning routines at home. We have encouraged them and their families to let them do their morning routine by themselves or with limited help.
Drawing/Painting adventure – Students looked around their room and drew the things that they liked.
Here we have Basquiat drew one of his balls and Lincoln drew his T.V. and Drawer.
Building adventure – Students built their tallest tower using different materials available at home. By letting the young learners choose their different materials, they develop their creativity and resourcefulness. This engagement has also helped in enhancing their gross and fine motor skills.
DP Chemistry Classes
by Ms. Christine Enrile, DP Chemistry Teacher
The class continues to use different forms of technology to sustain inquiry-based learning in the course. The Grade 12 students had used a simulation to investigate a real-life application of Le Chatelier’s Principle: a soda drink. In addition, the Grade 11 students conducted a simple measurement activity at home which challenged them to practice good techniques in reporting and propagating errors in measurements. These skills are important as they collect and analyze data and write lab reports.
Furthermore, these chemistry enthusiasts use ThinkIB resources as well as Adaptive Practice in CK-12 online platform to supplement their learning. Adaptive Practice helps each student to improve gradually by building knowledge at each student’s skill level. This extends to lessons in Grades 1-5, Math and English (Spelling).
Grade 8 Math Class
by Ms. Maria Victoria Bacus, MYP Math Teacher
Grade 8 Math students are currently learning about the language of Algebra, which uses symbols in place of numbers. They first played a game which we accessed through their MyiMaths account, then solved a puzzle. This can also be called an assessment for Criteria B and C, which is ‘Investigating Patterns’ and ‘Communicating’ (or explaining) what they have discovered.
Part 1: Spot the Patterns
In class, the students read the rules of the game:
After reading the rules, students can then try to solve the puzzles and change the number of frogs to be able to investigate the minimum number of moves to swap the places of the blue and red frogs.
Part 2: Communicate (Explain) their Discoveries
For each example, the students then put their findings on a table and try to identify a pattern from the results. Students then find an algebraic expression either based on the sequences of numbers or on a description of the relationship between the two variables( in this case the number of blue and red frogs).
Here is an example of a student communicating her recording strategies and discoveries:
Putting Results on a Table:
Pattern: With every increase in the number of a red/blue frog, a consecutive odd number is added . 3+5 = 8, 8+7 = 15
Writing a Possible Formula:
by Ms. Justine Condor, Marketing Manager and translated by Señor Antonio Melgar, DP Spanish Teacher
¡Enhorabuena a nuestros estudiantes por su esfuerzo colaborando con el Museo de Cádiz, España! En su clase de castellano, su profesor, Señor Antonio, les encomendó enviar un correo electónico al Museo de Cádiz , hablando sobre la belleza y la historia usando las exhibiciones del Museo como referencia. ¡Estamos muy agradecidos con el Museo de Cádiz por su cálida acogida a nuestros estudiantes, y por guiarlos en esta maravillosa oportunidad de aprendizaje!.
Congratulations to our students for their hard work in collaborating with Museo de Cadiz! In Spanish class, their teacher Señor Antonio tasked students to write an email to the Museo de Cadiz, about beauty and history using the museum exhibits as a reference. We are grateful that Museo de Cadiz welcomed our students with positivity and guided them in this learning opportunity!
CIS Health Advisory
Student Support Club
Clubs are in session! Get to know CIS’s Student Support Club. With our club, we aim to advocate mental health to the student body through creative discussions and fun games. Make sure you keep an eye out and click this Instagram link to follow us and keep up with what we do: @studentsupport.cis
College/Careers Counselor Corner
by Ms. Jenny Basa, College/Careers Counselor
Tip of the Week
Applying to the UK? If you are, you need to write a UCAS Personal Statement. Check this LINK for tips on what to write and how to write it and a worksheet to help you plan your statement. Remember, you are allowed 4000 characters and 47 lines for your personal statement.
Upcoming Virtual Events and Fairs (students & parents are welcome)
Link to follow
University of British Columbia (Canada)
LINK to join
Brown University, Columbia University,
University of Pennsylvania and Princeton University
Exploring College Options : A special informational program hosted by USA’s top leading universities. You are invited to a 90-minute webinar hosted by admission officers to help you explore your college options and prepare a strong and reflective application in this time of change and new challenges.
If you have questions about accessibility or these programs in general, see our FAQs. Please note that the schedules indicated are all in Eastern Daylight Time (EDT), 12 hours behind PH time.
New Zealand Universities Info Session:
Auckland University of Technology
University of Auckland
University of Canterbury
University of Otago
The dates below indicate that registration is open. However, it is highly likely for future dates to be cancelled depending on quarantine restrictions.
|2021-2022 Test Dates||Registration Deadline|
|August 28, 2021||CANCELLED|
|October 2, 2021||CANCELLED|
|December 4, 2021||November 4, 2021|
|March 12, 2022||February 11, 2022|
|May 7, 2022||May 5, 2022|