NotreMondeN e w s f r o m t h e C a l g a r y F r e n c h & I n t e r n a t i o n a l S c h o o l • F e b r u a r y 2 0 1 5

Message from the Head of SchoolDear CFIS community,

The school’s fi ve-year strategic plan includes a list of values. Among them are openness, cultural diversity, mutual respect and an understanding of our community and the world beyond our experience. A culture of inclusion goes hand-in-hand with our

values and our students demonstrate this spirit regularly. On February 25, this spirit was made visible by our school’s participation in Pink Shirt Day. Related discussions around bullying, human rights and embracing personal differences abounded in classrooms. Our dynamic and engaging travel studies program is another living example of mutual respect, human rights awareness and taking action as individuals. Please read more about travel studies on pages 8 to14.

At CFIS, our vibrant community of students, faculty and staff extends to parents, grandparents and alumni families. Our parent volunteers, faculty and staff have been actively working toward school-community events that encourage a spirit of inclusion for current families and those new to the school.

Additionally, recent graduates are now being formally invited to events such as our annual pancake breakfast, volunteer tea and school musical. We have begun to build our database so we can reach out to all our alumni since the

school started in 1969.

Perhaps our two most important annual community events, the school musical and the CFIS Spring

Benefi t (formerly known as the Gala), are coming this spring.We anticipate that hundreds of parents, grandparents, extended family, and friends of CFIS will attend our school musical and dinner theatre again this year. Our Spring Benefi t has a number of new initiatives in place to once again foster

a fantastic experience for attendees.

I encourage you to attend and support The Addams Family musical and our upcoming Spring

Benefi t. These efforts build a strong, inclusive community and support CFIS students in an enduring, educationally enriched,

and ever-improving environment.

Mme. DorranceHead of School

Among them are openness, cultural diversity,

Model UNPage 15

21st century learning

Pages 2-3

21st century

Th e world is our classroomTravel studies

Pages 8-14Travel studies

Addams FamilyPages 4-6

Addams Family

Support CFIS students and access a valuable marketing opportunity through

Spring Benefi t sponsorship and advertising. Packages sent via kiddie mail last week!

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What’s inside

Feature Pages 2-3

What does it mean to create a 21st century school?

Fine and performing artsPages 5-7

Buy your tickets nowThe Addams Family school musical interviews

with facultyCall for dinner theatre volunteers

International learningPage 8-17

Senior high in EcuadorNicaragua and Costa Rica for Grade 9

Model UNGrade 4 UNESCO

Junior high UNESCOChinese New Year

Co-curriculars Page 17-18Science Fair

Family Literacy Day

Awards and RecognitionPage 19

Friendship nominees

Sports and the outdoorsPage 20

Jeux francophoneBadminton begins

Outdoor club

Feature

The 2015 CFIS Spring Benefi t is dedicated to raising funds for the creation of a 21st century school. What does this actually mean?

To understand how the nature of learning and teaching is

evolving, it is interesting to think about where schools have come from. In the early 1800s, the introduction of compulsory public schooling had an immediate impact on the way in which teaching and learning were implemented. The fi rst compul-sory schools consisted of older children teaching younger children basic facts through a process of drill and repeat. In this way, large numbers of children memorized and recited facts provided by the older child as the means to gaining basic competencies of reading, writing, and arithmetic. Those early days of compulsory schooling form the basis of much 20th century schooling, whereby students sit in desks, in neat rows, receiving and reciting basic information and facts.

Amongst most educators, learning processes com-prised of drill and repeat are considered to be the lowest common denominator. Such processes generate passive forms of learning with students understanding little of the principles underpinning the various disciplines. To illustrate, every year I pose a simple question to approximately 400 fi rst-year undergraduate education students: How many of you remember your math diploma exam? Rarely

do more than fi ve students’ hands go up. Nearly 100 per cent of the students have forgotten the mathematical principles they learned only a few months earlier.

21st century learning seeks to go beyond passive forms of learning. This is not a radical idea, yet, it is an idea that fundamentally challenges what constitutes children’s learning. While children must learn fundamental principles within educational disciplines, they must also go beyond simply rec-itation and regurgitation of what is called the ‘drill and kill’ method of learning. 21st century learning

requires that students are able to understand the concepts, recognize the relevance of their learning in meaningful ways, and apply their learning to broader issues in society.

Much of the work at CFIS already accomplishes such aims. For instance, the UNESCO showcases bring life to ideas and competencies in meaningful ways for students. Teachers consistently and purposefully

What does it mean to create a 21st century school?

By Dianne Gereluk, PhD., CFIS parent of two, CFIS Society board member, and the Associate Dean of Bachelor of Education programs at the University of Calgary

21st century learning seeks to

go beyond passive forms of learning.

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facilitate students’ understanding of the fundamen-tal principles that underpin the various fi elds of study. From a parent’s perspective, 21st century learning is evident when your child races home to discuss their latest science experiment, their

UNESCO showcase, or their projects in the arts and humanities. Such projects require children to have not only a deep understanding of the principles learned, but more importantly, to also build upon these concepts for applied higher-level thinking.

To augment the work already being done at CFIS, a 21st century school could further support these

active forms of student learning and engagement through facilities and learning materials that accentuate this type of instructional delivery.

21st century schools provide fl exible spaces,

allowing children to engage with the subject matter in multiple and varied ways that include both traditional learning in classrooms and active deliberation about these concepts in applied settings.

For example, technology-enhanced fl exible learn-ing spaces could support research showcases

that properly highlight student work (like UNESCO, science fairs, arts presentations) without the restric-tions of narrow hallways or cafeteria settings within the school. The learning currently demonstrated at CFIS is illustrative of exemplary 21st century learning, but is still confi ned within the traditional notions of a 20th century school setting. An open and fl exible 21st century school structure at CFIS could enrich classroom discussions, hands-on exper-imentation and collaborative explorations, therein enhancing learning and development in deep and meaningful ways for children.

The funds raised at this year’s Spring Benefi t will help to align CFIS’s 21st century learning and teaching strategies with the dynamic possibilities of a leading 21st century school.

For more information about 21st century learning, please speak to your child’s principal or email Theresa Gerritsen, Director of Communications, Marketing and Advancement at tgerritsen@cfi s.com, and she will direct your questions to the most appropriate person.

21st century schools provide fl exible spaces, allowing children to engage with the subject

matter in multiple and varied ways that include both traditional learning in classrooms and active deliberation about these concepts in

applied settings.

From having access to appropriate technology to our Learning Commons area, there are many examples of 21st century learning at CFIS, but there is so much more we can do to prepare our students for Tomorrow’s World.

Please support this year’s Spring Benefi t by becoming a sponsor, donor and attendee!

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Spring Benefi t tickets go on

sale soon!

Buy your tick

ets

now at

secure.cfi s.com

!

Please consider approaching businesses you know and love for the great opportunity to market to the CFIS community as a Spring Benefi t sponsor or advertiser! If you want additional support, we would be happy to provide you with a draft letter and wording to help your efforts to support CFIS students!

Packages were sent home via kiddie mail last week.

Contact spring_benefi t@cfi s.com for more information or to request additional hard copies of the package. Visit secure.cfi s.com to purchase a sponsorship or advertising package now.

Spring Benefi t sponsorship

Reach out through your business or through busi-nesses you know and love for a live or silent auction donation.

Great items have already started rolling in for the Spring Benefi t. The highlight so far is a dona-tion made through the WestJetters Caring for Our Community program. CFIS parent Clarabelle F. documented over 40 hours of volunteer time to the school, and to recognize her dedication to com-munity non-profi ts, Westjet donated two roundtrip tickets anywhere the company fl ies to our Spring Benefi t!

Other early auction items include a gift card for Notable and a professionally-installed smarthome automation system (www.SmartThings.com) donated by a CFIS family worth over $1000.

The silent and live auctions are the most import-ant part of our annual fundraiser. Consider giving goods, or services for the silent auction or creating a live auction item (e.g. travel package).

Contact spring_benefi t@cfi s.com for more information or to arrange to drop off your item.

Live and silent auction items

Great marketing opportunities while supporting CFIS student learning

Donations start strong with an exciting gift from the Westjetters Caring for

Community program!

Feature

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ur tickets

now at

secure.cfis.com

!

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NotreMondeNotreMonde Fine and performing arts

Volunteers are needed for the CFIS Musical Dinner Theatre from on Saturday, March 14.

Various shifts are available:

• 2:30 to 4:30 p.m.• 4:30 to 6:30 p.m.• 6:30 to 8:30 p.m.

Tasks include:

• Supervising students to serve soup and dessert

• Helping to plate food • Setting tables and clean-up• General support

Please contact Diane Mockridge at dmockridge@cfis.com for more information.

Nicolas AubertMusical Director

What is your role in the school musical?I make sure everyone is working towards the same goal. While working with students is the area that I like the most, I also conduct a lot of behind-the-scenes work to coordinate the event and to make sure the students, the volunteers, as well as you, the audience, have a memorable experience.

What impact do you think the musical has on the students and the school?The musical is one of the biggest community initiatives we have at CFIS. Feeling that we are all working towards the same goal in a collaborative way is truly fulfilling for everyone involved. For our students backstage, in the cast and orchestra, the experience is even more significant because they are pushing their limit personally and as a team throughout what can be a challenging journey.

What is your favourite part of The Addams Family?This show is a comedy with jokes that will please everyone. I think my favourite part of the process is our students’ refreshing ideas. During rehearsal, when the cast improvises this creates hilarious and memorable moments. I hope you will see the best of our out-of-control laughing improvisation during the performance.

What do you think the audience should be most excited about?The Addams Family includes characters that a lot of people grew up with. Seeing them on stage will bring memories back. An effort has been made to

capture what we remember of Gomez, Morticia and their family members on stage. Hilarious moments on stage will be presented to you, and I am very excited to enjoy them with you.

Señora Sylvia MendesAssistant Director

What is your role in the school musical?I am part of the group that researches musicals in the spring and discusses choices for the next musical. I am also involved in the auditions in the fall. During the course of the year, my main contri-butions are in the area of choreography.

I have trained in all areas of dance, since I started when I was three, and I enjoy fusing styles of dance, especially in the genres of Latin and ballroom. This year, I helped with some of the drama initiatives, and

Call for volunteers!

I spear-headed the make-up committee, organizing the artists. We needed to provide training for special effects make-up and other artistic and technical details that are new to us due to the ghoulish nature of the characters in the Addams’ Family.

What impact do you think the musical has on the students and the school?The musical embraces the core values of CFIS, as it values the whole individual and encourages leadership, working with others and solidarity within the community. The production itself has high artistic merit and the learning curve of all the students involved is spectacular and commendable.

Addams FamilyTheInterviews

CFIS engaged in interviews with two faculty members who are amongst the dozens of fac-ulty, staff, parents and sudents working hard on the school’s exciting musical, The Addams Family. A hilarious night out for your family and friends, you can buy your tickets now at secure.cfis.com!

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The CFIS musical is an incredible venue to showcase the talents of our community. Nicolas’s vision and organization are impeccable and he has structured it so that there are multiple opportunities for students to be involved and take on leadership roles. What the audience sees as a final production on stage is only a fraction of the students’ creative endeav-ours. The set is designed and built by a student committee, the backstage is run by students, the orchestra features multiple students and alumni, the technical crew includes students and the make-up artists are students. In addition, there are quite a few students involved in choreographing sections.

What is your favourite part of The Addams Family?I love working with the team—students, colleagues, volunteers. It’s a humbling experience to see the rich talent in our community. Nicolas is an amazing director in that he enables all of us to be the best we can be. I know it sounds corny, but every year I am happily surprised and very proud when I see how much the team has grown and what we are able to accomplish.

What do you think the audience should be most excited about?Everything! The humour, the set, the drama, the music, the dances, the story, and the uniqueness of this musical that turns all norms upside down and inside out! From perfecting pitch to constructing sets, there is a full year of work involved in creating a production of the

quality put forward by our students, faculty, alumni and parent volunteers.

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Day 1 ~ Michele & Sarah from Me to We

The group has really been enjoying themselves and has already left a lot of their sweat out on the build site. We’ve spent one night here in the jungle and everyone is starting to get used to the heat and the sounds of the jungle at night.

We started off our fi rst full day on the road driving through the Andes mountain range to our temporary home at Minga Lodge in the Amazon. We arrived after a long bus ride followed by an enjoyable 30-minute

boat ride down the Napo river. We will start our second day with a walk to the community of Mondaña. There we will contribute to the outer walls and surrounding area of a new kitchen for the school. This is Free the Children’s fourth project in this community and our group is putting some fi nal touches on the project including digging out an area fi lled by recent heavy rains, painting the outer walls, cleaning the door and window frames and lining the inside walls with ceramic tile. Our goal is to fi nish the project by the end of our time here in Mondaña.

Thank you for sending your smart, kind and funny children to Ecuador, we are so happy to share in this experience with them!

Day 2: ~ Owen M. ’17 and Dawson G. ’16

Today we woke up at 7 a.m. for breakfast at Hotel San Francisco. We then departed on our epic journey across Ecuador. Modes of transportation included a six-hour long bus ride as well as a 45-minute boat ride to arrive at Minga Lodge. Halfway through our expedition, we stopped at a local Dutch pizzeria. The pizza and salad were spectacular. Everyone is enjoying the trip so far, although we lack sleep. Tomorrow we are looking forward to helping out in the local community after some well needed rest.

Day 3 ~ Lyndon A. ’16 and Bassam H. ’17

Other than the inevitable melting of our terrestrial bodies, we are happy to say that we have been enjoying our time here. The locals are kind and wel-coming, and we’ve learned a lot. We’ve also had the honour to help construct a kitchen with the people of Mondaña, the community near the lodge.

We named two tarantulas, who are surprisingly cute, Horton (after Tim Horton’s) and Ernie. Another friend, Yolanda, is a sassy parrot that hangs around the lodge. She struts her stuff and fl aunts her tail feather. We have all grown rather fond of her, especially Bassam, but don’t bring any broomsticks within a radius of 500 meters of her because she will snap it in half

with one quick, lightning fast blow. We love her dearly, no matter the consequence.

Day 4 ~ Cole A. ’17 and Landon H. ’17

Today we awoke to fi nd the Ecuadorian jungle hot and humid, ate our delicious tropical breakfast and headed off to work. Half the group continued to work on the kitchen and the rest hauled sand to create cement.

The two of us were part of the team that was making the cement, and it was quite the experience. First we took empty bags across the Napo River and fi lled the bags up with sand. Then we brought them back up to the work site in wheelbarrows. After a nutritious lunch, our refreshed group crossed the Napo once more to partake in an activity entitled A day in the life. Trekking through the dense undergrowth, we reached a farm and met the Bargas family. They were very welcoming and took us to gather water and corn. Once we fulfi lled these tasks we observed and learned about the fruit at the farm. Unfortunately, our observations were cut short because the fruit was soon devoured by our band of hungry teenagers and leaders. There were grapefruit, mandarin limes and lemons, regular oranges and coconuts. Adam got his face painted with achiote (really red stuff), and we saw coffee, cacao, and jungle grapes.

Later that evening, Mauricio, the jungle man, took our slightly insectaphobic group out into the Amazon jungle right outside our camp. Two braves souls, Cole and

Alyssa, took the opportunity of letting the creepiest long legged spider we have ever seen crawl around on them. We also saw many more spiders, frogs and even most venomous spider in the Amazon, the Banana Spider.

“We’ve also had the honour of helping construct a kitchen

with the people of Mondaña, the community near

the lodge.”

with one quick, lightning fast blow. We love her dearly,

Senior high Ecuador TripStudent blog

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Status:

Group - Tired but healthyWeather - Really really really hot and humidInsects - Too big and way too manyHabitation - Bugs have infiltrated and taken one of the roomsFood - AwesomeWork - We are thinking of it as free exercise / hot yogaMental status - Somewhat saneComputer - Stuck in SpanishOverall - Having a blast!

Day 5 ~ Patrick C. ’17 and Joseph S. ’17

The jungle has but impeded our progress towards civilization. However, we did come across a friendly cacao farmer by the name of Fabian, who for the hefty sum of exterminating the unfriendly pestilence (leaves and unwanted branches) from around the cacao trees, showed us the process by which cacao is produced at his farm. Whilst this was being explained, a gargantuan spider the size of a crumpet invaded with a most undignified demeanor. The spider in question, also known as the common house spider, was then passed around for everyone to gander upon. In a mad dash for freedom, we stole all of his cacao beans (we actually just bought some) and made our own chocolate from scratch to then be consumed with banana.

His excellency Sir. Patrick, and the Right Honourable Dr. Stedman bravely led a conquest through the jungle to build a most excellent kitchen. The kitchen was tedious and dangerous work, but of course we made brilliant progress.

As expected, the two noble and gallant explorers completed the tasks of the day and with it had a most glorious cup of earl grey tea. We made our way back to dinner only to find we had been overrun by ruthless fascists (Cole, Lyndon, Katie and Alyssa) who denied us

dinner until we gave into their demands; most however, stood up for their rights and refused to give in. It was later revealed that this was a simulation to teach us of the 400 years of the Ecuadorian hacienda system, a brutal system, not unlike slavery, oppressing the native people. Overall we really enjoyed this day and we are very proud of what we have accomplished by helping those less fortunate than ourselves.

Day 6 ~ Alyssa T. ’16 and Adam Y. ’17

Today was our last day working on the kitchen. Some of us finished digging out the pathway behind the building, while others finished painting and started to fill in the tiles.

Our lunch was a traditional Ecuadorian dish, Tilapia and palm tree salad, with stinging nettles as a green. We ate all of this in the traditional way, with our hands. After lunch, we returned to the village and visited artisans where we bought souvenirs made from seeds and other local materials, and attempted to make clay pots. We played soccer with some of the women and girls from the village. We returned to the lodge where Mauricio gave us a traditional cooking class including grubs, both raw and cooked. They taste like bacon! After dinner, several girls and boys from the village danced for us and invited us to join. Our day ended with a massive dance party including a lot of line dancing.

Day 7 ~Alyssa T. ’16 and Katie S. ’17

We awoke to the rising sun,reflecting off the dew on the emerald green leaves of the rainforest. After feasting on a breakfast of warm eggs and luscious fruit while listening to the cawing of Yolanda, “Conejo,” we departed on our journey to Quito. On a small

boat on the bacteria-filled Napo river, we meandered through the lush Amazonian rainforest through the mist shrouded hills of the highlands and the twists and turns of the vibrant green Andes mountains. After finishing utterly incredible pizza among hummingbirds and donkeys in a small restaurant, we drove to Quito.

In the city, we bartered for souvenirs in the busy market, entered the stale bus and crept our way through terrible traffic and winding streets to our hotel.

Once we arrived and received our room assignments, we worked our way up, battling our shortness of breath due to the high altitude and finally reaching a rooftop terrace with a breathtaking view of Quito in its entirety. We then ate our dinner and had a group discussion to reflect on our trip.

“We are very proud of what we

have accomplished by helping those

less fortunate than ourselves.”

Please note that the stu-dent blog posts are edited and shortened for this edi-tion of the Notre Monde. Additionally, the number next to each student’s name is their graduation year and not their age.

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NotreMondeDay 8 ~ Elisabeth H. ’17 and Emma S. ’17

We are currently in the Quito airport waiting to board our flight to Houston. Today, was spent on a walking tour around the city of Quito led by a cute Ecuadorian lady who only spoke about plants. At the end of our tour, we got the wonderful opportunity to dance in the middle of the square while tons of locals looked on.

We then went to a park and had a delicious picnic lunch while overlooking Quito. Considering it was a very sunny and hot day, we all got a red tint. After lunch, we went to the equator and tried interesting gravitational experiments, which were quite surpris-ing. To conclude our day, we took the bus to the hotel and had a very flavorful meal. The next thing we knew, we were heading to the airport to return to our home, leaving behind incredible memories that will be with us for the rest of our lives.

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Our trip was packed with natural, cultural and language immersion and education.

The Amazon rainforest is breathtaking. Being told that the rainforest contains the highest biodiversity index on the planet is one thing, but actually seeing it is another. Everyday, we discovered a new animal (mostly large insects) and there are thousands of others that were amongst us, but that we did not have a chance to see.

Me to We did an excellent job explaining how the Hacienda system worked in Ecuador for nearly 400 years. It gave us perspective on current living conditions as well as the need for the Amazonian people to become self-sufficient.

It was interesting to note that Me to We’s involvement in Ecuador was not based on the hand-me-down system. Instead, they made the point that the communities they were helping needed to invest a small portion of the communities’ money in order for the Me to We projects to unfold. This allowed for the development of both their infrastructure as well as their sense of pride in the community. This was further exemplified by our living and eating quarters, the Minga Lodge , which means do or work together and when we were introduced to community members helping take down a contaminated clinic. A third of the workers were not from the local village – they were from other villages near the river but as per the Minga motto, came to help out.

Faculty notes from Ecuador

By M. Christian Legault chlegault@cfis.com

International learning

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More than a year of planning, by faculty, parents and students alike, goes into our annual adventure to Costa Rica and Nicaragua. Far from being a holiday, this trip is focused on language immersion, cultural studies, and service with the host communities.

Landing in Managua, Nicaragua, our 34 Grade 9 students and six teachers were met by the Me to We facilitators at the airport and brought to the Amos Guest House, located just outside the city.

We volunteered with the Nicaraguan community of El Trapiche. CFIS students and faculty leaders painted the school built by Me to We, mixed cement for a sidewalk, helped to build a retaining wall for the playground and painted in the garden of the school. The local community liaison shared her experiences with Me to We and talked about daily life in the community. In Nicaragua, the stu-dents also visited a pottery shop, a Rainforest Alliance certified organic coffee plantation, and Café Sonrisas, an unique restaurant run solely by physically-challenged Nicaraguans. In the evenings, the Me to We facilitators initiated discussions about global issues and personal goals, which students found insightful and powerful.

In Cartegena, Costa Rica, our students volunteered at the Monkey Park—a refuge for indigenous ani-mals which had been injured or were previously owned as pets. The park keeps some animals permanently, while others are released back into the wild. In the mornings, students worked at pre-paring food for the animals, clearing areas around the cages to prevent snakes from bothering the animals, and painting cages.

During a visit to a local elementary school, stu-dents shared information about Canada with the elementary students and played Canadian games such as hockey and Frisbee, taught line dancing and made Styrofoam snow-friends.

The next afternoon was spent at a technical high school for students in grades 7 to 12. Our students played Costa Rican games with the locals and enjoyed traditional music from marimba players. The soccer game was exciting with an excellent showing from CFIS students who won against the Costa Rican players.

The final day in Costa Rica was a relaxing and fun one at the Buena Vista Lodge. The day consisted of zip-lining over the forest canopy, water-sliding, and soaking in the hot springs after applying a coating of volcanic mud.

Overall, the trip was action-packed and tons of fun.

Costa Rica and NicaraguaImmersion in language, culture and service

By Mme. Deana Adams dadams@cfis.com

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Costa Rica and Nicaragua student blogDay 1 Travel & Nicaragua

The day was filled with travel. Upon arrival at Amos Guest House, everyone had a sandwich and some fresh bananas. Ten girls and seven boys are staying in each of two units with plenty of filtered water available at all times in each facility.

Day 2 Nicaragua ~Anna G. ’18 and Claire W. ’18

We have arrived safely in Nicaragua and are having a great time. We are volunteering in the community of El Trapiche, about 45min outside of Managua.

Today we began cleaning the walls, painting and mixing cement for a new playground. The class-rooms were full of art work of previous students, nails and, unfortunately, a dead scorpion!

We saw first hand what Me to We has done for this community as all five pillars are in place: sustainable agriculture, potable water, alternative income and education as well as health and sani-tation services. Although our work will be focused on the fourth pillar, it was powerful to see all of the key components of Me to We come together to benefit a community. We also got an opportunity to meet some of the children who will be attending the school. Some of their mothers also came to welcome us to the community.

Day 3 Nicaragua ~ Jorden R. ’18 and Amy S. ’18

Hola from all of us! Today was our second day full of excitement in Nicaragua. We are all eager to continue working, and we anticipate an amazing result. Once we finished building for the day, we got back on the bus with some sandwiches and fresh fruit for our lunch and embarked on a hour and a half drive to the coffee plantation.

When we arrived at the plantation, it was very hot. We were taken on a fantastic tour complete with lots of very steep (but safe) stairs! We learned the intricate process required to bring coffee from seeds to your cup. The guide instructed on the environmentally-friendly practices which make them a Rainforest Alliance Certified plantation as well as the sustainable process of the crop.

We also had the chance to sample some of the coffee (some for the first time ever!) and purchase some refreshing drinks. You really have to pity the

teachers who were stuck on the bus with a bunch of caffeinated teenagers!

This evening we had a opportunity to express our varying opinions about diverse social issues. It was great to hear our classmates’ opinions about the problems that the world is facing today.

Day 4 Nicaragua ~ Noah B. ’18 and Ryan S. ’18

From the moment we awoke, there was a general feeling that today would be rad. After the incredibly bumpy, long ride, we made it to the community and started working hard. Today we finished all of the work that was to be completed when it came to painting as well as landscaping and gardening. At 11:00 sharp, we got right back up on the bus and headed to Café Sonrisas—a unique restaurant, which is run solely by disabled Nicaraguans.

It was an incredibly cool and eye-opening expe-rience to hear the owner’s and the staff ’s stories about overcoming their disabilities and becoming amazing members of society. After some amazing food, learning how to make a hammock, and learning sign language, we returned to the bus, and went to a pottery shop in San Juan, Nicaragua. There we were taught how pottery is made, from the formation of the object all the way to the final touches, and the cooking in the kiln. We were then able to purchase some of their quality products, for what we considered a steal (seeing as how great they were.)

Back at the Amos Guest House, we got all cleaned up and headed out for a wonderful dinner involving beans, rice, and beef, all prepared for us by the Amos Guest House staff. We again had a deep and insightful conversation about local and international issues that we were all very passionate about.

Day 5 Nicaragua

After waking, we met up at the dining hall, where each meal is always a new adventure. For breakfast we had beans, rice, fruit, toast and eggs—the eggs are some of the best eggs I have ever had.

Following the goodbye presentations to the com-munity, we were given the liberty to speak and play with kids. For the activities we played some dodge ball tag, normal tag, Frisbee and soccer. Saying our goodbyes was hard, but we returned to the Amos

House to have our traditional lunch, but I may have put a little too much hot sauce on my soup.

The hot sauce wasn’t the hottest thing we saw that day because we went to a live volcano. We didn’t see any lava, but we saw lots of smoke. The last activity we had that day was going to the market. The biggest challenge this presented us with was making sure we weren’t being ripped off by the salespeople. We packed all of our stuff for the travel to Costa Rica tomorrow. ~ Micheal D. ’18

Day 6 Costa Rica ~ Sayaka H. ’18 and Lucas F. ’18

The trip has been a blast so far. This morning we woke up nice and early, as we ate one of our most traditional meals yet. We had rice and beans, which were delicious, along with scrambled eggs with potatoes, peppers, and cheese. Toast with homemade Nicaraguan jam made it one of the best meals of our lives.

During the long bus ride to the border, we saw a phenomenal parade with many ladies dressed up in flowery dresses and men leading a band.

The change between Nicaragua and Costa Rica was breathtaking. Throughout the time in Nicaragua, we thought Nicaragua was full of nature and plants. However, once entering Costa Rica, we found ourselves surrounded in a much more diverse environment. Flowers were blooming and bees buzzing, welcoming us into Costa Rica.

Soon after our arrival, we visited the animal sanctu-ary. Amazed by the new colours on every bird and the energy in the monkeys jumping from the roof of their cages to every wall, we explored the sanc-tuary. After supper, we had a group discussion on

“It was great to hear our classmates’ opinions about

the problems that the world is facing

today.”

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NotreMondethe importance of nature in Costa Rica. Tomorrow morning will be another adventure.

Day 7 Costa Rica ~Jorden R. ’18 and Salma H. ’18

After a delicious breakfast of pancakes and Costa Rican jams and jellies, we were off to the Monkey Park to work for the morning. The tasks included raking leaves around the cages and paths, painting cages and meal preparing for the inhabitants. We managed to get more paint on ourselves that the cages we were painting (and oil based paint doesn’t come off easily!). After a quick indoor picnic, we hopped on to the bus and drove to a nearby elementary school in Cartagena. When we arrived, we kicked off with a quick introduction and several different presentations on Canadian culture. We finished off our time at the school with a few soccer games and conversing with the students (they put us to shame in both of those activities). After all this hard work, we came back to the cabanas for some rest and pool time. As the two of us write, we are surrounded by our schoolmates practicing their Spanish dancing skills. We miss all our loved ones back in Calgary!

Day 8 Costa Rica ~ Jorden R. ’18 and Thalia O. ’18

Our second day in beautiful Costa Rica started out with an optional bird watching tour. We saw Motmots, Inca Doves and Costa Rica’s national bird, The Clay Colored Thrush. We hopped into the bus and headed to volunteer one last time at the Monkey Park a few minutes away from our hotel. We got a chance to see a troop of wild howler monkeys who had previously been released by the Monkey Park. We have all thoroughly enjoyed volunteering the past few days, and we are all saddened knowing that our wonderful experience is coming to a close.

By 12 p.m., we reached a Costa Rica high school that includes grades 7 to 12. We had a delicious lunch there that included rice, beans, fresh fruit juice, salad and chicken. Later we were invited to their gym and participated in some traditional cultural activities. Back at the hotel, we took a dip in the pool and spent some time with friends before a supper of salad, meat, rice, beans (we’ve been eating a lot of those lately), plantain chips and iced tea. Later in the evening, we attended a daily meeting discussing plans for tomorrow and what we have learned about Costa Rican culture so far. We all look forward to tomorrow—our last full day in paradise. To all of the parents back in Calgary, we miss you a ton and look forward to seeing you all soon.

Day 9 Costa Rica ~ Josh M. ’18 and Mario O. ’18

This day was a blast! We went to the Buena Vista Lodge Area, a resort located in the mountains.

From there, we participated in zip lining across the canopy top. Not many animals were present as it was very windy, but we did see a troop of howler monkeys. Then we slid down a mountain water slide that took us through the jungle on the ground level. The slide starts with the momentum of mountainside river. We enjoyed a light snack of traditional pastries served on a banana leaf with sugar cane water or coffee, then had a great buffet lunch. Finally, we traveled by tractor and wagon to a hot spring spa where we enjoyed the sauna, smearing ourselves with hot volcanic mud, and swimming in the five hot spring pools, which were varying temperatures. Even though we had to get up incredibly early to make it there on time, it was definitely worth it.

International learning

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NotreMondeNotreMonde International learning

How can the international community support women’s rights in sub-Saharan Africa? Do emerging weapons system pose a threat to global security? What actions are required to mitigate the threat of climate change?

Throughout a stimulating weekend at Calgary’s High School Model UN Conference at the University of Calgary, four CFIS high school students tack-led these and other questions. Examining actual international concerns, CFIS students worked with other delegates from across Calgary to develop solutions and support existing initiatives through writing UN-style resolutions.

“Acting as a sponsor on an important development resolution was the highlight of my HSMUN expe-rience,” says Grade 10 student Alexis B. “Setting targets for the 2015 Millennial Development Goals as they relate to healthcare was quite challenging. Not only did I need to understand the issues, but I also needed to react from a Kenyan perspective.”

All Model UN schools are assigned a country their delegates will represent throughout the conference. Succeeding in the simulation is not merely a matter of researching committee topics, but also learning to defend a particular country’s perspectives and national interest.

Grade 10 student Cloey L. ’16 explains, “Representing Kenya on the Human Rights coun-cil proved challenging. I found it diffi cult to deny LGBTQ rights, but needed to do so in order to accurately represent my country. This gave me a better appreciation for the complexity of inter-national relations. Solving problems isn’t simply a matter of developing solutions, it’s being able to convince people from across the world to support and implement various initiatives.”

In addition to practicing their critical thinking, CFIS students developed their public speaking and net-working skills. “I feel that the simulation weekend pushed me out of my comfort zone. Initially, I was quite nervous about speaking in front of the approximately 70 other high school students in the SOCHUM committee. However, I ended up presenting Kenya’s perspective multiple times throughout the conference weekend. Model UN provided an opportunity to further develop my public speaking abilities,” says Alexis.

All senior high students are encouraged to join CFIS’ Model UN team, which will be attending another conference in April.

“I would strongly encourage all my friends to get involved with Model UN,” says John W. ’16. “The experience, from the pre-conference prepara-tions to the committee sessions, is a lot of fun. Model UN isn’t only an academic exercise, it’s an opportunity to meet new people and expand your understanding of the world.”

Students interested in competing at the World in Crisis Conference are encouraged to speak with Mme. Mallory. For more information, please email lmallory@cfi s.com.

Model United Nations

“Participating in Model UN has given me a greater

appreciation of the functions and daily operations of the

UN. My two years as a CFIS delegate have enabled me to

understand what ambassadors do and the complexity of the

challenges they face.”

~ Sébastien B. ’16

A fantastic co-curricular fi t for our international focus

What is Model UN?According to the United Nations Association of the United States of America:

Model United Nations is a simulation of the UN General Assembly and other multilateral bodies. In Model UN, students step into the shoes of ambassadors from UN member states to debate current issues on the organization’s agenda. While playing their roles as ambassadors, student “delegates” make speeches, prepare draft resolutions, negotiate with allies and adversaries, resolve confl icts, and navigate the Model UN conference rules of procedure - all in the interest of mobilizing international cooperation to resolve problems that affect countries all over the world.

Before playing out their ambassadorial roles in a Model UN simulation, students research the issue that their committee will address. Model UN participants learn how the international community acts on its concerns about topics including peace and security, human rights, the environment, food and hunger, economic development and globalization. Model UN delegates also look closely at the needs, goals and foreign policies of the countries they will represent at the event. The insights they gain from their exploration of history, geography, culture, economics and science contribute to the authenticity of the simulation when the role playing gets under way. The delegates’ in-depth knowledge of their countries guarantees a lively and memorable experience.

Taken directly from: http://www.unausa.org/glob-al-classrooms-model-un/how-to-participate/getting-started/frequently-asked-questions#what_is

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NotreMondeNotreMonde International learning

Students in the Junior High UNESCO option studied the issue of homelessness during term 2. They learned about the many layers surrounding the issue such as mental health, addiction, societal rejection and lack of affordable housing.

Students completed two projects over the course of the term. Before the holidays, they made Christmas cards for seniors at a low-income

On January 22, the Grade 4 students hosted their UNESCO Showcase, the focus of which was on the history and cultural diversity of Alberta. The students worked extremely hard to show their tremendous learning in social studies.

The Showcase began with an assembly where each class performed a play about a specific period of Albertan history, ranging from before and after European colonization to the construction of the train and the immigration to the west to mod-ern-day Alberta and the influence of oil. Students from the Native American flute club performed three songs on stage with the flutes they created and learned to play in their club. The assembly concluded with a song inspired by Native American culture played by all the Grade 4 students on either a recorder or on a drum.

After the assembly, students and parents were invited to see the individual projects created by the students. On the way to the classrooms, the walls were covered with art created by the students that was inspired by a Native American artist. There were also dual-language books on display where the students chose a culturally-inspired novel and wrote a text in English and one of their other languages, be it French, Mandarin, Arabic or another language. Within the classrooms, the wealth of knowledge, creativity and enthusiasm was amazing.

The Grade 4 students found this showcase to be a great experience and were proud of their work and learning. The Grade 4 teachers and students wish to thank all those who attended or who provided their support during this process.

Grade 4 UNESCOThe history and cultural diversity of Alberta

By Mme. Stephanie Couture scouture@cfis.com

seniors’ centre and brought them over along with cookies baked by Food Studies students and decorated by Grade 1 students. As well, at the end of January, the students held a used-items sale and fundraised just over $200 for the RESOLVE Campaign.

The RESOLVE Campaign is the umbrella undertaking coordinating the efforts of nine

Used goods sale raises money for RESOLVEpartner agencies, including the Calgary Homeless Foundation and The Mustard Seed Foundation. For more information about the RESOLVE Campaign, please visit:

http://www.resolvecampaign.com

For more information, please contact Mme. Jennifer Connelly at jconnelly@cfis.com.

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NotreMonde International learning / co-curriculars

Celebrating and recognizing different cultures is one of the most important and joyous aspects of CFIS.

Once again this year, parents and faculty worked together to teach students about the traditions and diversity of Chinese New Year.

Presentations abounded throughout the school by families interested in introducing their child’s class to Chinese New Year.

For more information, please contact your child’s teacher.

Chinese New YearCelebrating the year of the goat

During the afternoon of February 17, Steven D. ’22, Julien G. ’22, Owen C. ’22, Camryn G. ’22, Thomas B.-E. ’22, Robyn A. ’22 and George H. ’21 presented their final projects to students in grades 4, 5 and 6 to practice for their upcoming participation in the Calgary Youth Science Fair.

Since the beginning of November, these students have created experimental science fair projects that included melting ice, growing bacteria, exploring creative and divergent thinking, and discovering the link between altitude, air pressure and temperature. We also had a group complete a non-exper-imental project on black holes.

Our students did an excellent job and we are proud to announce that all our groups are going to the city-wide showcase. On April 17, they will present their projects to the Science Fair judges throughout the day, and on April 18 they will present to the public. If you would like to see these projects, encourage the students, or simply wish to experience the Calgary Youth Science Fair with your family, please feel free to go to the Olympic Oval at the University of Calgary on April 18 for this great event!

Congratulations to all our participants and best of luck with the final leg of this process!

Calgary Youth Science FairBlack holes, bacteria, melting ice and more!

By Stephanie Couture scouture@cfis.com

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NotreMondeNotreMonde Co-curriculars

Long before my friends and I could read, we started a “reading club”. We couldn’t read, but we had great imaginations. We retold our favourite stories from memory; and when we did not know the story, we deduced what we imagined the story was and crafted our own from the pictures.

I was read to by my family, friends and neighbours. They made reading magical, and I was simply mes-merized. I felt special, and cherished the experience.

I couldn’t wait to write my own stories!

My first attempt at writing was writing ‘back-wards’ - as in Arabic. It never occurred to me that my written ‘words’ were gibberish because I was never made to feel like my scribbling was all nonsense. We had a family friend, Dave, who could “decode” my gibberish, and I was floored that he understood my stories. This inspired me to “write” more. I now realize the gift Dave gave me, and the encouragement I received as a child.

I was empowered, and that self-confidence has led me to many great adventures. I went on to have a career in broadcasting, scripting my own radio shows in prime time programming, and writing human-interest stories for a local newspaper in Japan, Australia, Vancouver and Victoria respectively. One of my radio programs was voted best show in prime time in a demographic of 25 million.

Family Literacy Day is about sharing the joy of the written word with your children. A national awareness initiative held on January 27 annually, its

purpose is to raise awareness of the importance of reading and engaging in other literacy-related activities as a family. Just 15 minutes a day can improve a child’s literacy skills dramatically, and can help a parent improve their skills as well.

According to Aristotle, “We are what we repeat-edly do. Excellence then is not an act, but a habit.” Indeed practice makes perfect. Fifteen minutes a day is all you need to can help instill wonder and creativity in your children.

I began a reading club at the start of the school year, thanks to the prodding of a student named Anna. Our group has been reading for a minimum of 15 minutes a day on their own, together as a group, and one-on-one with me. This practice has especially assisted in supporting those who need more practice, especially in reading French mate-rial. On a personal level, my goal in initiating this program is to instill self-esteem, confidence, and a desire for life-long learning, in a fun and creative learning environment.

Imagine my delight when students now scramble to read with me!

Family Literacy Day Passing on a Legacy

and Love of Learning

Tips by Robert Munsch on

how to read to your children: 1) Be crazy, animated and interesting; 2) Use accents and different voices; 3) Engage your children and use your child’s name

By Mme. Eb Johnson ejohnson@cfis.com

I would like to thank the parents, teachers and staff who supported me in seeing CFIS’ inaugural Family Literacy Day celebrations to fruition.

Thank you for making this a historic event for the children. I value the time you took to prepare, and the passion you exuded in sharing your favourite story with us. I saw in

the children the same wonderment I experienced as a child.

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NotreMonde Awards and recognition

Teachers and students nominated a represen-tative from each class who demonstrated kindness with citizenship as they relate to

our school and UNESCO values. In our report cards, these aspects are evaluated in the following ways:

• Treating peers with kindness;

• Working and playing cooperatively;

• Demonstrating empathy for the feelings of others;

• Showing respect and kindness;

• Listening with heart; and

• Taking care of school facilities.

For more information, please contact Mme. Nicola Camirand, Principal of Elementary, at ncamirand@cfis.com.

Friendship NomineesTroisième annéeTaylor L. ’24Khushi S. ’24Brenton M. ’24Sadie K. ’24 4ième annéeZara S. ’23Elizabeth E. ’23Megan H. ’23Sabine U. ’23

5ième annéeEthan M. ’22Kendra W. ’22 Alexander H. ’22

6ième annéeGeorge H. ’21Gabriela C. ’21Jack D. ’21

ECELochlan P. ’29Frances D. ’29Arabella P. ’28Molly B. ’28Victoria C. ’28Alyssa N. ’28Lily L.. ’28Zainab J. ’27Victoria M. ’27Emily C. ’27Lincoln K. ’27

Première annéeKate B. ’26Stefangelo W. ’26Daniel S-C. ’26Sierra H. ’26

Deuxiéme annéeMackenzie B. ’25Madison Q. ’25Angela G. ’25Soren K. ’25

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NotreMonde Sports and the outdoors

Jeux Francophone Francophone GamesThis year the Francophone games will be held in Camrose, Alberta, on May 22, 23, and 24.

Calgary students in grades 7 to 9 are eligible to try out for 3 v 3 basketball, badminton, soccer (co-ed) and cross-country running. Students in grades 10 to 12 can try out for volleyball, 3 v 3 basketball, ball hockey, badminton and cross-country running.

For more information and to register visit www.lafsfa.ca or contact Mme. Sabine Crandall at scrandall@cfi s.com.

Birdies soon to fl y

Badminton will start the second week in March. Mme. Crandall is busy planning preparation tour-naments before the all-day CISAA Championships on April 15 for junior high students at the Sunridge Badminton Centre. The Senior High CISAA Championship will be on April 16 at the Sunridge Badminton Centre. - Sabine Crandall

Outdoor education

optionFun and fi tness was to be had during outdoor education’s venture to Kananaskis!

Badminton will start the second week in March. Mme. Crandall is busy planning preparation tour-naments before the all-day CISAA Championships on April 15 for junior high students at the Sunridge Badminton Centre. The Senior High CISAA Championship will be on April 16 at the Sunridge Badminton Centre. - Sabine Crandall