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Dragon Tales The Vientiane International School Monthly Magazine November-December 2012 | Issue 11
I had my whole life in my hands. For months I had been trying to get the correct mixture and here was the formula in my hands... Grade 6 students explore imaginative and creative writing, page 23
Director‘s Notes
page 1
Primary News
page 2
Secondary News
page 8
Sports News
page 25
SALSA Reflections
pages 16-21
Launching a New Identity page 15
Grade 1 Explore Public Places page 6
”
„Responsibility‟ and „Value‟ Grade 3 explore these concepts, p4
Language Shapes Culture
Lao Mother Tongue students share their learning, p22
The Future of our Library
The Lowdown on our available resources, p31
New Programme Models Explained ps 3, 9 and 14
Áskorun hrífur nemendur og un-
dirbýr þá fyrir lífið framundan.
ความทาทาย แรงบนดาลใจ และการเตรยมพรอมส าหรบผใฝรทใครคน ควาในวถแหงชวต
Paghahamon, Pagpupukaw, at Paghahan-
da sa mga Mag-aaral para sa Buhay
Mencabar, Menginspirasi dan Me-
nyediakan Pembelajaran Sepanjang
Hayat
uitdagend, inspirerend, en voorberei-
dend tot een levenlang leren
चनौती को सामना गनन उतपरररत गद (ररणा ददद ) जीवन जजउन कऱाससकन सिकषाथॉऱाइ तयार पानI
Utmanande, inspirerande och
förbereder lärande för livet
的使命是为学者们 提供一个具有挑战性,激励性及终身学习的
优异环境
VIS MISSION STATEMENT
Can’t see your language? Please send in your translations to
Utfordrende, inspirerende og en
forberedelse til resten av livet
ຎາຎາຊ, ຏຐຏາຏແຈ ລະ ກະກຽມ ຏກອຽຏຂາສ ໄຉວຌວຈງ
Stawianie wyzwań, inspirowanie i przygotowywanie uczniow do życia
Herausforderung, Inspriration und
Vorbereitung fuer ein lebenslanges
Lernen
Director‟s Notes Dear VIS Community,
The first semester of our year has come to a close with some very pleasing outcomes. I
have been very happy to see the continued growth of our student enrolment through the first half
of the year which has seen our school grow to more than 440 students. The expansion of business
opportunities in Lao PDR and in Vientiane in particular should see the school continue to attract
new families as we move toward our maximum enrolment of 550.
I am also proud of the continued development of our facilities which has seen the addition
of a great new field and the upgrades to our wireless network and classroom furniture. The
development of our facilities comes from our Capital Fees which are collected annually and the use
of these funds as a capital injection makes a huge difference to our capacity to plan. These fees are
one important reason that the Board has been able to announce the approval of a new million dollar
swimming pool and fitness complex to be developed adjacent to the car park. This project will be
underway for the next six months and will be completed in time for the next school year.
Our strategic plan set a goal of giving our community more access to our school. It has
been rewarding to see our work with our sister school, sporting associations and parent groups
come to fruition with the campus now being a hive of activity on most weekends. The school‘s
facilities are being well used as a focal point for many of the activities that our families undertake
and we are also offering great facilities to Lao organizations.
The Board of Trustees has also continued to support the strategic plan in the form of
staffing with the announcement that the school will employ an additional two teachers in the new
school year. One teacher will offer Mandarin as an alternative second language choice in primary
and one will expand the provision of English classes in secondary. Our goal to become recognized as
offering a high quality international curriculum is being realized with approximately 600 teachers
applying to join the VIS staff this year. Our recruiting process is underway and will be completed by
February. We will farewell families who are moving to new posts around the world, and I thank these
families for their contribution to the school. It is typical of truly international schools that there is
always transition of families. I would like to pay tribute to one person in particular who will be
leaving after serving as a Trustee for four years during which time there has been remarkable
development of the school. David Boyes will be leaving his position on the Board after making a
significant contribution to VIS. I wish him well in his future endeavours. I am pleased to announce
that Grace Gnaegi has been offered, and accepted the position of Trustee on the Board to fill that
vacancy. We have much to celebrate after the first semester. This issue of Dragon Tales contains stories and
articles that showcase many of the events and actions that make our school a special place. Thanks
for your support. Please enjoy this issue of Dragon Tales.
Best wishes,
Page 1
Primary News
Page 2
Primary Reflection by Mr Jon Davidson,
PRIMARY PRINCIPAL
Long ago I remember a conversation I had
with a trainer from the International Baccalaureate.
Being new to the PYP I was putting together new
units of inquiry and bemoaning the lack of resources.
She said the most valuable resource you could have is
quite simply people.
At VIS we are extremely lucky to have
community members who are experts in areas such
as food security, mining, renewable energy and fine
art. It is like having a living library at our fingertips.
A good example of this resource in action
was when grade 5 invited Evan Scandling from
Sunlabob to come and talk to the class. Their unit of
inquiry had the central idea: ―Energy may be
converted, transformed and used to support human
progress‖ and Mr. Scandling prepared an informative
presentation answering key questions such as: What
are the different forms of energy sources?
How do we store and transform energy?
How do we reduce energy usage?
How does energy contribute to human progress?
Meanwhile, in grade 3 we welcomed
Samantha Wilkinson into the class, where she
explained how MMG were valuing Lao heritage by
working with the local community and building a
Cultural Heritage Centre. A centre where precious
objects uncovered during the mining process can be
kept and preserved for future generations. As grade
3‘s central idea is ―interpreting artifacts provides
insights into people‘s histories‖, Ms. Wilkinson‘s
presentation was both relevant and engaging.
Right across the grades we have volunteers
coming into VIS in order to share their expertise. I
would like to thank all those who have given up their
time to come into school and helped to challenge our
students. Books are wonderful, the internet is vast,
but talking, questioning and interacting with someone
who has a passion about a subject is truly inspiring.
Thank you.
Primary News
Page 3
New IB Primary Years Programme model by Ms Alison Francis
PYP COORDINATOR
The models for all IB programmes provide all
stake holders with an overview of how the
programmes are structured. In September this year,
the IB launched a new programme model for the PYP
(Primary Years Programme).
The new model contains the same message
about the pedagogy of the PYP with its essential
elements but with a different presentation. The core
circle remains the same with the learner‘s position at
the centre of the PYP curriculum framework.
The innermost circle includes the
following elements. The
terminology is now aligned with
those in the Middle Years
Programme (MYP) and
the Diploma
Programme (DP).
Approaches to
learning (skills)
these are the skills the students are developing and
using in their
learning: thinking
skills, research
skills,
communication
skills, social skills,
self-management skills
The approaches to
learning have been
replaced by what was
originally referred to as the
‗transdisciplinary skills‘.
Approaches to teaching
this emphasizes the PYP pedagogy, including
collaborative learning through inquiry that uses a
variety of a variety of authentic assessment strategies
and tools
Concepts
this shows the emphasis placed on a concept-based
curriculum
Attitudes
remain one the PYP essential elements
An extra circle highlights other key
components of the model. Authentic inquiry-based
learning should result in action. This may be
demonstrated in a variety of ways by students in the
PYP. The PYP culminates in Exhibition, and this
features on the model now. This circle demonstrates
the clear alignment with action and with the
culminating activities in the Middle Years Programme
(MYP) and the Diploma (DP).
The six transdisciplinary themes remain the
same (Who we are, Where we are in place and time,
How we express ourselves, How the world
works, How we organize ourselves and
Sharing the planet). These themes
represent core commonalities
o f s h a r e d h u m a n
experiences. They also set
the context of learning
in our units of inquiry.
There are still six
subject groups,
presented without
distinct lines
between them to
indicate the
transdisciplinary
nature of the PYP.
International-
mindedness is
highlighted in the
outermost circle as it
reinforces and aligns the PYP
with with the Middle Years
Programme (MYP) and the
Diploma (DP).
*Information adapted from IBPYP Coordinator Notes, NOV 2012
IBPYP Reflections
Page 4
Teaching different
writing genres:
Exposition
Grade 3 is coming to the end of their
current unit of inquiry which has as its central
idea: Interpreting artifacts provides insights
into people’s histories.
With the help of guest speakers and field
trips, the students in grade 3 have begun to
understand the concepts of responsibility and value.
Presented with a photograph showing all that
remains of a looted statue in Cambodia, students
have been learning how to construct a piece of
writing that puts forward an argument. The first
step was to work as a whole group, structuring
their writing together. Here is the result of this
exercise:
Don’t sell artifacts
without permission
The auction house Sotheby’s wants to sell a priceless
artifact that actually belongs to the people of
Cambodia. Artifacts belong to the people who made
them and tell them about their history and culture. If
people loot and sell artifacts, it takes away a part of a
nation’s history.
Looting or stealing artifacts from other countries destroys their history, culture and beliefs! If auction
houses keep on selling stolen artifacts, then people will continue looting or stealing from the global community.
Auction houses must get permission before selling any type of artifact.
The Mythical Warrior should not be sold at auction because it comes from Cambodia and should be
returned there. So that the people of Cambodia can see and learn about the Mythical Warrior, it should be
returned either to its original place or to the National Museum of Cambodia where it can be restored and
preserved.
If the Mythical Warrior is sold at auction to someone from outside Cambodia, then it could end up
anywhere in the world. It should be returned to Cambodia so that tourists from all around the world can come
to Cambodia to see it. Then, the people of Cambodia can make money from the tourists and put that money in
to preserving other artifacts.
Auction houses all over the world should have laws that stop them from selling artifacts without
permission from the country the artifacts came from.
The next step for grade 3 was to put together their own expositional piece of writing. Ask your child to
share their writing with you and ask them questions about their arguments
Creativity
Page 5
On Tuesday 11th December students in the
Primary Years Programme came together at the
Vientiane Culture Hall for an evening of celebration.
Under the Same Sun celebrated many
stories, histories and journeys told through music
and song. The students performed songs about
friendship, diversity, what we share in daily life, our
similarities and our differences. All reasons to
celebrate.
The students prepared a snapshot of music
from around the world, and from a variety of
countries. As the children performed you heard
songs of freedom from Africa, Australia and the
Philippines, a Russian ballad, a Chinese folksong
about nature, and a song of animals from Zimbabwe.
Other highlights included a song of birth sung in
Tagalog, music from the Middle East, the Andes
Mountains and Lebanon; all of which connect us to
what we experience in everyday life.
The Early Years Centre welcomed us with a
song of ‗Hello‖, sung in many languages. The school
choir sung the theme song, ―Under the Same Sun‖
and thus brought together this evening of
entertainment.
The students were very excited as they
prepared for their musical performance. For some it
was the first time presenting with their class to an
audience made up of the whole school community.
We would like to thank everyone for
supporting this evening and also thank the teachers
and children for preparing with such vigour and
enthusiasm. It only leaves us to wish everyone a
happy and relaxing vacation and we look forward to
seeing you all in the new year.
Under The Same Sun Primary Concert by Ms Catherine O‘Brien
GRADE 2 TEACHER
Watch clips of the concert on You Tube
Grade 4
Recorder Group
Grade 2 Perform
Santa Clara
IBPYP Field Trips
Page 6
Grade 1 participated in an interesting field trip
exploring and comparing public places in Vientiane.
We visited the Mekong river front, the Morning
Market and the Kuadin Market. The children
explored features of each public place and the ways
in which people use these public places to connect
with their friends and family. We returned to the
river front in the evening to compare how it is used
in the morning and evening. The children were
surprised to find the area full of people, stalls and
general action compared to the virtually deserted
playground in the morning. We also talked about
how the climate and temperature affects how people
use these places.
Allysa is recording the features of the
playground with a detailed drawing. later she
will add labels to her drawing.
Ella is writing her thoughts on the uses of
the playground.
Charles and Joshua are
thinking about how to record
the purpose and features of
the playground. We found that
the playground is more than
just a place for students to
play. It is also a meeting place
for parents. Secondary
students also meet here to do
homework and talk.
This is our first field trip to the riverfront. We were almost the only people
there, but it was a good opportunity to observe the features, such as bins,
benches, lights, places to buy snacks, and a view of the Mekong.
Madyson and Jackson compare
notes on their observations.
Students carry their clipboards
along so they can record their
thinking while they are on site
and their ideas are fresh.
In the Kuadin Market, students (Jean
–left) had a chance to think about
where we get our food. It was a new
experience for some students, seeing
food unpackaged and sometimes still
wriggling!
Page 7
At Talat Sao, the Morning Market,
students noted that many different
things were being sold.
When we visited in the evening, there were many
people who had come in the cool of the evening to
meet friends.
When we returned to the Riverfront playground in
the evening, there were food tents that had not been
there earlier in the day.
We are just eating our morning snack and
already the Riverfront is almost too hot for
us. Students found shady spots to sit.
Joshua holds one
of the live fish
for sale at
Kuadin Market.
Secondary News
Page 8
Secondary Reflection by Miss Kim Green,
SECONDARY PRINCIPAL
Santa Claus
came to
town… On Saturday the 8th of December, VIS had a special
visit from Santa Claus. Santa Claus arrived on a Tuk Tuk to
greet the children who were eagerly awaiting his arrival, he
was very excited to meet all the children who came to see
him and share with him their Christmas wishes. Parents and
families were also treated to the opportunity to have a Santa
photo, printed there and then. The children from Ban
Saphanthong Tai School, our Sister School, were invited to
have Santa photos too and the children went home with their
own copy of the photo.
Isabella, Hannah M, Hannah B, Jane and Leila from
Grade 6C organized the event, inviting Santa to come as a
way to raise money for Sinxay Primary. Sinxay Primary School
is a school that Grade 6 visited on their SALSA trip, the girls
wanted to raise money to buy equipment to give to the
school.
Thanks go to Isabella, Hannah M, Jane, Hannah B, and
Leila for organizing the event. Special thanks go to the PandF
for their Micro Loan and advice, Mark Gordon for his special
role, Ms Bryndis for her help with the money side of things,
and of course the children for making the event successful.
Over the semester our learners have engaged in
opportunities, been inspired by their teachers, peers and
parents, challenged in their learning and prepared for life
through real life contexts and connections. When reflecting
on this semester our thoughts and celebrations are quickly
filled with how we have continued to foster a culture of
excellence in student achievement. This edition of Dragon
Tales highlights a number of areas where our learners
continue to excel; personally, socially, physically and
academically. I trust that you will see in the highlighted
student-led initiatives, actions and learning students who are
aspiring to exemplify the attributes of the learner profile and
be active and responsible members of the VIS community. I
am proud of our secondary students for their involvement in
our host country, the connections and relationships that they
have built with their peers and teachers and for all of their
personal successes over the semester.
Preparing for Life
Hosted first Model United Nations Conference
Increased EAL support and embedded inquiry
New building
Student achievement
Inspiring
MRISA Leadership Summit
Youth Educating Youth Saturday School initiative
Charity Gala
International Peace One Day
Language A English real life connections
Creation of Picture Books in Lao Mother Tongue
Proactive Student Council
Beginnings Concert
Gate 38 Production
Challenging
Physical challenges on SALSA
MRISA Sport Leagues
Vientiane Schools Sports Association
Page 9
The models for all IB programmes provide all
stake holders with an overview of how the
programmes are structured. In September this year,
The IB launched a new programme model for the MYP
(Middle Years Programme).
The former model for the MYP contained a
single circle for the five areas of interaction
and placed them closest to the centre.
These areas of interaction serve as
contexts for learning that could
better enable interdisciplinary
learning.
The new model
contains the same
message about an
MYP education but
with a different
presentation.
The circle closest
to the centre of the
model now contains
four elements.
Approaches to
learning
This demonstrates the
commitment to approaches
to learning (ATL) as a key
component of the MYP for
developing skills for learning.
Approaches to teaching
This emphasizes the MYP pedagogy, including
collaborative, authentic learning through inquiry.
Concepts
This shows the emphasis placed on a concept-based
curriculum.
Areas of interaction
Showing how learning best takes place in context, and
can help to develop international-mindedness.
An extra circle highlights other key
components of the model. Inquiry-based learning may
result in action. This may be demonstrated by students
in the form of service in the community.
The MYP culminates in the personal project,
and this features on the model now. This circle
demonstrates the clear alignment with
action and service, and with the
culminating activities in the
PYP and the DP.
There are still eight
subject groups,
presented without
distinct lines
between them
to indicate the
interdisciplinary
nature of the
MYP.
*Information adapted from IBMYP Coordinator Notes, NOV
2012
New IB Middle Years Programme Model by Mr Jonathan Smedes
MYP COORDINATOR
Language B English
Page 10
A Different Me by Isabella Chapman
I had my whole life in my hands. For months I
had been trying to get the correct mixture and here was
the formula in my hands. Who would have thought in
2048 we would have a way to change your identity
completely. By drinking this juice and thinking of
someone else I could transform into that person.
Well, that‘s the idea, but I haven‘t tried it yet.
Ok, here we go. I took a greedy sip and thought straight
away of Carolyn. Oh, how much I hate her and how I
could play with her life. I felt a jolt in my stomach and
then felt myself getting taller and thinner. My hair was
changing from long and black to short and brown. I felt
like I was having the worst face massage ever. Then
those feelings stopped. I ran to the mirror and there I
was. Ugly, horrible, disgraceful but somehow that model, Carolyn.
All of my thoughts were swiped away when my alarm went off to go to school. I ran up the basement
stairs and on to my bike. My thoughts now drifted on to what would happen if she lied on I-Brain (I-Brain is an
implant which allows you to receive messages) and she was coming to school. I arrived at school and left my bike
at the school‘s robots room. I walked casually into the school gates and into my classroom.
When the teacher saw me she walked over to me and said, ―You posted a message on I-Brain saying that
you were sick today‖. I quickly said no and said I was better. Miss Jin said, ―but you‘re sweating‖. I accidently
snapped at her and said‖ I was fine!‖ The class went on for an hour. At break I headed towards the toilet when
Chris (Carolyn‘s boyfriend) came and slipped his hand into mine. My reflex was to slap him and I gave him a fast
girly slap. He jumped back shock in his face. Then I, realising what I had done, ran away
stumbling over my own legs. I ran right to my class and shouted, ―Open!‖ The class door swung open. Then
when I was safely in I shouted, ―Close‖.
Ms. Jin looked up in shock but did not want to push me to further frustration and asked ―Where is
Sammy today?‖ My world froze because in the real world I was Sammy, so I did the abnormal and jumped on a
flying chair shouting ―I don‘t know!‖ and other random words while fiddling with a glowing pen. I stopped
shouting when a flying letter came to my face. I grabbed it and it read out saying in a weird, robotic voice, ―This
letter is from Chris, who says you will regret that‖
I went straight out of the class room embarrassed but ran into Carolyn‘s best friend. An uncontrolled
frustration and annoyance said ―Go away I don‘t want to hear a word from you ever again‖ and I pushed her out
the way. She took out her I pod Leon (which is an iPod, clock and ear warmer.) and said, ―fine I didn‘t like you
anyway‘. And she stormed off. I walked away turning a corner to see the real Carolyn walking towards me. I
quickly covered my face and walked past her. She stopped and turned around and shouted, ―Hey you!‖ I ran till I
could not see her and sat on a bench and drank the undo formula. It should work in a minute but an hour went
by which means I am Carolyn forever.
Grade 6 Short Stories
Mark Gordon, Grade 6 English B teacher
The Grade 6 students during the first semester
of the 2012- 13 school year first studied an Imagination
and Creativity unit which involved (but not exclusively)
reading and viewing science fiction stories and clips.
The unit culminated in a creative writing assessment
wherein students wrote science fiction short stories.
We shared these stories in class and students voted on
which they thought were best which they now wish to
share with you as examples of their learning and
achievement.
Unit 1: Imagination and Creativity Are
Essential Components in Storytelling
Significant Concept: Imagination shapes future reality.
The stories were written during the middle part of
October, at the end of the unit.
Page 10
Page 11
Crazy Roller-Coaster Ride by Leonie Fischer
―Hey Sophie, do you get what ‗Roller-coaster to the
future‘ is supposed to mean?‖, asked my 10 year older
cousin Elena.
―I have no idea,‖ I said. ―We should try it out, don‘t
you think?‖
―Well, yeah. We would be stupid if we didn‘t.‖ So
Elena and I went to the cashier to buy the tickets to
the ―Roller-coaster to the future.‖ But the lady who
was selling the tickets told us that only one could go
on the roller-coaster, because for some reason there
was only one wagon and for safety rules only one
person could go in the wagon.
―I would really like to go, what about you?‖ I asked
Elena.
―Well, if you want to go, you can go and I will stay
and get us a little snack and drinks, all right?‖
―Sure, and I‘ll tell you what it is like so you can
choose if you want to go or if you don‘t.‖
―Okay, have fun and see you later.‖ I waved. There
was a lot of excitement bubbling up in me. I mean
seriously ‗Roller-coaster to the future‘ sounds a bit
crazy. Nevertheless, I paid for the ticket and went in
the little wagon that a man behind the cashier directed
me to. While I was sitting in that wagon waiting to
hear the safety instructions that the lady at the cashier
told me about, I started to feel a little scared. Then I
heard them, the safety instructions. Things I always
hear when I am going to a normal roller-coaster. But
then there was something I never heard before:
―When you hear the voice from the speakers saying:
Please get ready in 9, 8,7,6,5,…. Please grab to your
left and reach out for the goggles that will come from
a little box.‖ Goggles? Why goggles? But when the
voice came I reached to my left and grabbed the
goggles in the box that I haven‘t even realized. Then I
heard a very noisy motor sound. Now I just realized
why I needed the goggles because the wagon was
increasing its speed. It became very windy. Although I
wore goggles, I still had to close my eyes. After a few
seconds the noise stopped.
I opened my eyes. I was still in the wagon, and nothing
had changed so far. What a boring experience. Is this
all I can expect for my money? A bit disappointed I got
up and left the wagon. Outside I looked for Elena who
was supposed to be waiting in front of the cashier, but
there was no Elena. I panicked a bit. I searched all of
the drink and food places, still no Elena. I decided to
go to the city and get the subway and ride home. I just
had enough money left to pay for the ticket. On the
way to the subway station I passed by my favorite
playground that I loved when I was younger. But there
were so many new things to play with that weren‘t
there this morning when Elena and I came from the
subway station. There were things like singing
trampolines and even a paint ball area. This morning it
didn‘t even exist, and doesn‘t it take a while to build a
paintball place? And since when did singing trampolines
exist? When I looked at it all a little closer I saw tiny
robots making sand-castles. There was also some kind
of slide where children were just pressing buttons and
the slides form always changed. Sometimes it looked a
bit like a roller coaster and one time it looked like it
was a giant water slide but the people were not
actually getting wet. I was utterly confused. But still I
wanted to keep walking.
Language B English
Page 12
Five minutes later I passed by another playground
that was never there before. It was getting a little
freaky now. I kept on walking till I reached the
subway-station. Finally I was able to sit down. I
looked down a bit and relaxed. When I looked up I
felt like lightning struck me. Elena. In front of me
was Elena. She looked a lot different from this
morning but I knew it was her. But still I came to
the decision it would be for the best if I would just
ignore her and pretend she wasn‘t there. Just like
―Elena‖ could read my mind and didn‘t like my
decision she looked at me like she knew me. Then
she asked me for my name. After a while of thinking
if I should answer her question I just said, ―Why do
you want to know?‖
She smiled sadly and said, ―You look like my cousin,
Sophie‖
―She got lost a few years ago at a fun fair where she
went to this ―Roller coaster to the future‖ thing.‖
My head shot up. Was I lost?
―How long ago was that?‖ I asked.
―Around five years,‖ Elena said. I had more than a
thousand thoughts flying around my head. Did that
mean that I was stuck in that wagon for five years?
The subway stopped at the station and Elena stood
up.
―It was nice talking to you,‖ she said. ―Bye‖,
―Wait!‖ I said quickly. I suddenly thought if I should
tell her that I am her cousin or if I shouldn‘t. ―This is
also my station.‖ I said afraid of her leaving me.
―Really? Well okay.‖
I followed her to the door. We walked next to each
other in silence for three minutes. I was already
regretting about saying that this was my station.
Well, actually it was but she didn‘t have to know it.
Another two minutes in silence. Then it just shot
out of me:
―I am Sophie, Elena.‖ I whispered shyly. Why did I
just do that? Ten minutes ago I swore I wouldn‘t
even talk to her. And now? I am telling her who I
am? Elena stopped.
―I, um, I guess I am happy to see you.‖ She tried
again. ―Where did you come from?‖ she asked.
―I have no idea.‖ I said with tears in my eyes. We
went to her apartment to figure some things out.
―How could this actually happen?‖ I asked.
―I just can‘t find an explanation for it. I mean, come
on, ‗roller-coaster to the future‘ sounds interesting,
but you would never believe that it would actually
be possible to travel instantly into the future.‖
―How long have you been here already?‖ asked
Elena.
―Only for like three hours‖ I answered.
―But you have been missing for five years already, so
maybe it means that you have been in that wagon
for like five years but for you it was only like two
minutes.‖ commented Elena.
―I am less worried about how I got here. I am more
worried about how I am going to get back.‖ I said. ―I
mean do you think there is any way that I can
actually get back?‖ I asked and started to cry again.
Elena looked at me with compassion.
―I don‘t know‖ she said. ―I really don‘t and I am so
sorry.‖ I was crying my eyes out and I was dying to
get back. I was always wondering what my future
would be like. But I wanted to live it so badly, more
than anything. I was never afraid of my past future,
but now I am so scared about what my real future
will be like.
Because I knew there was no way back.
Page 13
The Future Dream by Attila Bohlmann
After I finished my homework
my mom said, ``Luke get ready
for bed!`` I hurried to the
bathroom to get my teeth
brushed, as I had just bought a
book called `` The Crazy Scien-
tist`` and was looking forward to
start reading it quickly.
I made it comfortable in my bed
and read until I was tired. At
some point my brother Gale
came in to say good night. I
appreciate having such a nice big
brother who really cares for me.
Then I fell into a dreamless
sleep.
The next morning I went to the
bathroom to brush my teeth. I
looked into the mirror. I
screamed so loudly that the
whole neigbourhood must have
heard it.
I was so shocked I couldn‘t
believe it. My face, my whole
body, what had happened to me?
My body was like the body of an
adult. I was so big and my
muscles had grown so strong. I
didn‘t know what was going on.
I went to my closet and tried
all my clothes on but none of
them fitted. I went to my
brother`s room and put his
clothes on.
I went downstairs and looked
for my mother, but I couldn‘t
find her. I checked in the
kitchen and found my brother.
He was eating an omelette that
looked quite tasty. I asked my
brother what happened to me.
He answered
``Nothing!``. I was so confused
that I asked him what year it
was. He just answered bored:
``2022``
``Does that mean I`m 22 years
old?― I asked a bit scared.
``Yeah,`` he said with a full
mouth and not even looking at
me. Then I stumbled. ``But
yesterday I was just 12!``
``No`` Gale answered still eating,
``yesterday you were 22 just as
today.`` I was confused,
somehow lost, I didn‘t know
what had happened over night.
Could it be that I skipped 10
years, or was I going crazy?
My brother, now finished eating
his omelette, told me that
Norman, my brother‘s friend, my
brother and me would meet after
breakfast to go to the skating
park.
I was absent minded, grabbed a
plate, filled it with some fried
eggs and bacon and started
eating. After I finished eating we
took a bus to the skating park
where there were many people.
My brother walked to Norman. I
couldn‘t remember Norman
looking like that. He had steel
elements on his face and arms. I
thought he looked like a cyborg!
I didn‘t want to ask why he was
a cyborg and not a normal
human as I didn‘t want to offend
Norman.
Gale gave me some kind of
board that looked like a skate-
board without wheels.
``What is this?`` I asked Gale,
he said it was a Hovercraft.
When I looked at the other
people around me they were
using the same boards as me.
Norman came up to me and
showed me how to use it. He
told me that I just had to put
my feet on the board and think
about a skating trick, then it
would happen. It was hard
concentrating on anything, the
people around me were
distracting me, none of them
looked like real humans. Some
were cyborgs like Norman and
some were aliens. Trying to put
all my thoughts and confusion
aside, I finally started getting the
hang of driving a Hovercraft.
After doing some driving and
tricks, Norman, Gale and I were
very tired.
We were at least skating for two
or three hours.
``Lets go to Flare``
Norman said. ``What is Flare?`` I
asked. Norman said it was a
Resturant near here.
So we went to `Flare` to eat. It
was a big blue glowing restaurant
with many people inside. We
entered and there were many
robots inside eating. Norman
ordered pasta and I ordered a
Hamburger just like Gale did.
After about 20 minutes the
food was served and we
started eating.
The burger was so delicious that
I could have eaten 10 more.
''We have to go home now
because we had a rough day'',
Gale said.
''See you next time'', Norman
said. Gale and me took the bus
to go home. When we arrived
home I went straight to the
bathroom and brushed my teeth
and went straight to bed. I must
have fallen asleep in seconds, I
can't even remember my head
reaching the pillow. ´´ Wake up
Luke´´ my mom said. I opened
my eyes and asked her how old
I was. She answered 12 in a
weird way, as if she didn't know
what I was asking.
''I'm back'' I said and jumped
out of my bed, put on my
clothes, which suddenly fitted
again and ran downstairs to see
my brother. There he was just
sitting and eating his omelette as
every day!
IBDP News
Page 14
New IB Diploma Programme Model by Mr Todd Richer
DP COORDINATOR
The models for all IB programmes provide all
stake holders with an overview of how the
programmes are structured. In September this year,
the IB launched a new programme model for the DP
(Diploma Programme).
The shape of the model for
the DP changed from a
hexagon to a circle to align
more closely with the
other programmes
and the IB‘s
continuum of
education.
The new
model
contains the
same
message
about an IB
education
with our core
responsibility
to develop
internationally
minded people
recognizing our
common humanity
and acting to create a
better more peaceful
world. The circle closest to
the centre of the model now
contains two main elements.
Approaches to learning
This demonstrates the commitment to approaches to
learning (ATL) as a key component of the DP
developing skills for learning in the programme and in
preparing learners for life.
Approaches to teaching
This emphasizes the IB commitment to a pedagogy that
includes collaborative, authentic learning through
inquiry.
An extra circle highlights the core components
of the Diploma Programme: Creativity, Action and
Service, Theory of Knowledge and the
Extended Essay. This circle
demonstrates the clear alignment
with action and service, and
with the culminating
activities in the Middle
Years Programme and
the Primary Years
Programme. The
watermark of the
world signifies the
importance of
developing learning
environments
that value the
world as the
broadest context
for learning.
*Information adapted from IBDP Coordinator Notes, NOV
2012
IBDP In ACTION
Page 15
New IB Diploma Programme Model by Mr Todd Richer
DP COORDINATOR
Play Doh Pyramids Grade 11 Geography students have
inquired into the concept ‗interacting cultural
processes result in patterns‘ as part of their unit
Populations in Transition. They applied their
knowledge and understanding of population
structures and population pyramids using Play
doh. The students constructed a population
pyramid based on nine given elements of a
population structure. The students then
constructed another pyramid and added
annotations to identify and describe elements of
the population pyramid. They then took photos
of their creations to use as part of their revision
routine. The students enjoyed playing with play
doh as part of their learning activities!
SALSA Reflections
Page 16
November 2012 saw us, the Grade 11‘s engage with our SALSA trip.
We were excited to go to a small community on Don Daeng Island near
Pakse in southern Laos.
Our main purpose was to continue building the relationships
between the primary schools, secondary school and VIS that were
created last year with the previous Grade 11‘s. This year we
actively chose to teach a variety of physical games and art
activities with two different sets of primary school students.
A lot of the resources were the results of our advisory group
beforehand working hard in groups to fundraise. It really
taught us how many aspects are involved in event organisation!
Four events were held and each member of the advisory group
played a part in the collaboration and teamwork.
The money raised contributed to three sets of soccer goals, a new
entrance and gateway for the secondary school and children books
in Lao language from the charity ‗Big Brother Mouse;‘ to donate to
the primary schools we visited. A special thank you goes to Mr Toh,
our very own VIS maintenance manager for his hard work and efforts in
designing the goal frames for us.
We spent the first afternoon settling into our accommodation; the boys
in homestays and the girls in the community lodge. We prepared our
lessons for the following two days.
During our two days of service, it was evident to see how the Lao
students clearly enjoyed the craft and sport activities we did with
them, which we found very astonishing, since the most basic things
to us were the greatest for them. We started to appreciate the
role of being a coach or teacher and how much energy and mo-
tivation that entailed!
As for the interactions we had with the community there, on
the fourth day of the trip, we took around forty students
with us to Wat Phu and had a great time.
We also practiced traditional fishing techniques and had a
baci with the local villagers. We learned a lot from
the Salsa trip; the most important point probably
being, that we should appreciate what we have, the
education and the possibilities that this school gives
to us. But besides all this hard and exhausting work,
we also had a lot of fun with our class, grew together as
a family through events such as the bonfire, playing beach
volleyball together and lighting lanterns in the sky on our
last night. We worked very collaboratively with each other,
also increasing our strength as a class community, able to
openly work on our strengths and weaknesses together. We
learnt so much from each other and the Lao community, a trip
that will always be etched in our memories!
Grade 11
SALSA Trip
Page 17
For this year‘s SALSA trip Grade 10 travelled
to the north of Vientiane Province. The trip was
connected to our on the Humanities and Science units.
The Humanities unit is based on how communities
respond to disparities, and Science is focused on how
energy is quantified.
The first day was adventure and action
grounded. We paddled down the Nam Ngum River in
our kayaks. We were faced with various challenges,
such as rapids and the fear of capsizing. There was a
flood of excitement as we made our way through the
rapids. Many of us fell into the depths of the river, in
what proved to be a very amusing experience. Our
hands were throbbing at the end of the journey, but it
was worth all the pain. We arrived at the zip-lining site,
and were given a brief introduction to zip lining. We
decided to be risk-takers although it sounded
frightening. Nevertheless, we didn‘t regret making this
choice: we swung through the forest like Tarzan over
the treetops, and ended the journey by abseiling down.
This was the highlight of the SALSA trip.
The next day, we visited the Nam Ngum Dam,
to conduct investigations related to our science unit.
We interviewed the managers and had a chance to ask
questions we had prepared in class. We were
overwhelmed by the colossal size of the dam; the vast
stretch of concrete went from one end of the horizon
to the other. It was astonishing to find out how much
work it takes to maintain the dam. Then, we boarded a
boat and sailed down the reservoir. The view was
breath taking; the water reflected the silhouette of the
islands. We arrived at a small local village and
proceeded to carry out interviews for our humanities
assessment by asking the villagers about their
perspectives on the dam.
In the next two days, we separated the classes;
one group went to the Phu Bia Mine and the other
went to interview more villagers. We set off on a
two-hour voyage to Phu Bia mine. On our arrival we
were greeted by the workers and were given a
delectable western meal. Afterwards, we suited up in
rather strange attire, showing up at the mine‘s office in
our hardhats, boots and miner jackets to watch a
safety video about the mine. We then made our way to
the mine where we were given the opportunity to
interview the workers. The mine site was picturesque,
there was a crisp hole dug in the ground with
descending shades of orange and beige as it went
deeper. We found out how the mine works and we
witnessed an explosion, which shattered the silence
and blew our minds. It was interesting to find out that
they had no plans for the mine once they had
completed the mining.
We spent our last night of SALSA by a
waterfall in the wilderness. We set up tents
underneath the starlit sky. We lit a bonfire at night,
which created a calming atmosphere for us all. It
allowed our grade to bond and create some lovely
memories. The morning started with the call of a
rooster and the mumbling of worn out students. Some
of us went for an early swim in the waterfall, while
others sat with their toes dipped in the frosty water
enjoying the beautiful surroundings.
Overall, the trip was a fantastic experience,
which allowed us to see into the lives of the locals in
the Vientiane province and to see the differences
between our lives and theirs. It also taught us new
things such as how the mines and dams work. Further-
more, we experienced the first-hand struggles of living
in the wilderness. We learnt not only about the
villages, mines and dams but we learnt more about
each other in this five-day journey, and strengthened
our friendships with one another. The trip ended too
soon. Grade 10 SALSA was a trip to remember.
Grade 10 SALSA Trip
CLICK HERE to watch the Grade 10 SALSA Video
SALSA Reflections
Page 18
Page 19
Grade 8 took part in truly wonderful trip in an
amazing part of Laos. Despite our 4am start enthusiasm
was high for our southern Laos adventure. Our tour
centered around the southern city of Pakse. We began by
learning about the economy of southern Laos including
a detailed look at coffee production of the Bolaven
plateau, it was a breathtaking place to start and the
students displayed great bravery trekking and were
rewarded with a refreshing swim under a waterfall.
Day two gave the students a look at what is a
growing industry in Laos, Eco-tourism.
Another highlight was a visit to a small village
school where the students played games and
gave short English classes to the warm friendly
people we met there. The itinerary was so packed
that many students were happy to be able to sit on a
bus between adventures! Wat Phou was a rare
moment for us to stop and relax in the tranquility and
beauty of Laos, some students quietly prayed while
others sat and watched the sunset, as an exhausted
teacher it was my personal highlight.
As well as studying the economy of southern
Laos the students were expected to give presentations
on various important topics including local wildlife,
people and customs and the history of the amazing area
we were in. Days three and four we took to the boats
and our river Mekong adventure began, picnics and
swimming on remote islands, cycling through rural
villages and kayaking to see rare and endangered
dolphins. Such good fun, the students loved it. All in all
the students had a great adventure, lots of activity, lots of
mud, lots of water, lots of fun and lots of making friends
in a really beautiful part of the world, a real learning
journey.
Grade 8
SALSA Trip
SALSA Reflections
Page 20
Thirty excitable Grade 7 students ventured three hours
northeast of Luang Prabang to Ban Napho; the resting spot of
an upland farming Mong community in the Seuang River Valley.
Marigold flowers and the toothy smiles of the local primary
school students greeted the, now dust-covered and travel
weary, VIS adventurers. Once the polite formalities were
observed and hungry stomachs filled, the community sala
transformed into a stage for traditional Lao lam vong dancing and
bamboo balancing competitions.
The following morning, the students launched themselves into the
unfamiliar and hugely rewarding world of manual labour. Sand hauled.
Cement mixed. Bricks laid. Holes dug. Service started. Sweaty and
blistered 12 year-olds worked side-by-side with members of the local
community to construct the walls of the Po Nowan Kindergarten. The
kindergarten is of vital importance for the local community not only for
education but also for the peace of mind of the Mong farmers who know their
children will be cared for whilst they work their fields in the distant hills.
After a hearty lunch, the students marched single-file like army ants through teak
plantations and into the hills to discover the increasingly steep and slippery
slopes the Mong farmers climb, for hours on end, on the way to work their
fields. Heaving breaths and ticking minds. How do they walk all this way?
Early Wednesday morning, the Hat Houay Primary School was wriggling
with excitement as groups of VIS students taught English lessons, sang songs
and conducted games. The Hat Houay teachers were happy. The Hat
Houay students were ecstatic. The VIS teachers were proud. The VIS
students were exhausted. Good hardworking service. How do
teachers do this every day?
Word had spread through the province that the VIS visitors were
sporting some world-class athletes. A challenge was made. A wall of
eleven uniformed Sop Chaek High School students stood like soldiers
waiting for the whistle to call them to battle. The sun was out. The pitch was
prickly and goals were scored. After the final whistle, the students soaked their
bones in the Seuang River as their bamboo rafts floated beside them. Nobody
remembered the score. Did you see how big number 7 was?
That night, children could be seen crawling their way to bed clutching a
freshly woven bamboo basket. I’m giving this to my mum!
After another day of construction followed by a swim in the river, a
gaggle of village master chefs gathered around the sala waiting to meet
their newest junior chefs. Small groups recreated the magic of Lao cuisine over
coal stoves in the homes of Ban Napho. Hands washed. Chillis and spices chopped.
Meat, tofu and vegetables minced, sliced and diced. There was enough to feed the whole
village. I didn’t realise I could cook!
Grade 7
SALSA Trip
Page 21
Grade 6 travel led to
Khammouane province on our
SALSA trip. We travelled to Sinxay
Secondary school and played soccer,
Frisbee and duck-duck-goose with
the kids. We gifted sports
equipment, school supplies and a
Frisbee (donated by Mr Lucas). We
arrived at Thamnangene Cave and
camped for two nights, where we
had a campfire and a scary cow that
wandered through our camp site at
night.
Our second day, we went
rock climbing and every student was
a risk-taker and climbed rock faces, most of us climbing three times. We then travelled out to the Hydropower
dam and looked at the impacts of the construction of the dam. We visited one of the relocated villages and the
school in the village. We went to the Early Years classroom and the kids sung us lovely Lao songs, we
responded with a gorgeous rendition of Incy Wincy Spider. These kids were awesome and one of the highlights
of our trip.
We also went Kayaking out of Kong Lor Cave. We had a two minute instructional talk before jumping
in. Needless to say, there were several collaborative discussions about how to paddle. Hiromi embraced the
opportunity to be treated like royalty as he was towed downstream by Nhan and Joji.
Our last night took us to a resort where we had our very own dance party complete with disco light
and loud music. The boys of Grade 6 danced outstandingly, particularly to
Gangnam Style. Special mention must be made of the boys who out-danced the
girls!
We had a great SALSA being risk-takers, open-minded and caring. A special
thank-you to the teachers
Mr Durkin, Ms Lara, Mr
Lucas and Ms Claire.
Grade 6
SALSA Trip
Language and Culture
Page 22
ງາຏສະຫຬງວຏພາສາລາວ
ແຏວຏຎ 30 ພະຈກ ຒໄາຏມາ ຏກອຽຏພາສາລາວ ຎໄ
ເອງອຽຏຏາໃຉາ ວຽງຈຏ ໂຈງາຏສະຫຬງວຏ
ພາສາລາວຂຏ. ແຏງາຏມກາຏວາງສະງຒຏງາຏ
ກາຏອຽຏຂຬງຌໄລະຫຬງ ລະ ມກາຏສະງສລະ
ຑະ ຂຬງຏກອຽຏ ຫຬງຑກຽມ ຈຏຍງ ຫຬງ 10.
Lao Language Celebration On November 30, Lao students at VIS celebrated
Lao Language Day through the exhibition of
student work in class and performances from Prep
to grade 10.
MUN (Model United Nations)
Page 23
Saturday, December 1st was VISMUN – Vientiane International School Model United Nations. We
had a delegation of 16 students who participated in a simulation of General Assembly Three debating the
topics ‗Ensuring the rights of people in coastal regions affected by climate change‘ and ‗Protection of human
rights and fundamental freedoms while countering terrorism‘. Five delegates had the opportunity to chair the
assembly on a rotating basis. The assembly engaged delegates in passionate debate with delegates proposing
resolutions that stimulated a variety of responses. Three resolutions were debated with two being passed
with overwhelming majority. The delegates grew in confidence, engaged with issues of global importance and
looked professional in their formal wear.
The conference would not have been possible without the help of our three pages, Alex Morfitt, Joy
Eum and Nhan Do, who ran messages between delegates, chairs and supervisors throughout the conference.
Creativity
Page 24
What a semester it‘s been for the Performing
Arts! This year has already seen a great deal of growth
and development for all areas of the Art and Design
Technology Learning Area, and for Performing Arts
this has meant moving into our new Black Box
Classroom, which we are gradually equipping to be a
wonderful, flexible Performance Space, the launching of
a Dance Program in Grades 9
and 10 further developing
our co-curricular
programme, which now
includes 3 choirs, advanced
jam studio for contemporary
musicians of promise, and a
range of instrumental
ensembles offering Theatre as
a subject at Diploma level
participating in an innovative
pilot of the new MYP Arts
Guide and much, much more!
In the classroom,
Grades 6, 7 and 8 have been
involved in Integrated Arts
units, learning the skills of
mime, drumming, guitar,
ukulele, writing for theatre, physical improvisation and
script work.
Grade 9 Dance have been experimenting with
the elements of Dance, both in set-piece choreography
and in creative movement composition. (Click the you
tube link below to see a video of them at work in the
classroom.)
The Grade 10 Music Song writing project will
culminate in 5 student-composed songs being
professionally produced and released as a CD and
online through Reverb nation. The Grade 10 Salsa
video features one of these songs, and here is another
one for your listening pleasure! (Click in the note below
to listen.)
Grade 10 presented a performance of their
short play on Thursday 13th. The play is set in an
airport departure lounge and
asks the question ―Where
would you want to be at the
end of the world?‖ Earlier in
the semester they inquired
into the physical elements of
theatre by creating tableaux
to accompany written text.
Here is an extract of their
work. (Picture left)
A major highlight of the
semester was the New
Beginnings Concert, held to
welcome new families to VIS.
The concert involved over
120 members of the VIS
community as performers and
audience, and is set to be the
first in a series of such concerts.
A large and growing body of research supports
the claim that learning in and through the Arts
correlates to heightened achievement across the whole
curriculum. Prepare to hear more about this as we
launch our new identity as an Arts and Design
Technology over the next 12 months.
Watch this space!!!!
Watch the
Grade 9 Dance
Class in session
‘Hold My Hand’
A recording of a song
written by Rupina, Joey and Daniel The Community Choir
Launching a New Identity
by Ms Merrilee Mills, CURRICULUM COORDINATOR: ARTS AND DESIGN
Sports News
Page 25
MRISA Senior Girls
Volleyball
By Alexandra Selbe
GRADE 10 STUDENT
This year the VIS MRISA Senior volleyball
teams traveled to Phnom Penh, Cambodia. The
volleyball competition was held at NISC
(Northbridge International School Cambodia). The
teams arrived on Thursday the 8th, where we all
gathered at NISC to meet our hosts for the next
four days. On Friday the competition began. The VIS girls played a total of six games on Friday and Saturday.
The highlight of the trip was our game against last year‘s champions SSIS, where we played a very close game of
volleyball, forcing it to three sets. At the end SSIS won, but it was still a very good game for the VIS girls. After
two days of playing volleyball, the senior volleyball girls came in 8th place out of eight different girl teams. It was a
very good experience for our team, and it helped us all get the chance to compete and improve all our volleyball
skills. Better luck next year!
Counselor‟s News
Page 26
Preparing for Change R.A.F.T by Nikki Hutchison, COUNSELOR
A mixture of confusing feelings are common when you are
about to leave your home, school and friends to move to a
new place. You may feel excited about a new opportunity,
new place and new friendships, but it is normal to also feel
anxious and sad about leaving the people and the place that
has become your home.
You should expect a certain amount of stress around the
time you are leaving. Friends will want to say good bye and
people may be pulling you in all different directions wanting
to spend time with you. It seems as though there is never
enough time. Understanding what is happening, and
knowing it is normal, should help some. But there are also
some other things you can do to make these final days good
ones. Consider the following suggestions.
Reconcile your relationships:
Make sure you leave on good terms with all of your friends.
Sometimes people may create a disagreement or fight as it
is easier to end a relationship this way rather than the hurt
of saying good bye. It obviously isn‘t the healthiest choice
for your relationship to end this way so just the realization
that this is the case can often help to remediate the
situation. If you‘ve previously had a falling out with
someone, now is the time to mend the relationship.
Rebuild any broken relationships before you leave. If you‘ve
had a disagreement with someone, work it out. Don‘t leave
on bad terms. Your memories of VIS and your friends will
stay with you for the long haul. Make them good ones.
Acknowledge your friendships:
Tell your friends you appreciate them. Let them know how
important they‘ve been to you. It is both important and
helpful to communicate your appreciation, gratitude and
affection to those who have been special to you before you
leave. This also applies to teachers, parents, brothers,
sisters – and yes, even counselors!! It‘s good to tell people
that you love them. By doing this, a sense of openness
seems to remain even after you‘ve left, which can help as
you settle in to your new surroundings.
Farewells:
Make time to say good-bye to people, places, even pets that
were important to you while you were in your host
country. Make a list and follow through with visiting
important people and places. You might want to take a few
pictures!
Think about where you‘ll be next:
Be realistic about where you will be next. Some people
approach a new home with a sense of dread and others
with unrealistic visions of utopia. Neither is appropriate.
No matter where you will be, it is very different from VIS –
in some ways, both better and worse. Be realistic about
where you will be going and what will be happening.
Page 27
„What Can I Do to Help
Myself?‟
Keep an open-mind and be curious about the new
and different. This means being willing to accept that
although something may be different from the way
you might be accustomed, it isn‘t necessarily bad or
wrong.
Be patient with yourself and the people and situations
you encounter. Remind yourself you have cultural
backgrounds that are different from one another and
give one another a ―break.‖ Choose your friends,
make sure you have people around you who give you
support.
Keep your perspective. Adjusting to a new home is a process and even when things are difficult in the
immediate present, the ―big picture‖ is what counts.
Keep motivated to succeed. You went through a difficult process to move, it is worth all of your efforts to
make it successful.
Stay healthy. Make time to sleep, get some exercise, and try to eat healthy meals.
Keep your sense of humour. You will have some good stories to tell your friends!
„No Way!‟ Who would ever expect to feel like a stranger in his or
her own country? Yet this does sometimes happen
when you return ―home‖. Living abroad has changed
you. Sometimes after living away from your homeland
you can find yourself over idealizing or glorifying
institutions and traditions back there. Once you return,
however, you may find things are not how you
remembered them.
A major expectation of most returnees is that people
will be interested in their worldly experiences. The
reality is that when you say ―I lived in Laos‖, the
reaction is often a polite, ―Oh‖, and then on to a new
topic. It can be frustrating to learn that although you
have had many enjoyable experiences abroad, very few
people want to hear about them. Keep your answers
short and see if the listener really wants to hear more
before continuing to explain what it was like to live in
Southeast Asia.
Sometimes when people return ―home‖ they discover
things are not as idyllic as expected. You may find
yourself saying, ―Well, in Laos I used to…‖ Try to avoid
saying that phrase if you can. Comparing situations to
how they used to be may make you feel worse rather
than better.
Culture shock – or reverse culture shock—is the feeling
of disorientation that accompanies moving from one
culture to another. It may well happen to you
regardless of whether or not you‘ve lived in your home
culture before. Suddenly, all the rules will be different.
It is sometimes upsetting and usually exhausting to be in
a situation in which you are not completely sure what is
expected. It takes a while to learn or relearn all of the
new rules, the new ways of behaving. The process,
while it may seem difficult and negative, can actually be a
powerful growth experience.
Culture Shock
Settling in to your new surroundings by Nikki Hutchison,
SCHOOL COUNSELOR
The following are some common phases
people may experience when they first move:
The Honeymoon Phase:
When you first arrive, everything is new and
exciting
Alienation and culture fatigue.
The most common symptoms are:
Withdrawal from or hostility toward your new
culture
Low motivation toward school and meeting
people
Depression/Homesickness
Anger or irritation over minor things
Overeating, craving foods from home
Oversleeping
The new culture and college life begin to
make sense:
You gain new knowledge and understanding
Your self-confidence increases
You go out to meet people
You take pride in functioning successfully
Recover, adjustment and adaptation:
Acceptance by people at your new location
Acceptance of living in a new place
Enjoyment of and respect for cultural
differences
Community News
VIS Students Compete at the 4th Annual
Nationwide Lao Judo Competition by Mike Fennema
PARENT On October 28, 2012, eight students from
the Co-Curricular Judo classes represented
Vientiane International School at the Lao Judo
Junior Friendship Championship 2012. In total
there were 127 competitors in a wide variety of age
and weigh classes. This was the first time that VIS
was represented at this event. It was an exciting
time for all, both participants and parents as the
students displayed the skills they have been prac-
ticing in their Judo classes. Congratulations to all
who participated, especially the three from VIS
who earned bronze medals!
Coach: Ms Ishida
Bronze Medalists: Matthew, Tina and Allysa
Page 28
Page 29
Annabella’s Action Story: Bike 4 Kids
Trick or Treating Fun Provided
by the Parents and Friends by Kerry Mahoney
P&F COMMUNICATIONS OFFICER
This year‘s Halloween Party was a ‗spooktackular‘ success and we are exceedingly grateful to Kate Kent,
Mandy O‘Brien, and Jackie Pryor for all their hard work putting it together. That night, as the Sala filled with
angels and devils, pirates and witches, vampires and sparkling fairy princesses, (as well as at least one very
convincing fortune teller) I looked around and saw almost two hundred kids playing ―eyeball toss,‖ and eating
candy faster than it could be stuffed in their trick or treat bags and knew, we had captured the spirit of the
holiday.
As we reach the end of the first semester it has been wonderful to see so many new parents getting
involved with the P&F. It continues to be a grand way for people to get to know the school and each other. We
appreciate all the volunteers we have had so far this year, without you the events simply don‘t happen.
On Saturday, December 1, Annabella
Meckdala Reece (3J) was among approximately 800
cyclists to participate in the 7th annual Angkor
Wat Bike4Kids! (www.villagefocus.org/bike),
through the temple complex of Angkor Wat in
Cambodia. Annabella raised more than USD1500
in pledges -- including many from VIS students and
teachers -- to support projects to protect and
empower vulnerable kids in Cambodia. The event
is organized by Village Focus International every
year (2013 event is on Saturday, November 30)
and Annabella and VFI hope that many more VIS
students and teachers will participate next year!
Library News
Page 30
Information Literacy for inquiry, learning, participation, contribution and communication This is often referred to as the networked information age. While this means many things to many people, there is no doubt that in the current global environment where networking, sharing and access to information is assumed, the need to prepare our students to participate, contribute and develop understandings in this ever changing environment is fundamental to preparing our learners for life. Our imperative is to foster skills that allow our learners to build knowledge and develop understandings in a capable and discerning manner. To that end, students require information literacy skills to research effectively, organise information efficiently, think critically about the information they access, use information ethically, formulate their own understandings and articulately communicate their knowledge in a variety of contexts. Information literacy is therefore an essential skill that enables a student to inquire into the world around them and participate confidently, safely and respectfully in their communities. Information literacy from Early Years to Grade 12. While there are many different approaches used to teach and gain information literacy skills, no single approach is able to provide a complete framework. Rather, the acquisition of knowledge is approached from many different directions and is dependent on a vast array of context specific factors.
Our role is to build the capacities that allow our students to navigate their own path through the information landscape. At times this involves clear guided steps while at other times this process is varied and unpredictable. The goal is intellectual rigour and open inquiry. Information literacy is a transdisciplinary skill which means the learner is able to apply the concepts that underpin information skills in all aspects of their lives. The information literate student is therefore able to apply their information skills in mathematics, science, the arts, humanities, physical education and
language studies. Information literacy skills are therefore taught in every subject area using approaches and outcomes relevant to
each field of study. How does the VIS Library support the acquisition of information literacy skills? The VIS Library provides support using a range of approaches that are continually refined in line with current standards, advances in technology and developments in the International Baccalaureate curriculum. The teacher-librarian works in collaboration with class teachers from Early Years to Grade 12 to support a classroom learning environment that reinforces information literacy concepts and skills throughout each day. This collaboration is essential to ensure students have the opportunity to directly apply information literacy skills within their learning environment. The VIS library has also built and continues to build a greater diversity of resources to support the inquiry process of students who come from a wide range of cultural
backgrounds, varying interests and language skills. These resources are selected for their creatively rich content, the breadth of information available, accessibility and relevance to the curriculum.
Electronic Resources tools for inquiry, anytime, anywhere. An area of the library we have begun to significantly expand has been electronic resources which include online reference databases, eBooks, electronic periodicals and other online tools. For a closer look at these resources, log into vislao.follettedestiny.com.
12,596
books in the VIS Library collection
37,723
circulations in one year
3,345
books currently checked out
Page 31
Electronic resources do not replace our print collection but rather serve to extend the resources and information available to our students. This greater diversity of resources and points of access to the tools needed to support student inquiry enables the library to adapt and respond to the learning opportunities across all grade levels and discipline areas. These resources enhance the ability to extend library services and resources beyond the library shelves into the classroom, at home and beyond. EBooks can be accessed via the library homepage (vislao.follettedestiny.com) and include books from EBL, Follett Shelf, Questia and TumbleBooks. Online reference databases that can also be accessed via the library homepage include Encyclopedia Britannica, Grolier, Science Online, ABC-CLIO, JSTOR and Questia.
The library is also expanding the range of technologies available to students. This year we have added iPads that allow us to offer a greater diversity of modes of access to information, literature and communication. The free Destiny Quest app is available for all Apple and Android devices for access to the library catalogue via any Internet connection (vislao.follettdestiny.com).
The library team provide lessons, one-to-one assistance and guided exploration of these electronic resources giving students the opportunity to experience high quality sources of information and build their information literacy skills.
The future development and expansion The library will continue to develop and expand print and electronic resources so visit the vislao.follettdestiny.com regularly to keep in touch with new services and resources. Any questions or suggestions can be directed to the [email protected] or you are welcome to visit the library to see for yourself what we have to offer.
Philip Williams Librarian
Bee Sivilay and
Tui Chanthavong Library Assistants
Our very own published author Our congratulations to Elaine Reimann on the publishing of her book The Supportive Classroom: Language Acquisition In A Multilingual Environment. The latest addition to the world of knowledge of language acquisition was published on November 20th
2012. You can order your copy through the link below.
CLICK HERE
Board News
Page 32
New Project To Make
A Splash At VIS
The last Board Meeting saw the Board of
Trustees authorize signing of contracts to commence
building a new Swimming Pool and Fitness Centre
at VIS. The construction of the new capital project
will include a 25 metre swimming pool and a 12
metre learner‟s pool. Additional buildings will
provide for an expansion to the physical education
programme for all students.
“I know that this project has been keenly awaited by
the VIS community,” said Director, Greg Smith.
“The Board has made sure that the school can
manage the million dollar capital project within the
existing Capital Fee structure which is great news
for everyone.”
Work on the new project is expected to
commence in January with a completion date in
July, ready for the new school year. The school‟s
land adjacent to the car park will be developed for
the new facilities. “The work will cause minimal
disruption to the normal school operations as the
area is separated from the rest of the campus,” said
Mr Smith, “but there could be some changes to
parking and traffic flows during the development.”
“The addition of a swimming pool and fitness
facility will add new options to the International
Baccalaureate curriculum and co-curricular
programme at the school. The availability of the
pools will be a real boost for our PE programme,”
said Activities Director, Philip Graham.
“The Board is very pleased that the school
continues to achieve the goals of our 2009 Strategic
Plan,” said Board Chair, Bobby Allen. “It is very
rewarding to see the capital fees being put to good
use in developing new facilities.”
This project has taken a number of years to
be developed and has benefited from the input and
advice of many people. It is an exciting new
development for VIS.
Let the digging begin ….
Front aspect of the fitness facility
Aerial View
The 25 metre swimming pool
Thank you
to e
veryone
who cont
ributed
to this
edition
of Drago
n Tales.
If you
would li
ke to su
bmit
an arti
cle for
the next
issue plea
se make
sure you
do so b
y Wednes
day 13 M
arch.
If
you are
a student
or a memb
er of
the
teaching
staff p
lease su
bmit you
r articl
e to
Mr Jon (
Primary)
or Ms K
im (Seco
ndary).
Other memb
ers of
staff or
members
of the
communit
y should
submit
their arti
cles to
Ms Racha
el.