Informer October 2014

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The Informer

The United Nations of ISS

2 • THE INFORMER • 29 OctOber 2014 www.isstavanger.no

From the Director:It’s play-time! “Play-time” can mean several different things here at ISS—all of them connected to positive educational aspects of our development of a fine environment for our students here.. But what I mean today is we are just about to have the first of our wonderful drama productions of the year come to life on our stage, plus our NECIS athletes are soon to fly down to play in the big competitions in the Netherlands and Belgium. At ISS we are blessed to have a beautiful—and very well-used theatre. The facility is a good match for our phenomenal drama offerings here at the school. The high school production, “Stand” will take place on October 30, 31 and November 1. Tickets are available in the main office. The primary school production is well into rehearsals and they will proudly present their play on January 22-24. And then, the middle school musical this year will be presented on March 5, 6, 7. Those of you who have been faithful fans of ISS productions in the past will no doubt agree with me that the school has made good use of its beautiful theatre over the years. Each year there is strong response on the part of the students who love to be involved in some way or other with the productions. There is a virtual army of adults—both school employees and parent volunteers--who assist in a variety of ways in attending to the myriad of details. We are very grateful for all the time, effort, creativity and sheer passion that is invested in our drama program annually. Thanks to one and all! The other part of the “play-time” that I referred to relates to the culmination of the first sports season. Congratulations to parent coordinator, Mr. Peter Morgan, on the successful conclusion of the Early Childhood and Primary School Football Season. Over two hundred children, not just from ISS, but also from other local schools have taken part again this year. Those children have been coached by willing parents and middle and high school students. Our NECIS teams for Volleyball, Football and Cross Country will soon be heading down to the continent to play in their tournaments. Good luck to all of them. We also congratulate all the younger athletes in these sports whose seasons are now winding down. Congratulations to our Middle School Honor Choir boys who used part of their fall break to travel to Rome and join the AMIS Choral Festival there.

Well equipped and thrilled by the challenge

Outdoor Education at a high level

THE INFORMER • 29 OctOber 2014 • 3www.isstavanger.no

Hiking!

Swimming!

And finally, in November the first of our two Model United Nations delegations will travel to Portugal for the Iberian MUN gathering. In January, we will also send a delegation to The Hague Model United Nations. You will also see pictures in this issue of the Informer from HS Trip Week and the first Outdoor Education groups from the Middle School too. Lots of great travel opportunities for our ISS students! With UN Day just past, I though you would be interested in seeing the list of nationalities of our students this year.

A very diverse group, they come from Algeria, Argentina, Australia, Austria, Azerbaijan, Bangladesh, Belgium, Bolivia, Canada, China, Croatia, Czech Republic, Denmark, Egypt, Finland, France, Germany, Iceland, India, Indonesia, Iran, Ireland, Italy, Japan, Kazakhstan, Latvia, Libya, Lithuania, Malaysia, Mexico, The Netherlands, New Zealand, Nigeria, Norway, Pakistan, Poland, Portugal, Romania, Russia, Serbia, Singapore, Spain, Sweden, Turkey, Trinidad and Tobago, United Kingdom, United States, Venezuela and VietNam.

Did I miss anyone? If so, please, please let me know—we always want to make sure that each country of our students is noted as it helps to remind us of the broad and wonderful international community where we have the privilege of learning together. As the dark days come back to us, it’s time to think again about keeping students and ourselves safe. In a previous Informer a few years back, I wrote a sentence that a parent came and thanked me for, and so I’ll print it again. . . “As a confirmed optimist, I always look at the changing degrees of light we experience not as a test of one’s ability to withstand something unpleasant, but rather as an opportunity to learn how the effects of longitude and latitude are more than just concepts in a textbook.” But the shortening hours of light do remind me that it is about time to write about safety and our collective need to take the steps to keep everyone—students and adults—safe throughout each season. Now that the dark days are here, I’d like to remind all parents to see that their children are dressed wisely. Reflectors, reflective vests, and a variety of other products are available to allow your child to be seen. Over the years, the ingenuity and style of “safe clothing” has expanded and students can look cool and safe at the same time. And while you are choosing reflective clothing for your children, please choose some for


yourselves as well. Remember--not just the small children, but teenagers and parents as well--make sure you augment your winter wardrobes with plenty of reflectors. Adults need to be seen on these dark days as well! Here at ISS, our employees all have reflective vests that they wear when they are on bus duty or recess duty and we have also encouraged them to have them on outside of school time when riding their bikes or walking on dark days. Here are some interesting reflector facts:

• Reflectors make you visible on 400 m distance if the meeting vehicle has its head lights on, 140 m distance if dimmed lights on, 25-30 m if you do not wear reflective gear.

• You need to have reflectors even if there are good streetlights. Most accidents involving pedestrians occur in urban areas.

• It is mandatory for bicycles to carry reflex at the pedals and at the rear

• Trygg Trafikk’s check indicates that only about 29% of adults use reflectors when they go out in the dark

• A car driver with 50 km/h speed has only two seconds to spot a walker without a reflector but 10 seconds if the walker wears a reflector

• Remember to have reflectors that are visible on the side of your body as well as front and back so you can be seen by oncoming cars when crossing the street.

More information is available at http://www.tryggtrafikk.no/tema/refleks/ I would also like to make special note of the importance of being safely attired while on a bicycle. Both the rider and the bicycle need to possess the correct gear. Not only should the cyclist wear reflective clothing and a helmet, but I’d also like to make a plea that bicyclists leave their ear phones “unplugged” while on their bicycles. The latest tunes or books on tape may be compelling, but they can also distract the cyclist from hearing essential sounds of traffic that can keep them aware and safe.

The bike itself, by Norwegian law, has to fit specific requirements about front and back lights and other items. And yes, the police will stop bicyclists of any age and ticket them if they do not meet the legal code. We have a number of serious cyclists here on our staff and I know any one of them would be happy to answer questions you might have about your own bike or the bike your child is riding to school. Don’t get me started on the unsafe habit of “texting while walking.” Did you know that there is a new category of injuries connected with those who text and walk? None of us are immortal and keeping our wits about us is essential.

Gone fishing ....

Sailing is also part of it....

http://www.tryggtrafik.no/tema/refleks


Did you notice that I have not mentioned using a cell phone, (unless it is “hands-free”), or texting while driving? I don’t even need to mention that because I know that none of our school community members would break the strict Norwegian laws against that, nor would their endanger either themselves, their family members in the vehicle, nor anyone else nearby by using such risky behavior! Finally, I would like to alert you to a fun new activity coming up in Downtown Stavanger that ISS is proud to have been invited to participate in. Throughout the month of December, there will be a “Living Advent Calendar” taking place for the first time. It is a brainchild of a wonderfully enthusiastic local lady, Åse Natskår Svihus, who has put her good idea into action. Each day of Advent—December 1-24, there will be a different presentation by a variety of cultural groups in Stavanger.

During the week, it will take place from 18.00-18.15 and on weekends from 14.00-14.15. The ISS Middle and High School Music Department will be performing on Monday, December 15 from 18.00-18.15 in the Torgterrassen Shopping Center, just off the marketplace, in Stavanger.

Come, Watch, Enjoy! We will be sharing more information and there will be a website describing all the events. Stay tuned!

Best regards,

Dr. Linda M. DuevelDirector

[email protected]

Rowing takes some practice....

Here, your turn at the tiller...


From the Deputy Director Gareth L Jones (B.Ed Hons, MBA) E-mail: [email protected]

In my last informer article I wrote about how we had structured our strategic and operational planning under our core values and objectives of Learning, Well-being, Community and supporting objectives of Infrastructure and Resources and Governance and Leadership as we seek to ensure that our Vision and Mission is used to drive our school forward.

I also noted that I would like to share aspects of what we are doing in these areas in subsequent issues of the Informer and so that is where I find myself today.

The question is perhaps where to start?

But that is an easy one as it relates to the core value of learning, which is right at the heart of what we do. It is interesting to note that this fairly obvious start has not been so obvious for many schools over the years.

As we updated our guiding statements we took a closer look at learning and developed the following value statement:

LearningAt ISS, we believe everyone is capable of learning and achieving. Developing a passion for and love of learning is key to students becoming lifelong learners. Students are encouraged to reflect and develop an awareness of one’s own learning process. In preparing for an ever-changing global community we inspire learners to develop collaborative, creative, critical thinking and technological skills.

By articulating what we believe about learning we are commutating a number of key messages to our students, parents, ourselves and the broad community about what learning is and means in the 21st century. Let me start by deconstructing this value statement.

From the initial line we state that ’everyone is capable of learning and achieving’. Many schools through their admissions often articulate a different perspective on learning and refuse to admit students who do not pass highly selective entrance assessments or English language tests. This sends a message that everyone is not capable of learning within the school environment that they have established.

For us at ISS we see the need to reflect the real world and real society recognizing that all students have different gifts and talents and it is our responsibility to help them stretch themselves to achieve their full potential, encouraging them to take on challenge. In reality this means not selecting students out or preventing them from sitting ISA’s or external examinations because they may struggle, nor are we complacent in relation to more academically gifted students and do encourage them to extend themselves

in their academic choices. When you have a value articulating the philosophy that all students can learn, you are also raising awareness that commitment to engagement within learning is important and that developing a love of or passion for learning is key to becoming lifelong learners. This is not just about ’having fun’ whilst learning, but based on the most contemporary brain research and the role that the amygdala plays in learning.

High engagement, enjoyment and challenge combined with a low anxiety environment clearly promotes the growth of synapse and development of myelin to ensure that learning really is ’sticky’ and lifelong.

So when in the classrooms we see our students engaged in fun learning activities, we know from a biological perspective that their brains are changing and developing in a positive way.

When we deconstruct our learning value further, we state that it is important that students learn to reflect and develop an awareness of one’s own learning process. In the teaching trade this is called metacognition or focusing on learning how to learn by focusing on metacognition. Being reflective in relation to the process of learning promotes a far wider and deeper understanding than simply investing time in memorizing facts for a test.

Lastly, we believe that it is important that learning at ISS prepares students for an ever-changing global community. We would be failing to reach our vision if we provided an education that only focused on factual knowledge. Whilst this might have been adequate in the past, it is simply not good enough for the future where students will need to develop transferable skills such as working collaboratively, creatively, thinking critically and using the latest technologies effectively.

We know it is not always easy to share every aspect of our students’ learning with you, but we hope that via the editions of the Informer; open houses; reporting; student – parent – teacher conferences; Share in Our Learning; Edline as well as contacts with home and individual meetings, we’ll be able to convey our approach to learning in practice.

With learning at the core of what we do, it would not be appropriate for us to see learning only as it pertain to our students and it is important for us as a school to ensure that we are a ’learning organisation’ insuring that we are innovative, creative and flexible in our approach to learning and have structures in place to ensure this takes place.

Within the learning domain of our strategic and operational planning process we have set ourselves


three major goals (and a plethora of associated actions) in areas that we must nurture if we are going to continue to improve and develop learning at ISS. The three areas are outlined as follows:

1. Ensure that intended learning, assessment and delivery pedagogy is understood, appropriate, and coherently articulated systematically reviewed and updated.

2. Recruit, retain and enhance professional growth and development for all educational staff and provide them with the appropriate support, validation and resources (materials & facilities) to create a positive culture for learning.

3. Develop a positive culture for learning by ensuring that we are a ´learning organization and that school improvement and development is an ongoing process by implementing appropriate findings and recommendation of our CIS / NEASC accreditation as well as other audit processes.

In working to ensure our intended learning is systematically articulated we are now able to share with you electronic access to the curriculum at ISS.

This is accessible through our online curriculum mapping site at the following URL: http://isstavanger-public.rubiconatlas.org/Atlas/Authentication/View/PublicLogin Once you access this you will be asked to put in the following password: stavanger. Once you are at the page you will be able to browse intended learning (curriculum) calendars which provide you an overview of the scope and sequence of the learning as well a more detailed description of the units and an outline of the knowledge, understanding and skills as well as questions for students that can be used to check for understanding of the content. To search for the particular classes/courses you can browse by the section of the school, grade, subject, course name or teacher name. We hope that this will we be helpful for both students and parents.

I hope this has been able to provide you with an insight to learning at ISS and the importance that we place on it.

In my next informer article I hope to turn to look at our second core value and objective: Well-being.

Regards

Gareth Jones (B.Ed Hons, MBA)Deputy Director

[email protected]

Over the past two years as part of the re-accreditation process we restructured our guiding statements. As a result of that process the area of HSSE comes under our core value of Well-being. Within this area our objective is to: Provide a safe environment that nurtures the emotional, physical and developmental needs of all its students, and promote the basis for a safe, healthy and meaningful working environment.

In essence the focus of the committee is in the following three areas:

1. Promotion of the whole child with a balanced inclusive philosophy that meets the physical and developmental needs of its students.

2. Provide programmes and structures that meet the social and emotional needs of our students.

3. Promote a culture of safety and actively seek, identify and implement methods to improve the Health, Safety, Security and Environment of the school for students and staff through planned audits & inspections

The third of these areas is where much of the ’traditional’ work of the HSSE Committee is done and as we move forward with a broader remit we continue to work to build on our current HSSE practices and produce a monthly report to our Board of Trustees.

More specifically in the area of HSSE we have a number of areas of focus for this academic year and these are outlined as follows:

• Ensure that all the safety audits are effectively completed

• Continue to work on bus safety in particular regard to seatbelts.

• Further update the fire and lockdown protocols for the 2014-2015 handbooks and re-familiarize with students and employees.

• Complete table two table top exercises. • One related to contagious diseases (including

food-borne and air-borne illness)• One in the area of child protection issues • Update child protection protocols within our risk-

assessments and include as part of our advisory and pastoral programmes.

As I close, I would like to remind everyone that the fall is certainly here with dark mornings and afternoons and would remind everyone of the importance of wearing reflective clothing or attachments as a simple and inexpensive way to make the day safer for everyone who is out in the open.

Gareth JonesDeputy Director and Acting HSSE Coordinator

[email protected]

News from the Health, Security, Safety and Environment (HSSE) Committee


The Counselors’ [email protected] [email protected]

Dear ISS Families,

It has been a busy few weeks at ISS with Trip Week and the visit of Dr. Michael Thompson, bestselling author of books ‘Raising Cain’ and ‘It’s a Boy’ and ‘Speaking of Boys’, Dr. Thompson is clinical psychologist, school consultant and international speaker on the subjects of children, schools and parenting. Dr. Thompson gave very informative sessions to the whole school community and we would like to remind you that you may access more information about him at http://michaelthompson-phd.com.

Last week 31 Grade 10 and 11 students took the PSAT (Preliminary SAT test at ISS. Results will arrive in school in December and we will work with students to review their scores and plan for the future. This test can be a very useful benchmark for students to check their university preparedness against other students in US and International Schools, as well as to review their skills in Critical Reading, Writing and Mathematics as they consider university destinations worldwide.

Senior students are now in the middle of the university application season and we have a full calendar of college, testing and postsecondary events taking place in November and December. More than 35 students are now preparing UCAS applications to the UK, which we hope to send off early in November. Based on university deadlines we expect US, Canadian and Netherlands applications to follow soon after. We are working individually with students on their college essays and personal statements and we encourage them to drop by anytime if they need help with the application process.

We would like to remind Grade 12 that the registration deadline for the December 6th SAT test is 6th November 2014. It is really important to register early in order to secure ISS as your test center. Senior students should also be keeping us up to date on their college/university plans in Naviance. We are also pleased to be hosting several university visits this fall.

• On Friday October 17th grade 11 students received a presentation from American University of Paris about the American System of Higher Education as well as information about IB Scholarships and need based financial aid.

• Cal Lutheran University (USA) visited on October 20th and further visits are scheduled with:

• Art Institute of Bournemouth (UK) – November 17th (The visitors will be meeting prospective students and can give advice on portfolio presentation)

• Bournemouth University (UK) – November 17th• University of British Columbia (Canada) –

November 17th• Drexel University (Philadelphia USA) - TBA Some of these individuals are the very people who will be partaking in admissions decisions! Students will also have the opportunity to attend workshops related to the university application process.

Amidst this hectic college season and the demands of IB and IGCSE we are very aware that as the days get darker, there can be a direct correlation to our moods and energy levels. It may become increasingly difficult to stay upbeat and positive, not to mention get up every morning in pitch-black darkness! Rest assured, we are in this together and can create our own positive energy in the months ahead.

Remember to exercise regularly, eat balanced meals, and get out for some light during the day. Take care of yourselves and each other and as always, we will continue to be here for you when you need someone to lean on. Warm wishes,

Mrs. Brown Ms. Jetabut

Cheryl Brown June JetabutHigh School Counselor High School [email protected] [email protected] 51 55 43 62 51 55 43 13

“Every accomplishment starts with the decision to try”


News from the IbDP/IGcSe Coordinator

International Baccalaureate Africa, Europe and Middle East Regional Conference: October 2014

This year, Dr Liam Browne and I were fortunate to be able to attend the IB regional conference in Rome. They say that ‘all roads lead to Rome’ and certainly this conference drew on expertise from many parts of the globe.

The theme of the conference was ‘Ways of Knowing’, which reminds us that we learn in so many diverse ways, and it is our responsibility to share our knowledge with future generations. In an ever-changing world, deciding just what should be included in a school curriculum is a real challenge, both in terms of the content and methodology.

I would like to share some aspects from the keynote speech at the opening plenary given by Dr Yong Zhao, who described himself as a “failed peasant”. Now an internationally known scholar, author and speaker Dr Zhao writes on his website:

“Last year when my son graduated from college, I asked the question “can you stay out of my basement?” as I believe an important outcome of education is the ability to live out of one’s parent’s basement, that is, the ability to be an independent and contributing member of a society.

The Common Core and most education reforms around the world define the outcome of schooling as readiness for college and career readiness. But as recent statistics suggest, college-readiness, even college-graduation-readiness, does not lead to out-basement-readiness. Over 50% of recent college graduates in the US are unemployed or underemployed. The numbers are not much better in other parts of the world.

They are the “boomerang kids,” writes a New York Times magazine article last week. These were good students. They were ready for college. They paid for college (many with borrowed money). They completed all college requirements. They did not drop out. And they graduated from college. But they are back in their parents’ basement for there is no career for them, ready or not.

The reason is simpler than many would like to accept: education has been preparing our students for an economy that no longer exists. Technology and globalization have transformed our society. Machines and off-shoring have led to the disappearance of traditional middle class jobs—jobs our education have been making our children ready for.

The “boomerang kids” are not poorly educated, but miseducated. They were prepared to look for jobs, but not to create jobs. They were prepared to solve problems, but not to identify problems or ask questions. They were prepared to follow instructions, but machines can follow instructions more precisely and more important, with less cost.Technological changes always disrupt the existing social and

economic order, forcing us to redefine the value of talents, knowledge, and skills. What used to be valuable may become obsolete. What was undervalued may become more valuable. We know that in the “second machine age” and “flat world,” we need creative, entrepreneurial, and globally competent workers to compete with machines and less expensive workers who do not have access to the same resources as students in developed countries ….

What we need is to shift the education paradigm from preparing job seekers to job creators, from imposing upon children what a small group people defines as valuable knowledge and skills to supporting children to follow their own passion, and from fixing our children “deficits” defined by standardized testing to enhance their strengths ….”http://zhaolearning.com/2014/07/02/college-ready-vs-out-of-basement-ready-shifting-the-education-paradigm/

This speech was just one of approximately fifteen fascinating sessions looking at aspects of the conference theme which I attended. Dr Zhao’s presentation forces us to reflect on what is important in educating our young people for the world of the future, and provided us with some inspirational food-for-thought. Other sessions led us to consider some practical approaches to curriculum development including the use of appropriate educational technology, the importance of service learning in character development (very relevant to our IB Diploma students as a new CAS guide is being published) and the key role of reflection in the learning process.

We also heard further details of the major development which is being introduced into IB Diploma lesson planning in the next school year: Approaches to Teaching and Learning (ATL). We will know more details in February when the new guides are released and workshops organized, but we know that this tool will help us to move towards some key curriculum development goals.

There are many new and exciting ideas in the world of education, and they inform our curriculum development here at ISS where our vision is to “inspire a community of responsible, globally-engaged, empowered learners” and where our core values, Learning - Well-being - Community, influence every aspect of the ISS experience.

Our choice of the International Baccalaureate Diploma Programme for our 11th and 12th graders reflects our belief that this offers our students one of the best pre-college (or is it the pre-out-of-basement ??) programmes in the world today.

Lynn ParkIBDP/IGCSE Coordinator

[email protected]


H i g h S c h o o l N E W S

Assessment in an International High School

With the distribution of report cards this week, I would like to take the opportunity to discuss ways of considering assessment. A lot of confusion and angst can come about as a result of report cards. Exams and reports, unfortunately, can promote a sense of competition, where students compare grades and determining success or failure based on the comparative performance of classmates.

Winston Churchill said of the democratic form of government that it was the worst of all systems-except for all the others.

So it can be with exams and report cards. They can be confusing, overly complex and puts pressures on students that may not be appropriate for the grade level. Moreover, the language of standards and assessment varies widely; not just from country to country but also from school to school, with words such as “indicators”, “objectives”, “benchmarks” and “profiles”. As a result, assessment and standards have been lost in the chaos, jargon, and inarticulate

expressions of educational policy makers and theorist.

Basically all assessment comes down to what a student should know and be able to do.

There are two ways to evaluate student performance:

1. We can compare the performance of a student to another or to the average of a group of students, or

2. we can compare the performance of the student to an objective standard.

If we accept the first approach we care not whether a student has achieved a result, but only whether the student being evaluated is better or worse than his/her classmates. In some instances such a comparative process makes sense. For example, we can assert that the World Series must produce only one winner (despite only teams from the United States and Canada participating), or only one country will win the cricket World Cup (which consistently excludes amongst others, the United States, China and Russia). All of these contests share, in addition to their peculiarities of title and cultural exclusion, a commitment to


H i g h S c h o o l N E W S H i g h S c h o o l N E W S

determine excellence on a comparative basis. The arbiters of such sports care not who is a competent shortstop or batsman, but rather who beat whom. Victory connotes competence.

Would this be the case if we changed the venue from the cricket match to the cockpit, from the ballpark to the driver’s seat of a car? We get scant comfort from a pilot who announces, “I’m proud to announce that my score on the aviation exam was better than my competitors, though I’m not quite sure how to land this plane”. We are unimpressed by the teenage driver who implores, “Give me a break, Dad, that dent isn’t nearly as bad as the one Jonny put in his father’s car.

In matters of safety we compare pilots and teenage drivers not to one another, but to objective standards. We require equal numbers of take offs and landings, and we insist that drivers adhere to the rules of the road. On matters that are deadly serious, we use standards. In matters of games we use comparative measurements.

So it is with education and the programmes on offer

at the ISS High School. Both the IGCSE and the IBDP use criterion reference assessment, with clearly established and articulated standards.

Therefore, success should not be judged by looking around the room at the performance of classmates. The IGCSE and IBDP are international programmes for international schools responding to the needs of students often from a wide range of national, cultural and linguistic backgrounds. These two programmes: the IGCSE and IB Diploma Programme have two philosophies which at first glance seem paradoxical, yet on further reflection are complementary. The IGCSE is more compartmentalised, prescriptive and skills based; the IBDP, having some of the attributes of the IGCSE, aims to be more holistic, reflective and constructivist. Together they help provide a balanced learning environment for international students.

Despite the literature put out by the IGCSE and the IBDP, standards are hardly new to education.

Kindergarten teachers do not expect students to know a few more letters of the alphabet that their

Anybody looks good in pink!!..?


H i g h S c h o o l N E W Sclassmates but to know every letter. With criterion referenced systems that are precise and clear, they can tell parents and students which letters, colours and shapes students know and thus provide clear guidance on what students must do in order to be prepared for the next level of learning.

Music teachers would be quite confident about the difference between the A and the A flat, with the former corresponding to about 440 cycles per second (thank you Mr. Walker). They never say, “Your performance of that note was better than any A we have heard today - go to the head of the class!” Rather, they help the student to work, adjust, listen, and adjust again until they achieve the standard; hitting the A with precision.

However, it is not always easy to be so clear cut.....

The best explanation is that the examples I have provided illustrate matters of easy consensus and clear differentiation between the attainment of a standard and the failure to meet it. But if the context is changed from Kindergarten to Kafka, from music to Macbeth, then objectivity is supplanted by subjectivity. In matters of literature, language, philosophy or history proficiency is no longer clear, and the definition of acceptable student must rest with the judgement of experts . . . teachers! This logic is appealing to some, particularly to the experts whose judgement remain secure in direct proportion to their mystery. If students did not know how a judgement is made but have faith in the judge, then infallibility is ensured.

Call it the “Oz effect”. The great and powerful Oz retains power as long as there is no Dorothy and Toto to look behind the curtain.

At the ISS, teachers do not aim to be a “sage on a stage”. A brief walk through the corridors or a pop into a classroom, prove that transparency, cooperative and collaboration are the order of each day. Teachers and students work in a mutually beneficial learning environment, where there are no academic secrets to success. Even the more subjective standards aim to be broken down and explained.

Students are encouraged to become responsible learners who take the initiative and seek assistance and clarification when needed.

I would like to congratulate all students who have had a successful quarter and to those who wish to improve (which I hope would be all).

I would like to offer the following words of advice:

Before setting goals for next quarter and means to measure your progress (which are all highlighted in the self-reflection and goals forms that were completed by students prior to the parent conferences) please ensure that you are clear on the standards.

Avoid the “Oz effect” and take a look behind the curtain!

Dr. Liam BrowneHigh School Principal

[email protected]


Middle School News and Events H i g h S c h o o l N E W S

All Middle School students recently received their Q1 Progress Report.

The first report of the school year is always a time for discussion and reflection between students, parents and teachers. Included with the report card you also received a set of Standards or Descriptors which give you the information that the grade was measured upon. Please look closely at these rubrics of Academic Attainment and Learner Profile to familiarize yourself with the skills and standards that your son or daughter is measured against and what they are working towards. It is very important to know that students are not measured against each other, rather against a set of consistent standards.

The Report Card has also given you some information regarding the work covered during the quarter. It also listed the main Continuous and Significant Summative Assessments during the quarter. The explanations of Formative and Summative Assessment is also included with your report card.

Once you have familiarized yourself with the report card, the next step is to meet with your child’s teachers at the Student/Parent/Teacher Conferences on

the 3rd and 4th November. You have scheduled 10-minute appointments with each teacher. Please remember that your child is the main contributor in these conferences. It is an extremely valuable opportunity for your child to talk about what they did well, what they could do better and what they need to work on for the remainder of the semester. Student self-reflection is an extremely important part of the learning process and, therefore, I ask you to make sure you spend some of the conference time listening to your child’s reflections and the teacher advice.

I look forward to seeing you at the conferences next week.

At our first Middle School Recognition Ceremony of the school year last week, I spoke about the importance of self-reflection and I asked all the students the following questions:

‘The start of a new quarter is also a time for us to think about our own achievements over the past weeks: in the classroom, in the gym, in the music room, at Hardanger or Fevik in the art room/DT room with our iPads and as a member of a volleyball or football or cross-country team or a member of the boys’ Honor choir.

Me?!

Q1 Assessments and Conferences


• What did you achieve? • What new skill/s did you learn? • What are you most proud of? • What would you like to do better next quarter? • Did you take a risk this quarter? • Did you try something new?

A new quarter gives us the opportunity to examine those questions carefully and to reflect on whether you have REALLY given your absolute best this quarter. Think about that very carefully.

As well as our performance in class, you Middle School students are very busy with a huge range of extra-curricular activities (inside and outside school) and that is very good. We all know just how important regular exercise is to our learning in general.

The Middle School is also a time to discover what kind of person you are, what kind of character you are:

• Are you a positive person or do you react in a negative way first?

• Are you a kind person? • Do you help others? • Are you a good friend? • Do you have the qualities that the MS students defined

recently at a true friend? • Are you an honest person?

• Are you someone that people trust with their secrets?

Middle School is a time where you will make mistakes. Making mistakes with regard to learning in class is a very good thing as it also helps with your learning. Learning from your mistakes (with regard to behavior) is also so very important in Middle School. Your teachers want you to be good students, but just as importantly they want you to be good people.

So, I ask you the following questions…..parents and teachers, too, and answer them honestly for yourselves:

• Have you overcome any fears this quarter? (Maybe that oral book review or presentation in front of the class, or playing in your first football game or first volleyball tournament, performing in front of your teachers and peers)

• If you did, overcome that fear or nerves - how did you feel afterward? Think back! Did it feel good?

• Was there any day you left a classroom, without asking the question you wanted to ask or needed to ask? (You know if you had just plucked up enough courage to ask that question, many other people in the class would have been very relieved, because they wanted to ask it too). So, this quarter….ask that question!

• Have you taken the time to welcome the new students who have arrived into MS during Q1?

• Did you make the effort to help them, say something nice to them? Show them around? Offer to sit with them at lunch?

Middle School News and Events

Opportunity to play


Middle School News and Events • Lastly, if there was one thing that you think you could have

done better last quarter…what was it. What would you do better? Make that one of your goals for Q2.’

United Nations Day – International DayFriday, 24th October

The students and teachers looked GREAT on United Nations Day. Thank you so much for the efforts made to represent the allocated country.

We started the day at our regular morning assembly by hearing about the United Nations and Model United Nations from some of our High School Model United Nations (MUN) students. All three students have been students at our Middle School.

During UN Day, students have been given the opportunity to talk about their particular assigned country. I have seen presentations, heard music and seen some lovely food as well as admired all the colourful clothes and flags.

Some reminderS/recommendationS for our middle School StudentS:

• Students must drink WATER during the day (not soda, coffee, tea, energy drinks or juices). That is the reason why MS students are not permitted to purchase soda at the kiosk.

• PLEASE send your son/daughter to school with a water bottle.

• Students should bring this to school every day and to every class.

• Adolescents MUST get at least 9 hours of sleep per night for optimum learning.

• NO TECH SCREENS IN THE BEDROOM – the light from the devices (laptops, iPads, phones, TV) wakes up the brain and prevents good quality sleep (as well as the temptation of actually using the device during the night!!). I have mentioned this fact in several of my newsletters this year.

General Organisation – Locks and Lockers

• PLEASE help us out and make sure that your son/daughter has a padlock for their locker. Many students do have one and are then not locking their locker during the school day OR at night OR over the weekend.

• iPad’s are to remain locked in their lockers during the school day at recess and lunch.

Lunch Cards

All students who purchase lunch in the cafeteria, should always have their lunch card with them. Please make sure that there is enough money in the account. This can be done online or with direct payment to Anne Brit at the main office.

Please contact me at any time if you have any questions or concerns. My door is always open

Carol WallaceMiddle School [email protected]

Lost

your

LuncH card?Dear Students: If you lose your lunch card, there is a charge of NOK 50 for the office to replace it. So first, search that backpack and locker carefully and look under your bed to see where it might have ended up. If after that careful search, it is still missing, you are welcome to come see Ms. Winters in the office to issue you a new one. The NOK 50 charge can either be paid in cash in the office, or she will deduct from your cafeteria account.

Thank you!

ISS


From October 8-12, four Middle School students and one teacher from the music department at ISS traveled to Rome, Italy to participate in the european middle School honor BoyS’ choir feStival through the Association for Music in International School (AMIS).

This festival, hosted by the Ambrit International School of Rome featured approximately 60 students representing 12 international schools from across Europe and the Middle East.

Under the direction of Mr. James Libbey from the International School of Luxembourg, and accompanied by Ms. Sanna Törmälä-Tranberg, music teacher at ISS, the choir performed 9 pieces in St. Paul’s Church in Rome.

The concert highlighted a world premiere, “Il Sor Carlo l’armonico’, traditional Italian folk song that was arranged especially for this festival by Richard Hein.

The four students representing ISS in Italy were:

Hal Monro – 7th GradeGio Croatto – 7th GradeZack Matthews – 7th GradeBen Cullen – 8th Grade

Well done, boys!

Teacher representing ISS was:Ms. Sanna Törmälä-Tranberg

5th Grade, Middle School and High School Music Teacher




Pink Day!!


Thank you for taking time in your busy days to join for parent-teacher conferences on 7 November. You should have received an appointment time with your child’s homeroom teacher.

If you would like to confer with a specialist area teacher, please email them directly to set up a time. Some teachers work in the Middle School and High School, so making an appointment is necessary as the teacher may have other classes during the school day.

Teachers will be interested in hearing how your child feels about school, and they will share information about your child’s journey in learning so far this school year.

Reports for Quarter One show just an overview of work as the conference is meant to share information on each student’s strengths and next steps in learning. The reports for quarters two and four will have individual written narratives. We will have another opportunity for you to share in that journey when we have another day dedicated to meeting with teachers on 27 March. If something comes up in the meantime, please contact your child’s teachers via email to arrange another time to talk.

The International Festival is just a few weeks away, 9 November. Thank you to parent volunteers for planning and making this community-building event.

Thank you as well to our Parents Association for

coordinating the book orders and for the reading incentive weeks. These common projects are a motivation to practice and thus promote learning.

Motivation to learn is part of our culture at school, a learning culture. More and more, teachers see learning for what Kirsten Olson calls “Autonomous pleasure. This is pleasure that often is seen as an ideal: it arises spontaneously from the activity of learning. It is the immanent pleasure of a learning experience, self-sustaining and highly generative.” We also find motivation in finishing a task or a social reward such as a sticker, privilege or admiration for mastering a skill. The first of these is the most difficult to use, yet it is the life-long attitude toward learning that we try to engender.

We are very proud of our students for their individual engagement in learning and for the way they present themselves as a group, and sometimes we hear from others of how special and engaged they are. The following text was received after a concert with UK pianist Robin Colvill who has traveled around the world performing.

”I am writing to say thank you for the invitation to play for your young students on Wednesday this week. I must say I was truly delighted to meet such an enthusiastic, lively and well-behaved group of young people. They appeared to thoroughly enjoy the music and they listened extremely well. I had great pleasure in answering their many interesting questions.I have played for numerous

‘Peace is being a good friend’

Primary School News


schools in the past, and I think your audience was one of the best! I hope to see you again one day. With best wishes, Robin Colvill”

There are many after school activities in which the students have taken part so far this year: football, silk painting, mother-tongue language instruction, dance, practicing for the Primary School musical, and many other activities that are planned for the coming months.

Among these are outdoor education week for Grade 4, 17-20 November, tumbling for those lucky to have a name drawn for taking part, basketball with IBA, more dancing, Winter concerts on 21 November and 4 December and the Juletrefest on the afternoon of 17 December .

I was impressed with the writing progress of our students and using writing to express feelings and ideas. A sentence written by Kristian, Grade 3, stands out as a good way to approach friendship. “I was as happy as what Mom, Dad and dinosaurs make me feel.”

Another was written by Ife in Grade 2, “Peace is being a good friend.”

Len Duevel, PhDPrimary School Principal

[email protected]

Can you use a friend...?

Primary School News


Early Childhood

I wish to thank all parents for their continued support of their child’s learning. We have had a fantastic start to the school year. All of our Early Childhood classes have settled into routines and have developed classroom communities. The children have a sense of belonging which is fundamental to any child’s well-being and happiness. A positive identity is developed through early relationships and stems from children feeling that they are liked, recognized and accepted for who they are and what they are—both for their unique identity and for their status as a member of a group.

Thank you for participating in our “Share in our Learning” sessions in September. This was meant to give you a glimpse into your child’s school day.

Parent- teacher meetings will take place November 7th. There will not be any classes for your children. A letter has been sent to you with a time for you to meet with your child’s teacher. If you would like to meet with a Specialist teacher, please contact them directly. Reports for Kindergarten and Grade One will include Attainment levels and an overview of the learning taken place.

the children in Early childhood have been out and about! Preschool have been out on fieldtrips including the beach, Stavanger Museum, Bird Park, and Trollskogen. All preschool classes have begun their weekly nature walks. They have focused on noticing changes that come with the autumn season.

Kindergarten and Grade One have been out to the beach and have explored the changes of the autumn season as well.

In school we celebrated UN Day with a parade through the school. The children wore their country dress and carried flags. This was followed up with a class community party. The food brought in was from around the world - Yum!

Thank you for attending our first “Milk & Cookies”

parent session on October 22. Please send to Jill Raven topics that you are interested in hearing more about in early childhood. We hope to have an Early Childhood “Milk & Cookies” session approximately every 6 weeks.

At our First “Milk & cookies” session, the topic was “Learning to Learn: What does this mean?” Jill shared with parents her view of what early childhood education is all about. During the early childhood years (Preschool through the end of Grade 2), children are learning how to learn. It is the critical time in the brain for children to develop learning dispositions. Brain research has shown that executive function skills are crucial building blocks for the early development of both cognitive and social capacities (2011, Center on the Developing Child- Harvard University). In early childhood it is important to provide experiences where the executive functions such as self-regulation, working memory, and cognitive flexibility are developed. It is a time for developing foundational concepts and skills for learning. Learning how to read and learning how to write, learning how to problem solve and persevere through challenge are all keys to success in later academic achievement.

We now know from brain research that it is experience that develops the ability to control impulse, pay attention and retain information actively in one’s memory and that this does not automatically happen as children mature. Environment and experience influence this development. We know that learning to read and write is a developmental process that it is not linear. In the early childhood years the range of normal performance is wider than in then later primary years (Grade 3 and up). To sum it up—It is key to remember that “early childhood is a journey, not a race”, Dr. Bonnie Campbell Hill (2002). If you would like to know more or have a chat about this, please contact Jill Raven, she would love to sit down with you to discuss Early Childhood.

Jill M. RavenEarly Childhood Principal

[email protected]

I think I’ll have a wee nap ....

Early childhood


Early ChildhoodEarly childhood

Recess is my favourite class - in any weather!

Field trip fun

I like good weather


Trip Week . . Trip Week . . . Trip Week..

Trip to SVALBARDFor the second year, 18 students and 2 teachers traveled to the beautiful archipelago of Spitsbergen.

Students were immediately immersed in the unique natural environments of the most northern city in the world, Longyearbyen.

Highlights included dog sledding, kayaking, visiting the University, learning about Aurora Borealis and Polar explorers.

Three days were spent camping on the remote beach at Skansbukta, which provided amazing views while hiking through 600 million years of geologic history. Students were able to observe an isbjørn in the wild while exploring the ghost town of Pyramiden.

Overall it was another wonderful trip to 79 degrees north learning and exploring in the artic environment.

Holly BarnesHigh School Science Teacher

[email protected]

79 degrees north. . .

Trying to look like a pet.....



First work, then play! Dogs are ready - let’s go sledding!

An armful of dog ...!

Rigged for the coal mines ...

Totally snowed under!

Covered up!



We did it!

I think this is a dead end, Rebekka .... Is it still far ...!?!



Trip to WALES & NorfolkFor the first time, 15 students travelled to the UK for an outdoor adventure week. This took the form of 3 days spent learning mountaineering skills in North Wales and 3 days learning to sail a traditional sailing boat on the Norfolk Broads.

The students arrived in the dark on the first night at the campsite near the foot of Tryfan, the mountain that the next day they were going to scramble up.Over the next 3 days, students were immersed in micro navigation skills even at night by reading map features, compass work, pacing and timing distances, wild camping and how to look after themselves in the wild.

To celebrate completing the first part of the trip, students were treated out to a huge dinner followed by a full English breakfast the next morning just before the 6 hour bus trip to Norfolk.

In the final 3 days, students in groups lived and sailed on 80 year old traditional broads sailing boats. Each group had to cater, sleep and sail these boats around the inland waterways, visiting different landmarks in the area.

By the end of these 3 days, students learnt to work as a team to hoist the big sails, “quant” (to push the boat along by a huge pole when the wind dropped – these boats have no engine or electricity) and sail the boats in very narrow rivers.

Steve McGillDesign Technology Teacher

[email protected]

Quanting No wind...

Cheers from the Cantilever!

Cooking


Trip Week . . Trip Week . . . Trip Week.. Trip to THAILANDFor two weeks in early October, 16 students in Grade 10,11 & 12 went to Thailand on a huge adventure. Before they went they had raised about kr 30,000 (and are still raising money) and were travelling all the way there to try and make a difference to people less fortunate than themselves. The first place they visited was an amazing place called ‘School for Life’ where they stayed, worked, played and helped the mainly orphan students living at the school. We stayed 5 days and organised games, concerts, visited development projects, explored the nearby jungle, had cooking lessons from the Thai students and bonded with everyone at the school. The experience was superb and there were lots of tears when we had to leave. http://www.school-for-life.asia/ The ISS students then travelled 200 km North-West along ‘the road of 1864 curves’ from Chiang Mai up into the Hill-tribes area near to Mae Hon Song to stay at a magical place called Cave Lodge deep in the jungle.

From there they went to work on two more projects at local schools. The first was at a ‘Karen’ village school, where they built paths linking some buildings and finished off some work from the previous year’s group (who had built part of a road). The second village they visited was one inhabited by a different hill tribe called the ‘Lisu’. Here they built a drainage channel for the school central square, part of a perimeter wall and also an external path. All the work was really hard and in temperatures in the mid 30’s C. After 5 days there we travelled back towards Chiang Mai and did a few tourist things, riding elephants, climbing high on huge rock walls and in giant caves, and also did a zip line course through the rain forest where the longest ‘flight’ was close to 1km long. After an evening in Chiang Mai night market we all came home with tons of amazing memories and many life-changing experiences as well as a few mosquito bites. The students will have a stall at the International Festival selling items they have brought back from Thailand and will also be running a food stall selling Thai food that they learned to cook while at ‘School for Life’.

They would love your support.

Simon TaylorHigh School Science Teacher

[email protected]

Faces from School for Life



We’ve been playing!!!

I’ll get YOU ....



Masonry work in 30o C is no joke.... Not sure masonry is my field ....

One stone at the time ....




Trip Week . . Trip Week . . . Trip Week.. Trip to GREECE

This year the art trip travelled to Greece: Athens, Skopelos, and Meteora. We explored a variety of sites in one week.

Of course the Acropolis was not to be missed as well as the amazing museum next to it; filled with all the art and artifacts found on and around the Acropolis. The museum itself is an amazing modern structure that reflects the time of the ancient Greeks.

We visited the National Archaeological Museum before heading to the island of Skopelos.

We travelled by fast boat to this UNESCO town, and were met by Jill and Gloria who run the Art Foundation where we spent many hours printmaking, painting, and sketching.

On the island we also became familiar with its people and culture.

From here we headed back to the mainland, Volos, visited the archaeological museum (artifacts dating back to 6000 BC).

Meteora was our last destination. This is an area of high mountain peaks in which many monasteries were built in the 1400’s.

Jeane SvihusIB Art Teacher

[email protected]



Art class on Skopelos

Meteora Acropolis - can you ask for a more magnificent backdrop?

Ms Mols and her voluntary assistant


ISS Sports NewsWith the days getting shorter and darker, it also signifies the end of the fall sports seasons at ISS. Once again, student-athletes turned out in great numbers for the boys soccer/football, girls volleyball, and boys/girls cross country seasons.

The 6th/7th Grade, Junior Varsity, and Varsity soccer/football teams have been busy practicing and competing in local leagues/tournaments.

Multiple teams at the primary, middle, and high school level competed at the annual Vestcup volleyball tournament. They have continued to improve immensely through practices and local competitions.

In only its second year, the sport of cross country continues to grow in popularity at ISS. The team regularly dots the various running trails around ISS and has joined for several local running races.

Best of luck to the boys and girls traveling to Amsterdam for the upcoming NECIS Soccer/Volleyball Tournaments, as well as the boys and girls who will compete at the NECIS Cross Country Championships in Antwerp.

Many thanks to the fall sports coaches for their effort and dedication this season!

The winter sports offerings include boys/girls basketball (grades 6-12) and boys/girls swimming (grades 6-12).

Jeff BakkeAthletic Director

[email protected]

Efe, Jeroen, Max, Matthew and Zack heroically protect the goal of ISS


ISS Sports News

Kelly, Josephine and Hannah after the run!

Sofia, Pauline, Joanna and Elena cheering a good result


Library News!Book Donations: Travel Guides and Foreign Language MaterialsWe are trying to build up the libraries’ selection of foreign language books and travel guides. If you have any gently used books that are no longer wanted, we will happily accept donations. Those which we cannot use will be donated to charity.

Movies at ISSIt’s the perfect time of year to cuddle up, drink hot chocolate, and watch a movie in the evening. When you are looking for a movie, look no farther than ISS! We have over 1200 movies available for checkout! ISS movies can be checked out by the entire school community (including parents). They are available in the Middle and High School Library which is located on the second floor of the high school wing. Search our movie collection!

• Go to isstavanger.no/community/library.htm

• Select Middle School/High School

• Click Catalog Tab

• In the drop down boxes, change material type to Video Hint: To search the entire collection, put your cursor in the search box (find) and click keyword.

Movie RatingsThe age limit we give to each movie is based on the rating system by the Norwegian Media Authority http://www.medietilsynet.no/.

A film’s ratings may be different than the rating for the same film in a other countries. If there is no rating given by the Norwegian Media Authority, than we rate the movie based on the country of origin.

We only let students check out movies for their age and younger. Please give your child a note if you would like them to check out a movie that is rated above their age. We recommend that all parents oversee what their children are reading and watching.


Parent Association NewsThe PA needs your help to make the International Festival a Success!

Calling all Parents, Students, Administration and Faculty -‐-‐-‐-‐-‐ please sign up as a volunteer for our International Festival on November 15th -‐-‐-‐

Use the link below: http://tinyurl.com/issfestival2014

Calendar of PA Events:

November 5th -‐8:45 am in the ISS Cafeteria – Welcome Coffee

Join us as we gather for our last official Newcomers Welcome coffee this year! We had over 70 people, new and old, attend the last coffee and all had a great time and learned alot! Your Parent Association members will be able to sit with you and answer questions and provide advice. Please join us!

November 5th – 10:00 am in the ISS Basement – PA Board Meeting

Please join us for our official board meeting and see what we are all about! We still have positions open.. get involved, volunteer at the kiosk, become our Athletics or Volunteer Liaison. It’s a great way to meet people. We know we have a lot of untapped talent out there that could be a part of our fantastic team!

November 15th – 1:00 pm – All School – International Festival

Buy a passport and 10 tickets during PRESALES and get 5 free tickets!

Thank you for your basket donations and for volunteering your time to make our annual fund raising event a success!

December 15th – 8:30 am – Santa Class Pictures – More Info to Come

Santa will be in the Cafeteria for some select Early Childhood and Primary School Grades for pictures.

FACEBOOK AND EDLINE – THEY ARE FOR YOU!

Join the Stavanger Parent Group on Facebook and check Edline to stay advised of current events and exciting happenings! It is sometimes our only way to get information to you in a

hurry!

We are planning some fun and informative events such as an Information Evening designed for MS and HS parents to learn about current teenage issues, more parent’s walks, a car boot sale and much more.

*****Stay Tuned to the Stavanger Parent Group Facebook Page and Visit Edline Regularly*****


Parent Association News

Saturday - 15. November13:00 - 16:00 - ISS Campus

International Festival 201411th ISS Parent Association

International food Activity booths Raffle baskets

Games Art

We need your help organizing the International Festival

Volunteer today: tinyurl.com/issfestival2014


Parent Association News

International Festival 201411th ISS Parent Association

Saturday - 15. November13:00 - 16:00 - ISS Campus

Celebrate & share your nation andraise funds for the PA


EKSCLUSIVE QUALITY HEREKE CARPETS

Available here in town, both silk and wool ! www.sultancarpets.no

…If finest means best in the carpet trade, then Hereke makes the best rugs in the orient. The materials and colorings are excellent and the designs imaginative and wide-ranging.”

-From Oriental Carpet Design: A guide to traditional motifs, patterns and symbols, by P R J Ford, London:

Thames & Hudson, 2002, pages 134-5.

Our Guarantees: 1. ★ Authenticity : Purchase your one of a

kind, quality Hereke Carpet securely with our authenticity guarantee.

2. ★Labour Guarantee : No child labour. All of our products are produced by experienced artisans. ★ Price Guarantee : Due to low overhead cost our prices are compatible with the Hereke rug prices in Türkiye. www.sultancarpets.no, Tel: 95932842

One-to-One Tutoring Available!

Struggling to tell your xylem from your phloem?Not sure why Pythagoras was so concerned

about a square hippopotamus?

Ex ISS student - 2010 cohort - (with politiattest) in Norway for 2014/15 academic year, has one-to-one tutoring vacancies available for Middle & High School students in a variety of subjects, including:

• Spanish from Middle School up to IB HL• Maths from Middle School up to IB SL• Biology up to IB HL• Chemistry/Physics up to IGCSE Focus on other skills such as revision techniques and essay-writing strategies also available. Quiet, peaceful tutoring environment as I work from my home.

For more information and/or queries regarding rates, please contact: Louise Heavey

Email: [email protected] or tel: 950 650 43

Traditional Norwegian Painting Rosemaling Rosemaling or folk art is about 350 years old. It stared around 1700.

I paint trays, bowls, kitchen roll holders, clocks, jewellery boxes, cradles, big trunks, small ornaments different shapes and size and a lot more. You can also bring your own wood for me to paint on and choose your own colours. All is hand painted. Each piece is individually created for a unique gift or home decor. Bring a touch of Norway into your home with this traditional Norwegian art form. You can also chose your own colours and bring your own wooden things for me to paint for you. My name is May Fjetland Field. I live in Hafrsfjord close to ISS. As I sell from home I haven’t got a set opening time, but feel free to email or phone me, if you want to see more of my painted things and learn a bit more of this art form. I have been selling at the PWC craft fair for many years, at the International festival at ISS, at the JIVC (NATO) on several occasions, at Vistnestunet in Randaberg as well as teaching classes at ISS and at the British International School (BISS).

My email is: [email protected] or phone 97730202.


Sailing in the Norfolk Broads


Editor: Liv Nærland Høie Phone: +47 51 55 43 22 E-mail: [email protected]

The Informer is issued on the ISS web-page: www.isstavanger.no

Go to “News” and then to “Informer” and current issue.

To have CLASSIFIED ADS published in The Informer, please e-mail: [email protected] editor reserves the right to edit ads to fit the space requested by you.

Prices: Companies1 Private persons2

ISS Teachers/Students and their parents3*

Full page (260 x 180mm) NOK 2400 NOK 1200 NOK 600

1/2 page (130 x 180 mm): NOK 1200,- NOK 600,- NOK 300,-



1/16 of a page (28,5 x 88 mm): NOK 200,- NOK 100,- NOK 50,-

1. If you run a business/company/activity that makes your living, you are a “company” price-wise. 2. If you have a small activity, a non-profit foundation, organise a charity, advertise your belongings for

sale, insert small personal ads, etc., you are charged a “private person” price.3. *These prices are valid from January 2010

If you do not wish to receive the Informer any more -

or if you have changes to your e-mail address,

please notify Liv N. Høie at 51 55 43 22 or e-mail: [email protected]

Lunch MenuIn addition to the daily HOT MEAL and the soup of the day, the cafeteria also offers a vegetarian option for lunch

Issues of the Informer in the school year 2014-2015 are due: 03.09, 29.10. and 10.12. 2014. In 2015: 28.01, 11.03. and 27.05. Deadline is one week before.

The menu of the Valhall Cafeteria is regularly updated on the ISS website: http://www.isstavanger.no - Cafeteria

octoBer W 29.10 Pork curry with couscousT 30.10 Beef Stroganoff with riceF 31.10 Fiskeboller (= Norwegian fishballs w/bechamel & carrots

novemBer 2014M 03.11 Fried riceT 04.11 Pasta with pepper sauceW 05.11 TacoTh 06.11 LapskausF 07.11 Salmon Teryaki

M 10.11 Hot dog and mashed potatoeT 11.11 Pasta with tomato sauce and tunaW 12.11 Chili con carneTh 13.11 PaellaF 14.11 Breaded cod with herbs and potatoes

M 17.11 Risotto with mushroomT 18.11 Pasta with cheese ham sauceW 19.11 Beef burger with gravyTh 20.11 Chicken stew F 21.11 Norwegian style salmon

M 24.11 RisengrøtT 25.11 Pasta w/butternut squash creamW 26.11 Beef BurritosTh 27.11 Lemon chicken F 28.11 Fishburgers w/potatoes and coleslaw

decemBerM 01.12 Pizza T 02.12 Pasta bolognese W 03.12 Greek chicken Th 04.12 Pork chops F 05.12 Breaded trout w/potatoes & vegetables

M 08.12 Chicken noodles T 09.12 Potato gateau W 10.12 Lasagna Th 11.12 Pinnekjøtt (Norwegian lamb ribs) F 12.12 Mexican gratinated fish dish

M 15.12 Christmas meatballs of pork T 16.12 Tagliatelle w/salmon and shrimps W 17.12 Julegrøt (Rice porridge)

January 2015W 07.01 Chili con Carne Th 08.01 Pasta all’arrabbiata F 09.01 Breaded cod w/potatoes and vegetables

M 12.01 Risotto and chorizo T 13.01 Pasta alla norma W 14.01 Mexican lasagna Th 15.01 Chicken w/soy sauce and sesame F 16.01 Thai stewed salmon

M 19.01 Thai pork stew T 20.01 Pasta alla Carbonara W 21.01 Chicken Korma Th 22.01 Beef Stroganoff F 23.01 Fish niggets

M 26.01 Chicken couscous T 27.01 Pasta w/vegetables and tomato sauce W 28.01 Sweet & sour pork Th 29.01 Meatballs F 30.01 Bacalao


OctOber30-31 High School Parent/Student/Teacher Conferences

30/10-1/11 High School Play

NOvember3-4 Middle School Student/Parent/Teacher Conferences5-8 NECIS Soccer/Volleyball Tournament - Amsterdam5-9 IMUN Conference - Lisbon7 Early Childhood and Primary School Student/Pareant/Teacher meetings8 SAT Testing8-17 Spanish Exchange to Barcelona13 Extended Essay Exhibition14 Grade 3 Assembly, 10:3014-15 NECIS Cross-Country, Antwerp14-15 NECIS Cross-Country, Antwerp15 International Festival17-20 Grade 4 Outdoor Education Week, Gullingen21 Grades K-2 Winter Concert, Theatre, 18:0021 Middle School Activity Night26 Middle School/High School Band Concert 29 StuCo Winter Formal, 19:00

December4 Grade 10 IGCSE Information Afternoon, 15:304 Grades 3-5 Winter Concert, Theatre, 18:305 Peace Procession, 08:455 Middle School Dance, 18:306 SAT Testing11 Grade 2 Santa Lucia Procession, 11:0011 Middle & High School Choir Concert, 19:0015 Pictures with Santa, morning17 Middle School Activity Day17 High School Activity Day17 Juletrefest, Early Childhood at 14:00-14:3017 Juletrefest, Primary School at 14:30-15:00

18/12 2014 - 6/1 2015 Christmas Vacation

JaNuary 20157 Back to school19 Middle School Recognition Ceremony, 13:5022-24 Primary School drama production28 100th Day of School

February5-7 Basketball, Aberdeen10-11 International Schools Assessment, Grades 3-916-20 Winter Week holiday26 8th ot 9th Grade Transition Meeting, 18:00march5-6 MS Student-Parent-Teacher Conferences5-7 Middle School Musical12-14 NECIS Swimming, Luxembourg 13 Grade 4 Assembly, 10:3015-20 8th Grade Outdoor Education Week

The Informer is published by INterNatIONal SchOOl OF StavaNger

Treskeveien 3NO-4043 STAVANGER

Norway

Tel: +47 51 55 43 00 Fax: +47 51 55 43 01

E-mail: [email protected]

High School Office: +47 51 55 43 43Middle School Office: +47 51 55 43 11

Primary School Office: +47 51 55 43 23

Director: Dr. Linda DuevelDeputy Director: Mr. Gareth JonesHigh School Principal: Dr. Liam BrowneMiddle School Pricipal: Ms. Carol WallacePrimary School Principal: Dr. Len DuevelEarly Childhood Principal: Ms. Jill RavenBusiness Manager: Ms. Linn Åsheim

IB Coordinator: Ms. Lynn ParkHigh School Counselors: Ms. Monchaya (June) Jetabut and Ms. Cheryl BrownMiddle School Counselor: Mr. Matt ArmstrongPrimary School Counselor: Dr. Jack RavenSchool Nurse: Ms. Heather Melhus

The ISS Vision StatementInspire a community of responsible, globally- engaged, empowered learners.

The ISS Mission StatementISS provides an internationally-accredited, engag-ing and challenging English-language education in a supportive, multi-cultural environment where students have the opportunity to fulfill their potential.

Our ValuesLearning, Well-being, Community.

The International School of Stavanger (ISS), founded in 1966, is an independent, non-profit Norwegian foundation accredited by the New England Association of Schools and Colleges and the Council of Interna-tional Schools. The school enrolls students from ages 3 through 18. ISS offers an international university preparatory curriculum that combines the best features of many national educational systems. Both the Inter-national Baccalaureate Diploma programme and the International General Certificate of Secondary Educa-tion external examinations are available to students.

In 2013, the school has an enrollment of nearly 800 students who represent over 50 nationalities, including students from six of the earth’s seven continents.

High School event Middle School event Primary School event All School event

Calendar of Events SchOOl year 2014-2015

Documents

Informer October 2014