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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

rachaelp@vislao.com

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 librarian@ourvis.com 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.