Branksome Hall Asia

THINKING, COMMUNICATING AND INQUIRINGOCTOBER 2016

SCHOOL NEWSLETTER

INTERNATIONAL SCHOOL FOR GIRLS

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WELCOME DR. BEVERLEY VON ZIELONKA PRINCIPAL

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Conduct and Residence Handbook) will be available to you at the upcoming November reporting conferences.

Another important school-home communication opportunity is our reporting system. Two or three written reports will be sent home and two student-parent-teacher conferences will be scheduled during the school year. The first Junior School report is scheduled for October 13 and the Middle and Senior School Report will be sent home October 28 followed by Student Parent Teacher Conferences November 17-18.

Successful and effective communication is a two way process and the faculty and administration welcome parent input. If you have information or questions regarding the learning or progress of your child in a particular class, please contact the class teacher. The class teacher will likely have the most information to answer your questions.

If you have questions about your child’s progress in several classes, please contact your child’s advisor or homeroom teacher. They will help

브랭섬홀 아시아 학부모 및 커뮤니티 멤버 여러분,

학생들에게는 최상의 배움의 기회를 주고, 학부모 여러분에게는 지속적으로 정보를 제공하여 아이들의 브랭섬홀 아시아 학교 생활에 동참하고 환영받는 느낌을 주기 위해 학교-가정을 이어주는 다양한 공식적/비공식적인 커뮤니케이션 기회를 공유해 드리고자 합니다. 브랭섬홀 아시아의 공식 홈페이지(www.branksome.asia), 학부모 및 학생들을 위한 Finalsite 포탈, 브랭섬홀 아시아 페이스북페이지 (https://www.facebook.com/branksomehallasia)를 통해 다양한 교과과정 및 학교 생활의 이모저모를 실시간으로 제공해 드리고 있습니다.

매주 전달해 드리고 있는 주간 학부모 게시판(Weekly Parent Bulletin)을 통해 학교의 교장단이 최근 소식을 전해 드리고 있습니다. Academic 핸드북과 학부모/학생 핸드북은 학교의 다양한 배움의 기회, 학교와 학생들에 대한 기대사항 및 학과과목에 대한 세부설명을 학년별로 제공하고있습니다.

위에 설명 드린 핸드북은 Finalsite에서 찾으실 수 있습니다. Middle과 Senior 스쿨 학생 수첩, 행동 강력 책자와 레지던스 핸드북의 2016 발행 인쇄봄은 다가오는 11월 보고 회의에서 제공 해 드릴 예정입니다.

또한, 학교-가정 커뮤니케이션 툴로 학교의 보고 체계(reporting system)이 욌습니다. 한 학년 동안 2-3개의 보고서를 댁으로 보내드게 될것입니다. 그리고 학생-학부모-교직원 회의를 2차례 진행할 예정입니다. 주니어 스쿨의

Dear Branksome Hall Asia Parents and Community Members,

To ensure the best learning opportunities for our students and to help parents feel welcome, informed, and involved in the life of their children at Branksome Hall Asia, it is with pleasure that I remind our families of some of the formal and informal opportunities for open and regular communication between home and school.

The Branksome Hall Asia website (www.branksome.asia), the Finalsite Parent and Student Portals, the Branksome Hall Asia Facebook page (https://www.facebook.com/branksomehallasia) presents a wide range of important curricular, co-curricular news to provide a “real-time” glimpse of life at school. The emailed Weekly Parent Bulletins provide current updates and announcements from the Heads of Schools. The comprehensive Academic Handbooks and Parent and Student Handbooks provide important curriculum information including course descriptions, grade level overviews, and a variety of learning opportunities and expectations. These publications are available on Finalsite. Hard copies of the 2016 editions (MS/SS Student Handbook, Code of

you schedule a team meeting with the appropriate groups of teachers.

If you have questions regarding the Junior School, Middle School, or Senior School programs or procedures please contact your child’s Head of School: Junior School: Ms Susan TilneyMiddle School: Mr. John GaspariniSenior School: Dr. Cinde LockDeputy Principal: Mrs. Noeline Young

If you have questions regarding Residential Life please contact your daughter’s Head of House.

I am very pleased to receive your questions related to Branksome Hall Asia or help you contact the appropriate teacher or administrator. Together our partnership and direct communication will ensure your child’s learning and living success at Branksome Hall Asia.

Please enjoy just a few of the remarkable Branksome Hall Asia learning moments that follow.

Sincerely yours,

Dr. Beverley von ZielonkaPrincipal

첫 보고서는 10월 13일에 발행되었으며, Middle과 Senior 스쿨 보고서는 10월 28일에 발행되며, 이어서 11월 17-18일에는 학색-학부모-교직원 회의를 개최하겠습니다.

커뮤니케이션은 양방향으로 이뤄졌을 때 성공적이고 효과적이라 할 수 있겠습니다. 따라서 교직원과 행정팀은 학부모 여러분의 의견을 환영합니다.어느 한 특정 교실에 대한 자녀의 교과과정에 대해 공유해 주실 정보나 질문이 있을시에는 해당 교직원에게 연락을 하여 주시기 바랍니다. 담당 교직원이 가장 많은 정보를 제공해 드릴 수 있을 것입니다.

여러개의 수업에 대한 학생의 학업 진행에 관해 궁금한 점이 있을 경우에는 학생의 담당 상담선생님(Child’s advisor) 혹은 담임선생님에게 연락하여 주시기 바랍니다. 필요한 교직원에게 연락해서 그룹 회의를 개최하여 드릴 것입니다.

Junior, Middle 혹은 Senior스쿨의 프로그램이나 절차에 대한 문의가 있을 경우, 아래 해당 교장단에게 연락하시면 되겠습니다:

Junior 스쿨: 수잔 틸니( Ms Susan Tilney)Middle 스쿨: 존 가스파리니(Mr. John Gasparini)Senior 스쿨: 신디 로크(Dr. Cinde Lock)부교장: 놀린 영 (Mrs. Noeline Young)

레즈던스 생활에 관한 문의는 학생의 담당 Head of House에게 연락을 해 주시기 바랍니다.

브랭섬홀 아시아에 관련된 전반적인 질문은 제가 직접 답변해 드리거나 도움을 줄 수 있는 해당 교직원 혹은 행정 담당자를 연결해 드리겠습니다. 이러한 직접적인 커뮤니이케이션과 파트너십을 통해 브랭섬홀 아시아 학생들이 성공적인 배움과 생활을 지속적으로 구현해 나갈 수 있을 것으로 믿습니다.

이어지는 브랭섬홀 아시아의 놀라운 학습 순간들을 함께 즐기시길 바랍니다.

감사하니다.

베벌리 폰 질롱카 브랭섬홀 아시아 총교장

LEARNING MS. SUSAN TILNEY HEAD OF JUNIOR SCHOOL

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The International Baccalaureate mission identifies ten attributes of learners in an IB Learner Profile. One of these attributes is communicator and this is defined as:

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Modes of communication may be verbal or non-verbal and could include:speaking, listening, reading, writing, viewing, presenting, gestures, facial expression, dance, music, pitch, tone, stress, signs, symbols and logos.

In the Primary Years Programme inquiries take place through six Transdisciplinary Themes as students inquire into and learn about globally significant issues through units of inquiry.

Communication Ms. Susan Tilney Head of Junior School

Under the transdisciplinary theme “Sharing the planet” Grade 3 students are currently exploring the Central Idea “Effective communication can resolve conflict”. Students engaged in a provocation, where they witnessed a staged conflict between Middle School students and watched it unfold. This was followed by a “See/Hear/Wonder” thinking routine where students thought about their experiences and considered viewpoints about the conflict. Grade 3 classes later thought about some calming strategies that could be applied during conflict situations, with an example of Malala Yusafzai who exemplifies nonviolent conflict responses, and ways to use words to help resolve or prevent conflicts. Students have begun to look at various types of verbal and nonverbal communication, and persuasive writing.

Being a good communicator enables relationships to develop and communities of learners such as Branksome Hall Asia to thrive.

LEARNING MS. SUSAN TILNEY HEAD OF JUNIOR SCHOOL

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LEARNING MR. DAVID SECOMB DEPUTY HEAD OF JUNIOR SCHOOL

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Mathematics forms an important part of the Junior School program at BHA. The ability for students to think mathematically, use their intuition, and to develop an inquiry relationship with maths is vital for success in later life. The teachers in the Early Years classes (JKP, JK and SK) are constantly searching for developmentally appropriate opportunities to engage students in mathematical thinking and inquiry. These also must align to our Image of Child statement, which is depicted on the wall of the Lower Junior Pod of the Junior School.

Symbolic language is where the journey to numeracy begins. Counting, making marks, and recognizing shapes in the environment are all important steps into mathematical learning. Through a variety of inquiry and conceptually rich play-based learning experiences, young learners deepen and broaden

What does mathematical inquiry look like in a play-based environment?Mr. Dave SecombDeputy Head of Junior School and PYP Coordinator

their knowledge and understanding of the world around them. As children increase their understanding of the world and its systems and symbols, their mathematical inquiries begin to become more sophisticated.

Successful users of mathematics have a strong understanding and knowledge base, but they also have a very good relationship with maths, one that is different from what other people have. This can be called an inquiry relationship. An over-emphasis on procedural knowledge prevents students from developing a critical relationship with maths. An inquiry relationship with maths is what is needed to work effectively in today’s high-tech world. The images here show some of the ways that the Early Years teachers are provoking inquiry in to mathematical concepts.

LEARNING MR. JOHN GASPARINI HEAD OF MIDDLE SCHOOL

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지난 몇 주 동안은 중학교 과정의 학생들의 캠프와 교외 학습이 주 활동 이었습니다. 9학년 학생들과 9명의 브랭섬홀 선생님들께서는 자매 학교인 브랭섬 홀 캐나다와의 교환 프로그램을 위해서 토론도로 향했습니다. 학생들은 카누, 하이킹을 하고, Ontario의 Algonquin 주립공원 에서 북쪽 하늘의 경이로움을 느끼며 일주일 간의 캠프를 하였습니다. 그리고 나서, 학생들은 브랭섬 홀 캐나다 학생들과의 2주간의 교환 프로그램을 위해 토론토로 이동 하였습니다. 저희는 우리 학생들이 반 친구들과 우정을 돈독히 하면서 교환 프로그램을 최대한 활용하고, 캐나다 학생들과의 새로운 우정을 다졌기를 기대 합니다.

6,7,8학년 학생들은 태풍 ‘차바’ 속 에서도 3일 간의 캠프를 즐겁게 보냈습니다. 선생님들은 학생들의 커뮤니티에 대한 이해도를 높이기 위한 프로그램을 준비 하였습니다. 캠프 3일동안 지역사회와 전 세계에 영향을 미칠 수 있는 의사소통, 협력, IB 학습자의 자질에 대한 주제를 다루었습니다. 학생들은 리더십 스킬을 향상 시키기 위한 활동 뿐만 아니라 개인적인 성장과 발전을 위해 스스로 돌아보는 시간을 가졌습니다. 6,7,8 학년 학생들은 특히, 오리엔티어링(지도와 나침반만 가지고 정해진 길을 걸어서 찾아가는 스포츠), 집 짓기, 하이킹, 응급 처치 훈련, 캠프파이어 준비, 공예, 요리와 같은 활동들을 하였습니다. 기상 악화에도 불구하고, MS 학생들은 벽없는 주의 캠프에서 정말 즐거운 시간을 보내고, 경험 하였습니다!

Mr. John C. Gasparini 중등부 교장

Camps and out-of-the-classroom learning were the major focus within the Middle School these past weeks. The entire Grade 9 as well as eight members of the Branksome staff flew off to Toronto for the Branksome Exchange with our sister school in Canada. Our school’s ninth graders spent a week at an outdoor adventure camp canoeing, hiking, and taking in the wonder of the northern skies of Algonquin Provincial Park in Ontario. They then returned to Toronto for two weeks of coordinated study with the Grade 9 girls of Branksome Hall Canada. We hope that all of our girls made the most of this exchange by solidifying the friendships that they have within their own class, as well as sparking new friendships with their Canadian classmates.

In addition the Grade 6, 7 and Grade 8 girls enjoyed three day adventure camps under the threat of Typhoon Chaba. Teacher teams developed programs to promote students’ understanding of community. The themes explored over these three days of camps included communication, collaboration, and the IB Learner Profile attributes that students bring to their local and global communities. Students worked to develop their leadership skills, in addition to reflecting on their personal growth and development. Specifically, the Grade 6, 7 and 8 girls were involved in the following activities: orienteering, shelter building, hiking, first aid training, setting up a campfire, arts and crafts, and cooking. Despite the threat of the typhoon all of the Middle School classes managed to make the most of their Week Without Walls experience!

Mr. John C. Gasparini Head of Middle School

THE BRANKSOME HALL ASIA

From October 4th-6th, forty-eight girls participated in the Grade 6 Camp at Branksome Hall Asia. Despite the typhoon, students did not let the rain dampen their spirits! They spent three days getting better acquainted with their advisory members and classmates through team-building initiatives, outdoor activities, and creative undertakings. From making hot chocolate on camp stoves to sleeping in tents with friends, the girls were excited, enthusiastic, and bona fide risk-takers. Highlights included a hike and outdoor exploration through the GEC, making s’mores around the campfire, exploring individual strengths, and a pool party! All in all, Grade 6 Camp was a time to reflect on personal growth, face challenges head-on, and try new things.

It was an absolute blast to boot!

Grade 6

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The Grade 7 camp program was structured to introduce the students to the concept of inclusion and empathy. In achieving this goal, this year’s camp was highly successful. Our 7th Graders had to get along with one another and their chaperones, because once Typhoon Chaba decide to head north and crash into Jeju and the southern tip of the Korean Peninsula, all plans and goals had to be reworked and remade, often at a moment’s notice!

The Grade 7’s were originally scheduled to spend three days at a beautiful camp site on the side of Mount Halla, but with the oncoming typhoon bearing down on our island, all plans to camp were abandoned in favor of a camp program within the safety of the school grounds. Workshops and activities were run which provide space for students to deepen their understanding of forgiveness, and friendship. Students participated in activities designed promote the understand that difference is something that should be embraced and celebrated rather than feared or disrespected. We also played fun games and ate great food.

GRADE 7

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This years grade 8 camp was based loosely on the infamous television show ‘The Running Man’. Suitably titled ‘The Remarkable Race’ Grade 8 students pushed themselves through a number of group challenges designed to hone their skills in communication, team work and collaboration. They gained important insights into their personal strengths and how to use these in situations where others might not be so ready to listen to their point of view, and learned to embrace our camp themes of personal responsibility and independence. The challenges were difficult. They had to use their collective brains to think their way out of situations such as escape rooms and map reading. Their bodies were pushed through hiking and literally running from activity to activity; yet there were also many opportunities for quiet reflection and quality time with friends. The camp also managed to embrace our service goals this year involving a sense of community and sustainability, as many of the challenges required them to communicate with locals and to investigate diminishing local produce. Students came back to school tired; but also proud of their achievements this year.

Thank you to all the Grade 8 staff that helped to make this years grade 8 camp such a resounding success.

we don’t do anything by halves at Branksome Hall Asia.

Typhoons, car races, superheroes, waterfalls, markets, yoga and pizza.

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The past three weeks have been eventful, fruitful, and challenging for our Grade 9 students. As we ventured to Canada, students were buzzing with excitement and anticipation to meet their Canadian buddies at Branksome Hall Canada. We spent the first week in Algonquin Park at camp with ALIVE Outdoors. The camp experience truly was transformational for many of our students. They embraced challenges and were able to get outside of their comfort zone. We spent the week canoeing, building fires, tackling the high ropes course, and building community with the Branksome Hall Canada students. These experiences will be memories for a lifetime. We also attended school at Branksome Hall Canada. At school the students engaged in an Interdisciplinary Unit around the concept of public space. The students were able to explore some of the challenges facing the City of Toronto. Through the University of Toronto Rotman School of Business Integrative Thinking Process, students were able to provide real life solutions to the challenge they were given. The students collaborated with and learned from their sisters at Branksome Hall Canada and were able to build relationships that will last a lifetime. Lastly, the students were able to develop cultural understanding through their experiences at the Matilda play, Cirque Du Soleil, the university tours, a Toronto Football Club game, and many more. The students are grateful for their time and Canada and will carry with them the lessons they have learned along the way.

GRADE 9CANADIAN EXCHANGE

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This year, students explored the theme of ‘Challenge’ through an experiential learning opportunity allowing them to build a rich understanding of Korean History. Students traveled by air between Jeju and Seoul. Students departed on Tuesday, 4th, October, and came back to Jeju at Saturday, 8th October. Students explored lots of different historical sites such as Seoul City Wall, Gwangjang Market, Gyeongbok Palace, Bukchon Hanok Village, Insadong, Former Russian Legation, Deoksu Palace, Independence Park, China Town in Incheon and DMZ area as well.

GRADE 10 CAMPIs an integral part of the Branksome Hall Asia Grade 10 interdisciplinary experience. It is a key opportunity for students to reflect, develop personal strengths and self-awareness.

Through this camp, students were given some time to immerse themselves in an opportunity where they learned, looked and experienced the ‘learning out of class’. This camp was expected to be both instructive and valuable; as students was able to realize that learning occurs everywhere, not just in the classroom.

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LEARNING DR. CINDE LOCK HEAD OF SENIOR SCHOOL

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Throughout their journey in the MYP and DP programs, we encourage our students to model the attributes of the Learner Profile. Our theme for this newsletter is “Thinking, Communicating and Inquiring.” In the pages that follow, we have highlighted some of the wonderful experiences that our students had in early October during their ‘Week Without Walls.’ These camp-based programs involved students in organizing activities, cooking their own food, and planning service projects. In each camp, students were actively involved as thinkers, communicators, and inquirers.

The Grade 10 Personal Project provides another wonderful example of how we infuse our program with opportunities for students to engage in their learning and to build their inquiry and communication skills. Each year, every grade 10 student works closely with a supervisor to design and implement a project of her own. These projects are completed over a 6-month period and involve students in the full design cycle (investigating, planning, taking action, and reflecting). Students create a product as a result of this work and they write a 3000-word essay, which is an effective skills building rehearsal for the Extended Essay, which is completed by students a bit later in their Diploma Program.

The goals of the Personal Project are to have students:• Participate in a sustained, self-directed inquiry

within a Global Context• Generate creative new insights and develop

deeper understandings through in-depth investigation

• Demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time

• Communicate effectively in a variety of situations• Demonstrate responsible action through, or as

a result of, learning• Appreciate the process of learning and reflect

on their accomplishments and growth

브랭섬홀 아시아는 학생들이 MYP 와 DP 과정을 거치면서 Learner Profile 의 속성들을 만들 수 있도록 장려하고 있습니다. 이번 뉴스레터의 주제는 “Thinking, Communicating and Inquiring” 로서 10월 초에 학생들이 참여한 ‘Week Without Walls’ 의 훌륭한 경험들을 강조하였습니다. 캠프형식으로 진행된 프로그램들로 학생들은 활동을 조직하고 자신들의 음식을 만들며 서비스 프로젝트들을 계획하였습니다. 각각의 캠프에서 학생들은 적극적으로 생각하고 소통하며 질문을 통해 탐구해 나갔습니다.

10학년 개인 프로젝트는 학생들이 어떻게 프로그램을 그들의 교육과 연관시키고 또 그들 스스로 질문하며 소통하는지 등의 기술을 보여주는 좋은 예 가 되겠습니다. 매년 10학년의 학생들은 지도 선생님과 함께 개인의 프로젝트를 디자인하고 실행에 옮길 수 있도록 긴밀히 협력합니다. 이 과정은 6개월 기간을 걸쳐서 완성되며 학생들은 조사, 계획, 실행 그리고 되돌아보기 등의 전체 과정을 경험하게 됩니다. 학생들은 이 과정을 통하여 작품을 완성하고 3000자 길이의 에세이를 쓰게 되는데 이것은 나중에 디플로마 과정의 Extended Essay 에 필요한 기술들을 연습이라고 할 수 있습니다.

개인 프로젝트를 통한 학생들의 목표는:

• 지속적으로 스스로 탐구하는 자세• 창의적인 시각을 가지며 깊이 있는 조사를 통한 이해력

향상• 기간 내에 완성할 수 있는 기술, 태도, 그리고 지식을

발휘하기• 다양한 상황 속에서 효율적으로 의사소통하기• 배움을 통한 또는 배움의 결과로 책임감 있는 행동

발휘• 배움의 과정을 제대로 인식하고 결과와 성장에 대하여

고찰하기

Thinking, Communicating, and InquiringCinde Lock - Head of Senior School

The Grade 11 Week Without Walls camp themes were Perspective and Critical Thinking (Open-Mindedness and Questioning). Our Grade 11 students set out to grasp these themes by engaging with the United Nation’s Sustainable Development Goals and creating projects based on a singular or multiple Goals. These projects were created by small groups of students and then presented to their entire grade level as either CAS projects or Grade Level Service Projects.

Students also participated in various wellness and action activities such as Soccer Baseball, working with clay, a walk to the Osulloc Tea Fields and most importantly, creating their own meals. Students worked together in advisory groups to develop their own soups and homemade pizza using Branksome Hall Asia’s own Pizza Oven.

Both the students and staff enjoyed time working together, bonding and becoming a unified community.

GRADE 11

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Grade 12s had an action packed ‘Week Without Walls’ at both Hamdeok and here in the Global Edu Centre. The major theme of the camp was ‘legacy’. Students asked of themselves: “What footprint do I want to leave behind at BHA?” and “How as a group do we wish to be remembered?”. Activities and workshops directly related to these questions were made more meaningful by allowing the students time to interact together in a novel and relaxed environment. Beach relays, beach volleyball, swimming and the infamous ‘race for the squeaky chicken’ were all part of the first day’s activities.

Many were awoken during the early hours of the morning by the growing strength of Typhoon Chaba. The girls showed great camaraderie and resilience in the face of a tricky dilemma. And once we resumed activities back in the GEC, they participated with tremendous spirit. After a sleep interupted night, the girls were faced with a ‘Masterchef Challenge’ to be judged by our ‘Performing Artists in Residence’, Jesse and Connor. With just a few essential ingredients and some incredible ingenuity, the dishes that were produced were sensational!

We travelled to Hyopjae beach in the evening for some inspirational ceremonies, dances and fun around wood collected by the girls and directed with verve and dramatic energy by Jesse and Connor. Sybollically burning

the impediments to fulfilling their future ambtions was a binding and almost tribal experience for the girls.In Grade 12, there are five advisory groups. Each advisory group was also responsible for running a workshop. These workshops proved to be very successful. There were some amazing plans devised for various artistic contributions to be left at BHA as legacy pieces. There were choreographed dance routines to prominent songs of each year of their lives at BHA and too many others to mention but each linked to the theme of ‘legacy’.

The major activity of our final day was a hike through some of our neighbouring farm lands. Originally, it was to be an Oreum hike at Hamdeok and this ingenious adaptation gave the girls opportunities to create reflective videos in response to various prompts related to their past, present and future. For many students this was a poignant crescendo for the camp.

The Grade 12 advisory teachers, Ms Mor, Mrs Binns, Mrs Johansen, Ms Choi and Mr Young, were sincerely thanked by the girls for their care and commitment. Together the students and teachers created wonderful experiences that will help shape the legacy of this brilliant class of girls.

“Before going to the camp, I was quite nervous and doubtful because ever since we started DP, there were not many opportunities to do something as a grade level. During the camp, I was relieved as I recognized positive signs from many people. After the camp, I am little exhausted but I am [delighted

to have made] such wonderful, precious memories.”

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“It was a very short, but a very meaningful camp full of different experiences that I might not

have a chance of anymore in the future. It was a time to think more about how I should be thank-

ful in my current situation of having such wonderful people near me. I felt that I am even more

supported from teachers, friends, and my parents. Even if there were some difficulties during

the camp such as typhoon ‘Chaba’, I believe it was actually a good experience by seeing warm

words and behaviours being passed to each other, supporting and caring for each other in that

hard situation.”

LEARNING MRS. NOELINE YOUNG DEPUTY PRINCIPAL

Welcome to our new and returning Branksome Hall Asia families as we look towards our fifth year of opening.

Our new students and families will have many questions as the year progresses. We all know how it feels to be a newcomer and how a friendly face makes a difference in gaining a sense of belonging. I challenge students and parents to be that significant person to reach out to our new families. Whether your communication is through a smile or answering a specific question, it will help to strengthen your connections with others.

Communication is an aspect that communities identify as something we can do better. Effective communication is a two-way street. We invite you to contact the school if you require clarification on any concerns and we can help you by directing you to the best person who can answer this.

Effective communication plays an important role in learning. Encourage your children to be involved in class discussions and to actively ask questions. Communication can improve teamwork, decision making and problem solving in the classroom. Effective communication is a learned skill and it requires time and effort to develop these skills. The IB Learner Profile guides and reminds us that these attributes are valued and taught in our curriculum.

Communication is not only verbal it also includes nonverbal communication. We need to teach children that our body language can convey messages and to be mindful that these are received positively by others. The way we look, listen, move, and react to another person tells them more about how we feel than words alone.

As stakeholders within the Branksome Hall Asia community we all play an active role to nurture our children to become inquirers, thinkers and good communicators.

I look forward to collaborating with you in the year ahead.

Noeline YoungDeputy Principal

개교 5년째를 바라보면서 신입생, 재학생 가족을 환영합니다.

올해가 지나면서 신입생과 신입생 가족들은 많은 질문이 생길 것입니다. 우리 모두 어딘가에서 새롭게 시작할 때의 기분이 어떤 것인지 잘 알고 있고 그 때 친절한 얼굴들이 어떻게 소속감을 갖는데 차이를 주는지 압니다. 저는 학생들과 부모님들께 신입생과 그 가족들에게 도움의 손길을 뻗치는 그 중요한 사람들이 되시길 부탁 드립니다. 미소로 또는 어떤 질문에 대한 대답으로 소통을 하든지 간에, 이런 것들이 다른 사람들과의 연결을 더 강화시키는 데 도움이 될 것입니다. 커뮤니케이션은 어떤 곳에서나 우리가 더 잘 할 여지가 있다고 여기는 부분입니다. 효율적인 소통은 양방통행입니다. 염려되는 부분이 있으시면 학교에 연락하시고 저희가 가장 좋은 답변을 드릴 수 있는 사람을 연결시켜드려 도와드리겠습니다.

효율적인 커뮤니케이션은 학습에서 중요한 역할을 합니다. 자녀들이 수업 중 토론에 참여하고 활발하게 질문하도록 격려해주십시오. 의사소통은 교실상황에서 팀워크, 의사결정, 문제해결을 향상시킵니다. 효율적인 의사소통은 학습되는 스킬이며, 이런 스킬을 발달시키는 데는 시간과 노력이 필요합니다. IB 학습자 프로필은 이런 특성이 가치 있고 우리 커리큘럼에서 가르치는 것이라는 것을 우리에게 알려주고 상기시켜 줍니다.

의사소통은 꼭 언어적인 것은 아니고 언어외적인 소통도 포함합니다. 우리는 아이들에게 바디랭귀지도 메시지를 전할 수 있고, 이런 것들도 다른 사람들에게 긍정적으로 받아들여질 수 있게 주의하라고 가르칠 필요가 있습니다. 우리가 다른 사람들을 보고, 듣고, 움직이고, 반응하는 방식이 언어 단독으로보다 더 우리가 느끼는 것을 더 많이 말해 줄 수 있습니다.

브랭섬홀아시아 커뮤니티에 관련된 사람으로서 우리 모두는 우리 아이들이 질문을 할 줄 아는 사람, 생각할 줄 아는 사람, 그리고 좋은 의사소통을 할 줄 아는 사람으로 양육되도록 모두 적극적인 역할을 합니다.

새로운 한 해를 앞두고 여러분과 협력할 수 있길 간절히 바랍니다.

놀린 영총부교장

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